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Roy A. Moxley Jr. 《Instructional Science》1979,8(2):169-205
Subjective, individual, and aggregate references in educational research are distinguished. A particular method may center around a particular type of reference. Uses and misuses are described. Compatible relationships are indicated. The overall process is seen within a general principle of uncertainty reduction. 相似文献
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Brian O'Toole Roy McConkey 《International Journal of Disability, Development & Education》1995,42(1):33-40
Parents of children with disabilities are not getting enough help for their education, care and training. The prevailing model of rehabilitation based on institutional care, would absorb more than the total health and education budgets of most developing countries if serious attempts were made to meet the needs of all disabled persons through this approach. Community Based Rehabilitation (CBR) has therefore been suggested as an alternative approach to service delivery. For CBR to be a viable service provision a new concept needs to be developed of staff and training. This paper presents an outline of materials that have been developed in Guyana to meet the training needs of a new cadre of worker in the rehabilitation field. 相似文献
186.
Roy B. Clariana Tanja Engelmann Wu Yu 《Educational technology research and development : ETR & D》2013,61(3):423-442
Problem solving likely involves at least two broad stages, problem space representation and then problem solution (Newell and Simon, Human problem solving, 1972). The metric centrality that Freeman (Social Networks 1:215–239, 1978) implemented in social network analysis is offered here as a potential measure of both. This development research study applied centrality measures to reanalyze existing concept maps from a recent investigation (Engelmann and Hesse, Computer-Supported Collaborative Learning 5:299–319, 2010). Participants (N = 120) were randomly assigned to interdependent (i.e. hidden profiles) or non-interdependent conditions to work online in triads using CmapTools software to create a concept map in order to solve a problem scenario. The centrality values of these group-created concept maps agreed with the common relations count analysis used in that investigation and allowed for additional comparisons as well as analysis by multidimensional scaling. Specifically, the interdependent triad maps resembled the fully explicated problem space, while the non-interdependent triad maps mainly resembled the problem solution. The results demonstrate that centrality is a useful measure of knowledge structure contained in these team concept map artifacts that allows researchers to infer problem representation start and goal state transitions during problem solving. 相似文献
187.
A prototype computer-mediated communication system was assessed for its capability to stimulate intellectual activity through mandating peer comments in graduate and undergraduate computer science classes. Measured against Bloom's Taxonomy of Educational Objectives, about half the total comments in two classes exhibited no evidence of classifiable intellectual activity. Of the remaining half, a positive correlation was found between number of characters and level of cognition exhibited by a comment, though exceptions were found at every level. A significant but weak relationship was also shown between cognitive level of comments and level of classes. The results suggest modifications to the computer-mediated communication system so that students more effectively engage in peer–peer assessment. 相似文献
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This paper investigates undergraduate students' application of theory in their analysis of problems presented in authentic leadership cases. Taking a phenomenographic research approach, the paper identifies two levels at which students understand ‘theory’: Level 1-Theory as knowledge acquired from books; Level 2-Theory as support for problem solutions. Only the students at Level 2 understanding achieved the highest learning outcome described by the Bologna Reforms. This result may be accounted for by the difference in the students' pre-conceived understanding of the events and relationships in the analysed cases. The phenomenographic assumption explains why the authentic cases are problematic. The high relevancy of the learning object – as an authentic case – may reduce the effect of variation, in this case the educational environment that is the mechanism for learning according to variation theory. 相似文献
189.
Ted Sennett Leif Furhammar Folke Isaksson Peter Cowie Roy Armes Gordon Gow 《Communication Booknotes Quarterly》2013,44(4):2-3
Ted Sennett's Warner Brothers Presents: The Most Exciting Years--From "The Jazz Singer" to "White Heat" (New Rochelle, N.Y.: Arlington House, 1971---$11.95) Leif Furhammar and Folke Isaksson's Politics and Film (New York: Praeger, 1971---$12.50) Peter Cowie (ed.) The Concise History of the Cinema: Volume I, Before 1940. (Cranbury, N.J.: A.S. Barnes, 1971---$3.50, paper) Roy Armes' The French Cinema since 1946: Volume I, The Great Tradition (Cranbury, N. J.: A.S. Barnes, 1970---$2.95, paper) Gordon Gow's Hollywood in the Fifties (Cranbury, N.J.: A.S. Barnes, 1971---$2.95, paper) Edward Wagenknecht's The Movies in the Age of Innocence (New York: Ballentine, $2.95, paper) Thorold Dickenson's A Discovery of Cinema (New York: Oxford University Press, 1971---$8.50 with a paperback edition available) Rachael Low's classic History of the British Film (London: Allen and Unwin, 1971---price not known) Bob Thomas' The Heart of Hollywood: A 50-year Pictorial History of the Film Capital and the Famed Motion Picture and Television Fund (Los Angeles: Price/Stern/Stern, 1971---$7.95) Bob Harmon's Hollywood Panorama (New York: Dutton, 1971---$3.95, paper) 相似文献
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