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181.
182.
Over their 1st year of life, infants'"universal" perception of the sounds of language narrows to encompass only those contrasts made in their native language (J. F. Werker & R. C. Tees, 1984). This research tested 40 infants in an eyetracking paradigm and showed that this pattern also holds for infants exposed to seen language-American Sign Language (ASL). Four-month-old, English-only, hearing infants discriminated an ASL handshape distinction, while 14-month-old hearing infants did not. Fourteen-month-old ASL-learning infants, however, did discriminate the handshape distinction, suggesting that, as in heard language, exposure to seen language is required for maintenance of visual language discrimination. Perceptual narrowing appears to be a ubiquitous learning mechanism that contributes to language acquisition. 相似文献
183.
Stuart Palmer 《Assessment & Evaluation in Higher Education》2012,37(8):975-985
Student evaluation of teaching (SET) is now commonplace in many universities internationally. While much effort has been devoted to examining the statistical validity of SET instruments, there has been limited examination of the methodological and consequential validity (together referred to as ‘utility’) of the ways in which SET data are used. This paper examines the SET system at Deakin University from the perspective of utility. It draws on publicly available SET results for an entire annual cycle of unit offerings. Consideration is given to the representativeness of the data produced, and to the utility of the data reported, by the system. While this investigation focuses on the SET system currently employed at Deakin University, it offers both an analysis methodology and conclusions that can be applied more generally. 相似文献
184.
Julie Marshall Sue Ralph Sue Palmer 《International Journal of Inclusive Education》2013,17(3):199-215
Approximately one-eighth of early school-aged children in the UK have speech and language difficulties. Many such children are now being educated in mainstream settings. However, there is a dearth of up-to-date and valid research that considers UK (student) teachers' attitudes towards such children. Two hundred and sixty-eight trainee teachers (PGCE students) from Manchester were given two questionnaires, containing both closed and open questions, to measure their attitudes towards and experiences with children with speech and language difficulties. A range of attitudes was expressed and most concern was around the issues of resources (both time and knowledge based). Most teachers were positive about their expectations of such children. Attitudes were not significantly related to teachers' gender, teaching type/subject, previous knowledge of someone with speech and language difficulties or experience of children with such difficulties. Views on the educational placement for children with a range of communication difficulties varied. The authors consider that two-pronged action is needed to facilitate an improvement: a greater focus on the inclusion debate (not specifically tied to this group of children) and also additional knowledge and resources. 相似文献
185.
Katelyn Angell 《Behavioral & Social Sciences Librarian》2013,32(1):2-15
The increasing popularity of rubrics to assess student learning outcomes in the information literacy classroom is evident within library and information science literature. However, there is a lack of research detailing scientific evaluation of these assessment instruments to determine their reliability and validity. The goal of this study was to use two common measurement methods to determine the content validity and internal consistency reliability of a citation rubric developed by the researcher. Results showed the rubric needed modification in order to improve reliability and validity. Changes were made and the updated rubric will be used in the classroom in a future semester. 相似文献
186.
William Aspray Stephen G. Nash Michael Lindgren Emerson W. Pugh Lyle R. Johnson John H. Palmer 《Communication Booknotes Quarterly》2013,44(4)
JOHN VON NEUMANN AND THE ORIGINS OF MODERN COMPUTING by William Aspray (Cambridge: MIT Press, 1990—$35.00, ISBN 0-262-01121-2, 376 pp.) A HISTORY OF SCIENTIFIC COMPUTING edited by Stephen G. Nash (New York: Association for Computing Machinery [ACM) Press; co-published by Addison-Wesley, 1990—price not given, ISBN 0-201-50814-1, 359 pp.) GLORY AND FAILURE: THE DIFFERENCE ENGINES OF JOHANN MULLER, CHARLES BABBAGE AND EDVARD SCHEUTZ by Michael Lindgren, translated by Craig G. McKay (Cambridge: MIT Press, 1990—$45.00, ISBN 0-262-12146-8, 414 pp.) IBM'S 360 AND EARLY 370 SYSTEMS by Emerson W. Pugh, Lyle R. Johnson, and John H. Palmer (Cambridge: MIT Press, 1991—$37.50, ISBN 0-262-16123-0, 819 pp.) 相似文献
187.
David Palmer 《International Journal of Science Education》2013,35(15):1853-1881
Constructivist and conceptual change perspectives on learning have given rise to a number of models of constructivist classroom teaching. Motivation has been recognized as an important factor in the construction of knowledge and the process of conceptual change, so one could expect that motivation strategies would be integral components of constructivist‐informed teaching. The purpose of this paper was to examine, by literature review, the extent to which motivation strategies have been included in extant models of constructivist‐informed teaching. The study involved the development of a list of motivation strategies, based on current motivation constructs. Several constructivist‐informed teaching models were then analysed. It was found that these models were rather limited in the extent to which they had explicitly integrated motivation. It was also found that some aspects of the models were not entirely in accord with current views of motivation. Finally, a motivational model of constructivist‐informed teaching was developed and its three components were described. 相似文献
188.
How educational goals are conceptualized as a construct has implications for developing and evaluating educational programs and activities. The author used EQS 3.0 to test the factorial validity of 4 models of conceptualization of educational goals by conducting confirmatory factor analysis on empirical data collected from 1,134 education faculty members. The 4-factor model espoused by Goodlad fit the data best, and the participants wanted academic, vocational, personal, and social goals to be in relative harmony. Implications for educational theory, practice, and research are discussed. 相似文献
189.
190.
Christopher W. Gregory Katelyn L. Sellgren Kristin H. Gilchrist Sonia Grego 《Biomicrofluidics》2013,7(5)
A versatile method to fabricate a multilayer polydimethylsiloxane (PDMS) device with micropillar arrays within the inner layer is reported. The method includes an inexpensive but repeatable approach for PDMS lamination at high compressive force to achieve high yield of pillar molding and transfer to a temporary carrier. The process also enables micropillar-containing thin films to be used as the inner layer of PDMS devices integrated with polymer membranes. A microfluidic cell culture device was demonstrated which included multiple vertically stacked flow channels and a pillar array serving as a cage for a collagen hydrogel. The functionality of the multilayer device was demonstrated by culturing collagen-embedded fibroblasts under interstitial flow through the three-dimensional scaffold. The fabrication methods described in this paper can find applications in a variety of devices, particularly for organ-on-chip applications. 相似文献