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161.
Dennis Gunn 《Religious education (Chicago, Ill.)》2018,113(1):26-37
Canadian Jesuit philosopher and theologian Bernard Lonergan offers a vision for education that promotes what he terms “cosmopolis.” For Lonergan, authentic cosmopolitanism does not impose a universal, totalizing metanarrative. Rather, it embraces the particularity of one's own cultural, religious, and intellectual traditions, while remaining radically open to dialogue with the other. By doing so, education for cosmopolis fosters both authentic appropriation and reflective critique of one's own traditions, as well as an appreciation for the authenticity of others. Teaching for cosmopolis is an invitation to dialogue which promotes mutual understanding, mutual respect, and mutual interdependence in a globalized world. 相似文献
162.
A scan of recent popular, professional, and research publications, films, and other media of interest to visual communicators, artists, and scholars. 相似文献
163.
164.
Carmen van Veen Nadja Schott Natalie Lander Maike Tietjens Trina Hinkley Dennis Dreiskämper 《Measurement in physical education and exercise science》2020,24(1):74-80
ABSTRACTChildren’s positive perceived motor competence (PMC) provides motivation for physical activity. Theoretically young children (<8 years) have inflated PMC but as children cognitively develop, perceptions are hypothesized to decrease. This study investigated strength of PMC association over time, whether any change was negative (i.e. PMC decreased) and sex differences. A total of 198 children participated, 88 (44.4%) girls and 110 (55.6%) boys, aged 8.37–11.3 years at time point one (T1). Test–retest reliability using intraclass correlation was moderate for locomotor and moderate-to-good for object control perception. Hierarchical regression analysis showed PMC at T1 positively predicted significant variance one year later (T2) for locomotor (23.1%) and object control skill (5 items: 37.7%; 7 items: 39.9%). Whilst boys and girls differed on perception level there was no interaction between PMC and sex. Incongruent with previous theoretical perspectives this study identified stability in children’s PMC across an important developmental period. 相似文献
165.
Dennis E. Clayson 《Assessment & Evaluation in Higher Education》2014,39(6):678-698
This research looks closely at claims that ratemyprofessors.com creates a valid measure of teaching effectiveness because student responses are consistent with a learning model. While some evidence for this contention was found in three datasets taken from the site, the majority of the evidence indicates that the instrument is biassed by a halo effect, and creates what most accurately could be called a ‘likeability’ scale. 相似文献
166.
167.
Dennis M. Senchuk 《Educational theory》1984,34(2):183-192
168.
A survey of 88 American higher education programs found that 9 of the programs offer an area of concentration in institutional research and 17 programs have an institutional-research core course. These programs are identified, and the content of the curriculum is described. Planning topics received the most emphasis in institutional research courses; topics related to facilities and research methodology received low emphasis scores. The theoretical or practitioner orientation of the core course is analyzed in the second section. In most of the courses, there was a positive correlation between the topics emphasized in the core course and the theoretical orientation of those topics, but the coefficient was significant in only a few cases. As expected, programs with an area of concentration tend to stress theoretical concepts in their core course, while programs without an institutional research concentration are more practitioner-oriented. 相似文献
169.
Dennis M. Roberts 《Journal of Educational Measurement》1993,30(4):331-344
This study attempted to better define trick questions and see if students could differentiate between trick and not–trick questions. Phase 1 elicited definitions of trick questions so as to identify essential characteristics. Seven components were found. Phase 2 obtained ratings to see which components of trick questions were considered to be most crucial. The intention of the item constructor and the fact that the questions had multiple correct answers received highest ratings from students. Phase 3 presented a collection of statistics items, some of which were labeled on an a priori basis as being trick or not–trick. The analysis indicated that examinees were able to statistically differentiate between trick and not–trick items, but the difference compared to chance was small. Not–trick items were more successfully sorted than trick items, and trick items that were classified as intentional were sorted about as well as nonintentional items. Evidence seems to suggest that the concept of trickiness is not as clear as some test construction textbook authors suggest. 相似文献
170.
Summary The evaluation and selection of interactive video hardware is a difficult process even for experts. There seems to be a multitude
of models, options, peripherals, and prices. The task becomes even more perplexing because of rapid advances in the technology.
What is new today may be obsolete tomorrow. Using the checklist should help make your job easier. It allows you to compare
computers “apple for apple.” The recommendations listed are general suggestions. Different organizations may require most
or less than what is recommended. Always plan for at least the minimum requirements of your software, even if those requirements
are above our recommendations. 相似文献