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41.
Shelley Shaul 《Reading and writing》2012,25(5):1143-1170
This study examined the differences in processing between regular and dyslexic readers in a lexical decision task in different
visual field presentations (left, right, and center). The research utilized behavioral measures that provide information on
accuracy and reaction time and electro-physiological measures that permit the examination of brain activity during cognitive
processing. Two groups of university students, regular and dyslexic readers, were matched on age, gender, intelligence, socioeconomic
status, and handedness. A lexical decision task was used in order to examine the processes during word recognition. Subjects
were required to decide whether a sequence of letters constituted a real word existing in spoken language or whether the stimulus
seen was not an accurate word. For the behavioral measures, it was found that the dyslexics read slower and with more errors
than the regular readers. Moreover, the ERP components appeared later in dyslexics as compared to regular readers in this
task. The performance of the dyslexics improved and even approached that of the regular readers when the stimuli were presented
to the left visual field. Thus, it seems that the dyslexics were relying more on their right hemisphere for linguistic processing,
whereas the regular readers were relying more on their language areas in the left hemisphere. 相似文献
42.
从受评方的角度,总结了创办一个工程系和准备美国ABET工程技术专业认证的整个过程.首先对ABET和东卡罗来纳大学工程系进行必要的介绍,然后完整讲述了为准备ABET认证的组织协调,人员配置,评估计划书的制定,受评方与ABET的沟通,以及评估小组进校考察的前后过程.并且提供了课程-产出映射关系的具体实例.希望为中国工程教育同行今后准备此类认证工作提供实用的参考. 相似文献
43.
Shelley L. Smith 《Cataloging & classification quarterly》2013,51(4):304-315
After boxes of uncataloged microforms were discovered at my library, we learned that many of the titles were available as free electronic books, so I added bibliographic records to the local catalog for the e-versions. Some bibliographic records existed in OCLC WorldCat for the electronic versions, but they were not always provider-neutral. I learned how to create the new provider-neutral record and want to share my experience. Other librarians may want to replicate my project at their institutions, weeding their microforms and supplanting those records with e-book bibliographic records, thereby providing instant online access to these resources for their patrons. 相似文献
44.
Jenna Marie Condie Ivett Ayodele Sabirah Chowdhury Shelley Powe Anna Mary Cooper 《Journal of Marketing for HIGHER EDUCATION》2013,23(2):192-209
Social media content generated by learning communities within universities is serving both pedagogical and marketing purposes. There is currently a dearth of literature related to social media use at the departmental level within Higher Education Institutions (HEIs). This study explores the multi-voiced interactions of a UK Psychology department’s ‘rotation curation’ approach to using Twitter. An in-depth analysis of a corpus of 4342 tweets by 58 curators (14 staff, 41 students, and 3 guest curators) was carried out using a combination of computer-assisted and manual techniques to generate a quantitative content analysis. The interactions received (e.g. retweets and favorites) and type of content posted (e.g. original tweets, retweets and replies) varied by curator type. Student curators were more likely to gain interactions from other students in comparison to staff. This paper discusses the benefits and potential limitations of a multi-voiced ‘rotation curation’ approach to social media management. 相似文献
45.
Catherine R. Conwell Sandra Griffin Bob Algozzine 《International Journal of Science Education》2013,35(1):107-113
Co‐operative learning means shared leadership where there is not just one leader in a group but where each member of the group is a leader. A leader demonstrates academic as well as collaborative skills in helping the group achieve a goal. Some academic skills are verbal interactions such as initiating ideas, responding by summarizing or suggesting procedures. Collaborative skills that build and maintain a good working relationship within the group include verbal interactions of praising group members and inviting others to get involved. The purpose of this study was to examine the verbal interactions and non‐verbal behaviours within unstructured learning groups. The verbal interactions were classified as positive if they aided the group to accomplish its goal and negative if they inhibited the group accomplishing its goal. Twenty‐eight students from seven intermediate‐grade level classrooms, grouped heterogeneously for sex and race and homogeneously for their ability in science, were selected for observation as they were doing a science activity. In general students’ verbal interactions were positive (i.e., there were more than four times more positive interactions than negative interactions). Further, in reviewing the positive interactions, students presented ideas more than four times as much as any of the other types of interactions. Females encouraged other members to participate in the activity significantly more than the males did. There was a trend in the number of times the equipment (clay) was handled; the males handled it more than the females as a function of race. Qualitative analyses revealed consistent patterns of interactions within groups of black and white males and females. 相似文献
46.
47.
Patricia S. Griffin 《Quest (Human Kinetics)》2013,65(1):96-101
This article examines the theory of dynamic systems and its use in the domains of the study and coaching of team sports. The two teams involved in a match are looked at as two interacting systems in movement, where opposition is paramount. A key element for the observation of game play is the notion of configuration of play and its ever-changing shape, namely through phases of contraction and expansion, and its moving location on the court or the field. Analysis of specific configurations of play by players, or external observers, is discussed in light of the notion of prototypical configuration of play and the process of learning by analogy. Offensive and defensive matrices of play, encompassing play in movement as a systemic whole, are presented as advance organizers that provide players with advance strategic representations of reference key points in the unfolding of game play. These various concepts, along with elements of movement in play, are integrated in a model intended to help players and observers grasp a systemic view of action play and its underlying fulcrums. 相似文献
48.
Evaluation and Improvement of Teaching. By Charles W. Knudsen. Doubleday Doran &; Co. Arithmetic for Everyday Life. By Robert Anderson, Teachers College, West Chester, Pa., and Shelton Phelps, George Peabody College for Teachers. Silver, Burdett &;Co. Problems of the Teaching Personnel. By Dennis H. Cooke. Longmans, Green &; Co. Intelligence—Its Manifestations and Measurement. By Paul L. Boynton, 1933. D. Appleton and Company. Pp. xi + 466. Significant Contemporary Stories. Edited by Edith R. Mirrielees. Garden City, N. Y.: Doubleday, Doran and Company, 1929. Pp. 376. Stongs for the School Year for Junior and Senior High Schools. Compiled by George S. Dare. New York: A. S. Barnes and Company, 1931. Pp. xvi + 191. The Psychology of School Music Teaching. By James L. Mursell and Mabelleb Glenn. New York: Silver, Burdett and Company, 1931. Pp. v + 378. The Courts and the Public Schools. By Newton Edwards. Chicago: The University of Chicago Press, 1933. Pp. xvi + 591. A Gestalt Completion Test. By Roy F. Street. New York City: Bureau of Publications, Teachers College, Columbia University, 1931. Pp. in + 65. College and Reference Library Yearbook. American Library Association, Chicago: American Library Association, 1931. Public School Finance. By Homer P. Rainey. New York: The Century Co, 1929. Pp. xix + 385. (Century education series.) Beyond the School. By Frank A. Rexford, Cham.es M. Smith, Sarah Lansuburg Seixin, and Paul F. Frabbito. New York: Henry Holt and Company 1933. Pp. xx + 409. The Administration of Public High Schools Through Their Personnel. By Georgs A. Rice, Clinton C. Conrad, Paul Fleming. New York: The Macmillan Company, 1933. Pp. x + 723. Everyday Problems in Classroom Management. By Edwin J. Brown. New York: Houghton Mifflin Company, 1933. Pp. xv + 306. Modern Solid Geometry. By John R. Clark and Arthur S. Otis. New York: World Book Company, 1932. Pp. xx + 171. Junior Mathematics for Today—Book One. By William Betz. New York: Ginn and Company, 1933. Pp. x + 406. 相似文献
49.
Robert Griffin 《Peabody Journal of Education》2013,88(3):194-200
50.
Colin Griffin 《International Journal of Lifelong Education》2013,32(3):217-244
This paper contrasts a number of different cultures existing within Adult Education. It incorporates theoretical perspectives from Bourdieu and Williams with case‐study material obtained through observation, questionnaire and interview at a South London adult education centre in 1986/87. Bourgeois culture is seen as the exception rather than the rule in adult education. Adult education provides space for a number of alternative cultural formulations, but they operate within a predominantly middle‐class atmosphere. Equal opportunities and the social justice dimension of adult education represent a new cultural formulation, but without further developmental work cannot yet be regarded as significant interventions in a society deeply divided by gender, race and class. While the case‐study material is set in the UK of the 1980s, the theoretical perspectives are relevant to the persistence of inequality in many advanced industrial countries. 相似文献