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"大数据"时代催发了可视化技术的再创新。"豆形图"以其处理海量数据的超强能力可以直观地展现大数据的结构特征,并为大数据的可视化分析奠定基础。本文首先引入"豆形图"及其可视化大数据的特征,并将其应用于资本市场中典型的金融大数据——超高频数据,构造用于可视化分析的豆形时间序列,分析数据的日内模式和动态特征,为大数据的可视化技术开辟新的方向。 相似文献
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Sung Youl-Kwan Lee Mimi Seo Deok-Hee Chang Shin-Mee Lee Yoonmi 《Journal of Educational Change》2022,23(3):397-419
Journal of Educational Change - This study aimed to provide an empirical typology of a diffused school change movement in South Korea, known as the Hyukshin School movement. This movement has been... 相似文献
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《爱的教育》这部小说巧妙地借用儿童视角的叙述策略呈现了父子之爱、师生之爱、同学之爱等人间真情,并由此上升为对社会、对国家的深沉的大爱。这反映了他渴望通过教育拯救社会和对人性真善美的追求。他独特的人文关照不仅在当时,在今天也是具有深刻的现实价值的。 相似文献
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ABSTRACT Two high school students Jorisi and Elizabeth, after two weeks stuck at home during the COVID outbreak, wrote these reflections for their English class. 相似文献
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Guy?TraininEmail author Kathleen?Wilson Mimi?Wickless David?Brooks 《Journal of Science Education and Technology》2005,14(3):299-304
A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed. 相似文献
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Academic Self-Concept and Self-Efficacy: How Different Are They Really? 总被引:12,自引:0,他引:12
Academic motivation researchers sometimes struggle to decipher the distinctive characteristics of what appear to be highly analogous constructs. In this article, we discuss important similarities between self-concept and self-efficacy as well as some notable differences. Both constructs share many similarities such as centrality of perceived competence in construct definition; use of mastery experience, social comparison, and reflected appraisals as major information sources; and a domain-specific and multidimensional nature. Both predict motivation, emotion, and performance to varying degrees. However, there are also important differences. These differences include integration vs. separation of cognition and affect, heavily normative vs. goal-referenced evaluation of competence, aggregated vs. context-specific judgment, hierarchical vs. loosely hierarchical structure, past vs. future orientation, and relative temporal stability vs. malleability. We argue that self-efficacy acts as an active precursor of self-concept development and suggest that self-concept research separate out its multiple components and subprocesses and invest more effort toward making students less preoccupied with normative ability comparisons in school. 相似文献
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