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141.
ABSTRACTBy implementing student-centred learning environments, higher education institutions aim to foster student self-efficacy and self-regulation. Previous research that focuses on how students perceive these learning environments usually does not take the differential impact of students’ study motivation into account. However, the type of motivation might influence how students perceive their learning environment. To this end, this study investigates the relationship between students’ perceived autonomy support in student-centred learning environments and self-regulation and self-efficacy by taking study motivation into account. The results indicate that autonomy-supportive teacher behaviour enhances self-efficacy for students who are autonomously motivated. Amotivated students might need other than autonomy-supportive teacher behaviour to develop self-efficacy. Self-regulation seems to play a less distinct role. Overall, when examining the effects of autonomy-supportive teaching in higher education, the quality and quantity of students’ motivation has a role to play, an aspect which is important to consider in future research and practice. 相似文献
142.
143.
Vincent Hoogerheide Sofie M.M. Loyens Fedora Jadi Anna Vrins Tamara van Gog 《教育心理学》2017,37(2):112-127
Example-based learning is a very effective and efficient instructional strategy for novices. It can be implemented using text-based worked examples that provide a written demonstration of how to perform a task, or (video) modelling examples in which an instructor (the ‘model’) provides a demonstration. The model-observer similarity (MOS) hypothesis predicts that the effectiveness of modelling examples partly depends on the degree to which learners perceive the models to be similar to them. It is an open question, however, whether perceived similarity with the person who created the example, would also affect learning from text-based worked examples. Therefore, two experiments were conducted to investigate whether MOS would also play a role in learning from worked examples. In Experiment 1 (N = 147), students were led to believe via pictures and a short story that the worked examples were created by a male or female peer student. Males showed higher performance and confidence, but no effects of MOS on learning were found. In Experiment 2 (N = 130), students were led to believe that a peer student or a teacher created the examples. Again, no effects of MOS were found. These findings suggest that the perceived origin of text-based worked examples is not important for learning. 相似文献
144.
Alandeom W. Oliveira Seema Rivera Rory Glass Michael Mastroianni Francine Wizner Vincent Amodeo 《Journal of Science Teacher Education》2013,24(2):367-389
This study examines how three elementary teachers refer to pictorial models (photographs, drawings, and cartoons) during science read-alouds. While one teacher used realistic photographs for the purpose of visually verifying facts about crystals, another employed analytical diagrams as heuristic tools to help students visualize complex target systems (rainbow formation and human eye functioning). Another teacher used fictional cartoons to engage students in analogical storytelling, communicating animal camouflage as analogous to human “blending in.” However, teachers did not always explicitly convey the representational nature of pictorial models (analog and target as separate entities). It is argued that teachers need to become more aware of how they refer to pictorial models in children’s science books and how to promote student visual literacy. 相似文献
145.
Alandeom W. Oliveira Kristen C. Wilcox Janet Angelis Arthur N. Applebee Vincent Amodeo Michele A. Snyder 《Journal of Science Teacher Education》2013,24(2):297-322
Using socio-ecological theory, this study explores best practice (educational practices correlated with higher student performance) in middle-school science. Seven schools with consistently higher student performance were compared with three demographically similar, average-performing schools. Best practice included instructional approaches (relevance and engagement, inquiry, differentiated instruction, collaborative work, moderate amounts of homework, and integration of language literacy and science) and administrative practices (nurturing a climate of opportunity to succeed in science, offering professional development based on data and dialogue, engaging teachers in standards-based curriculum revision and alignment, and recruiting the right fit of teacher). It is argued that best practice entails multiple levels of teaching and administrative praxis that together form a school-wide socio-ecological system conducive to higher performance. 相似文献
146.
Seeking the right level of help at the right time can support learning. However, in the context of online problem-solving environments, it is still not entirely clear which help-seeking strategies are desired. We use fine-grained data from 38 high school students who worked with the Geometry Cognitive Tutor for 2 months to better understand the associations between specific help-seeking patterns and learning. We evaluate how students’ help-seeking behaviors on each step in a tutored problem are associated with their success on subsequent steps that require the same skills. Analyzing learning at the skill level allows us to compare different help-seeking patterns within a single student, controlling for between-student variations. Overall, asking for help on challenging steps is associated with productive learning, and overusing help is associated with poorer learning. However, contrary to many help-seeking theories, avoiding help (and failing repeatedly) is associated with better learning than seeking help on steps for which students have low prior knowledge. These results suggest that novice learners may benefit from engaging in solution attempts before they can make sense of given assistance. Methodological benefits for using local measures of learning are discussed, and comparisons are drawn to other forms of productive failure in problem solving. 相似文献
147.
Cassidy R. Sugimoto Vincent Larivière Chaoqun Ni Blaise Cronin 《Journal of Informetrics》2013,7(4):897-906
There are many indicators of journal quality and prestige. Although acceptance rates are discussed anecdotally, there has been little systematic exploration of the relationship between acceptance rates and other journal measures. This study examines the variability of acceptance rates for a set of 5094 journals in five disciplines and the relationship between acceptance rates and JCR measures for 1301 journals. The results show statistically significant differences in acceptance rates by discipline, country affiliation of the editor, and number of reviewers per article. Negative correlations are found between acceptance rates and citation-based indicators. Positive correlations are found with journal age. These relationships are most pronounced in the most selective journals and vary by discipline. Open access journals were found to have statistically significantly higher acceptance rates than non-open access journals. Implications in light of changes in the scholarly communication system are discussed. 相似文献
148.
Sue S. Minchew Vincent R. McGrath 《Community College Journal of Research & Practice》2013,37(8):591-606
The purpose of this study was to investigate whether cooperative editing had lasting benefits for remedial freshman composition students. Conducted 3 semesters after the original study, the follow-up study indicated that students who had been taught the application of standard written grammar through cooperative editing exercises in the initial remedial composition course made a significantly higher mean grade (p<.05) in first-semester freshman composition than students who had been taught in the remedial course using the lecture/discussion/textbook exercise method. Additionally, the experimental students had a higher retention rate (82%) in first-semester freshman composition than the control students (63%). 相似文献
149.
Amateur before 1995, professional thereafter, French rugby has changed considerably. However, to focus the entire analysis on the most manifest transformations can lead to certain pitfalls of which the main effect consists in only understanding rugby through the notion of change, built for the circumstances into a veritable rhetoric capable of explaining by itself all that goes on and is played out. It is not a case of stating that nothing has changed but rather to show that the rhetoric of change in effect says little about French professional rugby, from a sociological point of view. In the case in point, this rhetoric masks on the one hand what has not or has hardly changed, notably the relationships between players and directors; on the other hand what has effectively changed but which is hardly talked about, in particular the players' working conditions and the possible regulation regarding employers and club directors. 相似文献
150.
Abstract The Kemp-Vincent Rally Test of tennis skill was constructed to overcome the criticisms of available tennis skills tests. The major criticisms have been that current tests do not measure skills under game conditions, require the use of special equipment or line markings, and the time involved in their administration is prohibitive. In the Kemp-Vincent Rally Test the students rally as in a game situation, a relatively short time period is involved, and no special equipment or court markings are needed. The validity of the Kemp-Vincent Rally Test was found to be .84 for beginners and .93 for intermediate players when correlated with round robin tournament rankings. When validated against the Iowa revision of the Dyer test, the validity coefficient was .80. Test-retest reliability coefficients were .86 for beginners and .90 for intermediate players. 相似文献