全文获取类型
收费全文 | 254篇 |
免费 | 2篇 |
专业分类
教育 | 204篇 |
科学研究 | 15篇 |
各国文化 | 7篇 |
体育 | 9篇 |
文化理论 | 2篇 |
信息传播 | 19篇 |
出版年
2022年 | 2篇 |
2021年 | 5篇 |
2020年 | 5篇 |
2019年 | 14篇 |
2018年 | 9篇 |
2017年 | 16篇 |
2016年 | 17篇 |
2015年 | 6篇 |
2014年 | 11篇 |
2013年 | 50篇 |
2012年 | 12篇 |
2011年 | 10篇 |
2010年 | 4篇 |
2009年 | 9篇 |
2008年 | 5篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 1篇 |
2004年 | 4篇 |
2003年 | 8篇 |
2002年 | 4篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 3篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1984年 | 1篇 |
1982年 | 2篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1969年 | 2篇 |
1967年 | 3篇 |
1966年 | 3篇 |
1964年 | 1篇 |
1962年 | 1篇 |
1946年 | 2篇 |
1942年 | 1篇 |
1938年 | 1篇 |
1934年 | 1篇 |
排序方式: 共有256条查询结果,搜索用时 343 毫秒
1.
朱利安在正文部分主要阐述了建立和研究比较教育的必要性和关于比较教育研究的一些设想.基本设想包括:建立特别教育委员会,承担各国教育资料的收集工作;用问卷方式收集教育资料;建立师范学校网,用最新方法培训教师;发行各种语言的教育定期刊物等. 相似文献
2.
3.
Julian Kilker 《Visual Communication Quarterly》2016,23(2):76-92
A two-stage analysis examined visuals in news related to governmental surveillance, finding that just as surveillance has shifted from visual evidence to dataveillance, journalism is shifting its notion of visual evidence from photojournalism to journalistic data representations. First, a card sort analysis of news visuals was conducted on two news sites before and after Edward Snowden's document leak in June 2013. The news images remained relatively consistent, relying heavily on accessible official and stock photography sources. Second, a review of The Guardian's contemporaneous “NSA Files: Decoded” multimedia package found personalized, data-rich visual storytelling techniques. Between the two approaches is a vast difference in how surveillance is represented and made accessible, with implications for the visual coverage of other challenging news topics. 相似文献
4.
5.
Peer review feedback, developed to assist students with increasing the quality of group reports and developing peer review skills, was added to a master’s level Climate Change Policy and Planning unit. A pre- and post-survey was conducted to determine whether students found the process a valuable learning opportunity: 87% of students responding to the post-review survey indicated they saw benefit in both developing and receiving peer review feedback. Peer review design minimising the potential for plagiarism resulted in low levels of student concern surrounding plagiarism. Marks allocated by students were valid (consistent with the lecturer) and were generally reliable; however, distribution of marks had a higher variance where group report quality was low. Training on completing the peer review template could result in more reliable feedback. Consistent with the literature, the feedback developed during the peer review process focused on style and presentation preferentially to content. Seven out of eight group reports improved between report submissions, with all groups responding to peer review feedback. Peer review feedback and changes made to group reports indicated students had limited capacity to judge the quality of referencing and critical analysis. 相似文献
6.
7.
This introductory essay reviews the key contributions of David Teece's landmark paper “Profiting from Innovation” published in research policy in 1986. It summarises the contributions of each of the papers in the special issue. It then offers some perspectives on the key themes emerging from these papers, and on the broader challenges facing researchers, strategists and policymakers in the field of technology innovation today. 相似文献
8.
Although the principle of holography was conceived as long ago as 1947, interest was limited until the advent of the laser in 1960 made possible the off-axis holography widely used today. Since then holography has found many applications and become so well known outside the laboratory as to be a recognized art form. Within the last few years considerable progress has also been made in acoustic holography. 相似文献
9.
Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions. 相似文献
10.