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Visions for ICT, Ethics and the Practice of Teachers 总被引:1,自引:0,他引:1
The failure of educational computing is often attributed to deficiencies of practice: resisting teachers and lack of will, competence and sincerity on behalf of the teaching profession. But the complexity of school life and teachers work has been underestimated by the entrepreneurs of educational computing. Theoretically there is a need to approach this area from a different angle. We will suggest there is a need to reframe the issue of ICT in schools with educational policy and discourse with education, rather than with technology in mind. In order to reach that goal there is a need to inculcate technology as an ordinary part of teachers vocabulary about their own work and as a part of their professional ethos. Teachers need to examine the moral values inherent in their practices and use those values as bases for debate. Not taking up these issues and instead adopting defensive stances is dangerous to the profession. The danger is that defensiveness can be seen by others outside the school as rigidity and play into the hands of those who are impatient with teachers. It would serve teachers well if they had a more robust ability to communicate the nature of the difficulties they face and how they deal with them. 相似文献
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On a theory of instruction: Why different forms of instruction result in similar knowledge 总被引:2,自引:0,他引:2
David R. Olson 《Interchange》1972,3(1):9-24
Why can instructional processes having widely different topographies—such as teaching through a demonstration (modeling), teaching through verbal explanation, and teaching by simply providing an occasion for the child's direct contingent experience—all result in the development of the same or similar knowledge? A recent series of experiments that examined the role of instruction in the intellectual development of young children provides evidence for the equivalence of different forms of instruction and leads to the postulation of a set of invariant processes of information exchange that underlies the surface characteristics of various forms of instruction. 相似文献
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A comparison of the effects of scopolamine hydrobromide on working memory and reference memory in White Carneaux pigeons was undertaken by means of a modified delayed matching-to-sample procedure. Performance on working-memory trials was disrupted by decreases in sample duration and intertriai interval and by increases in delay interval. Performance on reference memory trials was not disrupted by any of these parametric manipulations. In Experiment 1, the pigeons received injections of scopolamine hydrobromide (0.01, 0.05, or 0.1 mg/kg), scopolamine methyl bromide (0.1 mg/kg), or saline prior to test sessions. In Experiment 2, the pigeons received injections of scopolamine hydrobromide (0.01 or 0.03 mg/kg), scopolamine methyl bromide (0.03 mg/kg), or saline. In both experiments, scopolamine hydrobromide had greater disruptive effects on working-memory trials than on reference-memory trials. The centrally active form of scopolamine disrupted working-memory trial accuracy more than the peripherally active form. However, no drug dose × delay interval interaction was obtained. Thus, the interference on working-memory-trial accuracy produced by central cholinergic blockade would not appear to be due to alterations in the active maintenance of information during the delay interval. 相似文献
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This paper explores the development of students’ knowledge of mathematical procedures. Students’ tendency to develop rote knowledge of procedures has been widely commented on. An alternative, more flexible endpoint for the development of procedural knowledge is explored here, where students choose to deviate from established solving patterns on particular problems for greater efficiency. Students with no prior knowledge of formal linear equation solving techniques were taught the basic transformations of this domain. After instruction, students engaged in problem-solving sessions in two conditions. Treatment students completed the “alternative ordering task,” where they were asked to re-solve a previously completed problem but using a different ordering of transformations. Those completing alternative ordering tasks demonstrated greater flexibility. 相似文献
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David R. Olson 《Interchange》1993,24(3):313-315
In this note, I argue that the distinction between what one says and what one means by it is no more problematic (and no less) than the equally important distinction between evidence and theory. Both, I suggest, take a particular form in literate discourse. 相似文献
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