全文获取类型
收费全文 | 410篇 |
免费 | 6篇 |
专业分类
教育 | 355篇 |
科学研究 | 13篇 |
各国文化 | 5篇 |
体育 | 14篇 |
文化理论 | 2篇 |
信息传播 | 27篇 |
出版年
2020年 | 4篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 14篇 |
2016年 | 13篇 |
2015年 | 10篇 |
2014年 | 14篇 |
2013年 | 98篇 |
2012年 | 8篇 |
2011年 | 12篇 |
2010年 | 6篇 |
2009年 | 11篇 |
2008年 | 10篇 |
2007年 | 6篇 |
2006年 | 9篇 |
2005年 | 7篇 |
2004年 | 5篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 5篇 |
1993年 | 3篇 |
1992年 | 8篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 9篇 |
1983年 | 6篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 7篇 |
1976年 | 4篇 |
1971年 | 3篇 |
1966年 | 3篇 |
1964年 | 2篇 |
1917年 | 3篇 |
1875年 | 2篇 |
排序方式: 共有416条查询结果,搜索用时 671 毫秒
1.
Sue Dale Tunnicliffe A. M. Lucas Jonathan Osborne 《International Journal of Science Education》2013,35(9):1039-1056
Recent studies in exhibitions have begun to consider the cognitive content of the ‘dialogue’ between visitor and exhibit designer. Such studies have focused on the leisure visitor and not on organised school visits. The study reported here compares the conversational content of primary school and family visitors at the London Zoo and the Natural History Museum, London. The data show that there are common features to the children's interactions with animal exhibits and that the content of the conversations varies little between family groups and school groups both within an institution and between institutions. The lack of any marked distinction between school and family visitors strongly suggests that schools are failing to make effective use of the educational potential of zoos. Secondly, the findings of this study are important in pointing to the features of animal exhibits to which children, and their accompanying adults, attend. The data suggest that there is a gulf between the level of knowledge and understanding visitors bring to the exhibits and the message that the museums and zoos may wish to communicate. It is suggested that more successful education will only be achieved when museums and zoos give more credence to understanding what the visitor already does, or does not, know. 相似文献
2.
3.
4.
Thomas H. Reynolds Curtis Jay Bonk 《Educational technology research and development : ETR & D》1996,44(3):83-97
Recent research into composing processes has focused on instructional intervention strategies that promote effective composition practices within computerized writing environments. The field of computers and composition has benefitted both from advances in computing tools and developments in learning theory. The innovative computer tool discussed in this paper uses the macro-command language of a full-featured word processor to enact strategic support designed to help writers with their written work. From a theoretical standpoint, this tool created a writing environment based on Vygotskian theory of mediated learning and was grounded in an instructional strategy known as “procedural facilitation.” To evaluate the effectiveness of this computerprompting tool, a second macro application was used to log student keystrokes, thereby tracking student writing development, revisionary practices, and keystroke reactions to the prompting partner. Students using the prompting tool enacted divergent and convergent thinking assistance that appeared at the bottom of their computer screens while the system saved a process record of their keystrokes. Procedures for creating macro-driven prompting programs and keystroke-logging devices are discussed. Additionally, a catalog of prompts and summary of keystroke-mapping benefits are provided. Finally, our research using the macro-driven prompting partner and keystroke-register tool is detailed. 相似文献
5.
This paper examines the relationship between sets of quantitative performance and diversity indicators and the qualitative banding of Australian universities made by the Committee for Quality Assurance in Higher Education. Using factor analysis, three performance factors (Traditional Research University Performance, Teaching Performance and Competitive Research Performance) and four diversity factors (Size, Equity, Student Staff Ratios and Access) were obtained. Strong association was found between quality ranking and composite measures of performance. When factor‐based composite measures were used, quality rankings were significantly correlated with Traditional Research University Performance, Teaching Performance and Size, and negatively with Equity. 相似文献
6.
7.
Monitoring one’s own study processes accurately is important in self-regulated learning. This study compared a treatment (N = 45) and comparison class (N = 39) on the effects of monitoring exercises and feedback on calibration and test performance over a 16-week undergraduate
course. Path analyses revealed a significant influence of the intervention on class performance, calibration, and self-efficacy.
The results suggest the appropriateness of integrating distributed metacognitive exercises in class content and the fundamental
role of monitoring ability in performance-based course outcomes and self-efficacy. 相似文献
8.
Reynolds Arthur J. Candee Allyson J. 《Educational Assessment, Evaluation and Accountability》2019,31(4):381-407
Educational Assessment, Evaluation and Accountability - The Classroom Learning Activities Checklist (CLAC) is a brief classroom observation measure that assesses task-oriented and self-regulated... 相似文献
9.
Practitioners are frequently faced with the need to evaluate the intellectual skills of individuals with very high levels of functioning. Due to the statistical rarity of these persons, few tests have sufficient range of scores for a detailed analysis of intraindividual differences in performance. This paper describes a method using age equivalents and standard scores to recreate the full range of variability in the scores of high-functioning individuals. The method allows for a more complete interpretation of performance that can lead to better educational and therapeutic programming. 相似文献
10.
Raw scores on the 16 K-ABC subtests and the total raw scores on the sequential and simultaneous processing scales and the achievement scale were correlated with age in months for two separate samples, each subdivided by race and sex: the K-ABC standardization sample (N = 2000) and an additional group of blacks and whites tested during the development of the K-ABC sociocultural norms (N = 615). Within each sample, the highest and lowest correlations from all race/sex groups were contrasted across all K-ABC subtests and scales. All correlations between age and raw scores were statistically significant (p ⩽ .05). No significant differences occurred in the magnitude of these relationships as a function of race/sex grouping, supporting the construct validity of the K-ABC as a developmental measure of children's aptitude and achievement for blacks, whites, Hispanics, males, and females. 相似文献