全文获取类型
收费全文 | 2184篇 |
免费 | 52篇 |
国内免费 | 3篇 |
专业分类
教育 | 1763篇 |
科学研究 | 128篇 |
各国文化 | 34篇 |
体育 | 142篇 |
文化理论 | 28篇 |
信息传播 | 144篇 |
出版年
2023年 | 20篇 |
2022年 | 19篇 |
2021年 | 39篇 |
2020年 | 66篇 |
2019年 | 105篇 |
2018年 | 145篇 |
2017年 | 132篇 |
2016年 | 124篇 |
2015年 | 71篇 |
2014年 | 100篇 |
2013年 | 434篇 |
2012年 | 96篇 |
2011年 | 89篇 |
2010年 | 81篇 |
2009年 | 69篇 |
2008年 | 62篇 |
2007年 | 60篇 |
2006年 | 54篇 |
2005年 | 51篇 |
2004年 | 41篇 |
2003年 | 47篇 |
2002年 | 31篇 |
2001年 | 25篇 |
2000年 | 21篇 |
1999年 | 22篇 |
1998年 | 19篇 |
1997年 | 15篇 |
1996年 | 17篇 |
1995年 | 13篇 |
1994年 | 10篇 |
1993年 | 6篇 |
1992年 | 10篇 |
1991年 | 15篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 8篇 |
1987年 | 10篇 |
1986年 | 12篇 |
1985年 | 8篇 |
1984年 | 4篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 10篇 |
1980年 | 6篇 |
1979年 | 8篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1960年 | 2篇 |
1957年 | 2篇 |
1926年 | 2篇 |
排序方式: 共有2239条查询结果,搜索用时 15 毫秒
21.
Marcel?B.?M.?de?CroockEmail author Fred?Paas Henrik?Schlandbusch Jeroen?J.?G.?van?Merri?nboer 《Educational technology research and development : ETR & D》2002,50(4):47-58
This article describes a set of computerized tools that support the design and evaluation of competency-based training programs. The training of complex skills such as air traffic control and process control requires a competency-based approach that focuses on the integration and coordination of constituent skills and transfer of learning. At the heart of the training are authentic whole-task practice situations. The instructional design tools are based on van Merriënboer's 4C/ID* methodology (1997). The article describes a training design tool (Core) that supports the analysis and design for competency-based training programs and an evaluation tool (Eval) that supports the subsequent revision of this training design. 相似文献
22.
23.
24.
Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
25.
Karel Kreijns Paul A. Kirschner Wim Jochems Hans van Buuren 《Education and Information Technologies》2011,16(4):365-381
Social presence—the degree to which ‘the other’ in a communication appears to be a ‘real’ person—has captured the attention
of those dealing with learning in groups through computer-supported collaborative learning environments. The concept is important
because it affects participation and social interaction, both necessary for effective collaboration and knowledge construction.
This article reports on the construction and validation of a self-reporting (Dutch-language) Social Presence Scale to determine
perceived social presence in distributed learning groups using computer-supported collaborative learning environments. The
result is a one-dimensional scale consisting of five items with an internal consistency of .81. We used a nomological network
of similar constructs for further validation. The findings suggest that the Social Presence Scale has potential to be useful
as a measure for social presence. 相似文献
26.
27.
28.
Reading and listening progress in segregated primary schools: Does ethnic and socioeconomic classroom composition matter?
下载免费PDF全文
![点击此处可从《British Educational Research Journal》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Lisa Dewulf Johan van Braak Mieke Van Houtte 《British Educational Research Journal》2017,43(5):931-951
This study aimed to investigate the relationship of classroom composition factors with reading and listening comprehension achievement and progress in socially and ethnically segregated primary schools in Flanders (Belgium). Specifically, using a three‐level multivariate repeated measures analysis, it examined the association of reading and listening achievement and progress with ethnic diversity, the proportion of non‐native students and the average socioeconomic status of the class, taking into account student characteristics. At the beginning and end of the school year, reading tests, listening tests and questionnaires were administered to a sample of 7‐ and 8‐year‐old students (n = 683) in 42 second‐grade classes. Students' listening comprehension achievement at the beginning of the school year was negatively related to having a home language other than the language of instruction and to classes with a high proportion of non‐native students. However, progress in listening comprehension was not significantly associated with any student or classroom composition factors. Students whose mothers had a lower level of education performed lower on reading comprehension at the beginning of the school year, while at the end of the school year students whose mothers had a higher level of education were at a greater disadvantage. Limitations of this study and directions for future research are discussed. 相似文献
29.
Astrid Menninga Marijn van Dijk Annemie Wetzels Henderien Steenbeek Paul van Geert 《Educational Research and Evaluation》2017,23(1-2):26-51
This paper aims to gain insight into language production and academic language of 4- and 5-year-old students and their teachers in the course of a teacher intervention during kindergarten science education. The study is based on videotaped classroom observations, and specifically focuses on the academic language use of students (Nintervention = 18, Ncontrols = 26) and teachers (Nintervention = 5, Ncontrols = 5). The results suggest that this general teacher intervention yields interesting changes in language use and production. Patterns of change over time confirm the idiosyncratic and non-linear nature of these changes. Science lessons represent an appropriate context in which to acquaint students with academic language, which can be used as a basis to build upon more sophisticated language skills. 相似文献
30.
Burnham D Leigh G Noble W Jones C Tyler M Grebennikov L Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404
Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications. 相似文献