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Roland Burger 《Higher Education》2017,74(2):301-320
The purpose of this study is to examine the effects of assessment method (essays vs. examinations) and instruction method (seminars vs. lectures) on student perceptions of the fairness of the assessment process. Department-specific combinations of these factors give a unique profile to the assessment process and to the way students interact with faculty. It is argued that the conditions thus created place students in some departments in a more advantageous position when it comes to meeting justice-related expectations. The variables of interest are procedural justice (PJ) and informational justice (IJ). For PJ, aspects regarding the amount of control students can exert on the grading process (PJ-C) are distinguished from aspects regarding the perceived validity of grading procedures (PJ-V). The sample consists of 1549 students from 48 departments of a German university. Analysis is done via multilevel mixed effects models. Models also check for cross-level interactions between effects of the academic environment and student socioeconomic status (SES). Results show that PJ-C and PJ-V are significantly affected by the assessment method. Higher proportions of essays relative to examinations in a department lead to higher ratings of PJ-C, while they decrease ratings of PJ-V. Ratings of IJ are higher as well if assessment is more essay-based, although this only affects low-SES students. Regarding the instruction method, a higher proportion of seminars was found to significantly increase PJ-C and IJ. Again, effects on IJ are moderated by parental SES. Policy implications for reducing feelings of injustice are discussed. 相似文献
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Maddy and Mathematics: Naturalism or Not 总被引:1,自引:0,他引:1
Penelope Maddy advances a purportedly naturalistic account ofmathematical methodology which might be taken to answer thequestion `What justifies axioms of set theory?' I argue thather account fails both to adequately answer this question andto be naturalistic. Further, the way in which it fails to answerthe question deprives it of an analog to one of the chief attractionsof naturalism. Naturalism is attractive to naturalists andnonnaturalists alike because it explains the reliability ofscientific practice. Maddy's account, on the other hand, appearsto be unable to similarly explain the reliability of mathematicalpractice without violating one of its central tenets.
- 1 Introduction
- 2 Mathematical Naturalism
- 3 Desiderata and the attractionof naturalism
- 4 Assessment: Naturalism and names
- 4.1 Takingnaturalismseriously
- 4.2 Second philosophy (orwhat's in a name)
- 5 A way out?
- 6 Or out of the way?
- 2 Mathematical Naturalism
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Exploring the validity of assessment in anatomy: Do images influence cognitive processes used in answering extended matching questions? 下载免费PDF全文
Marc A.T.M. Vorstenbosch Shifra T. Bouter Marianne M. van den Hurk Jan G.M. Kooloos Sanneke M. Bolhuis Roland F.J.M. Laan 《Anatomical sciences education》2014,7(2):107-116
Assessment is an important aspect of medical education because it tests students' competence and motivates them to study. Various assessment methods, with and without images, are used in the study of anatomy. In this study, we investigated the use of extended matching questions (EMQs). To gain insight into the influence of images on the validity of test items, we focused on students' cognitive processes while they answered questions with and without images. Seventeen first‐year medical students answered EMQs about gross anatomy, combined with either labeled images or answer lists, while thinking aloud. The participants' verbal reports were transcribed verbatim and then coded. Initial codes were based on a task analysis and were adapted into final codes during the coding process. Results showed that students used more cues from EMQs with images and visualized more often in EMQs with answer lists. Ready knowledge and verbal reasoning were used equally often in both conditions. In conclusion, EMQs with and without images elicit different results in this think aloud experiment, indicating different cognitive processes. They seem to measure different skills, making them valid for different testing purposes. The take‐home message for anatomy teachers is that questions without images seem to test the quality of students' mental images while questions with images test their ability to interpret visual information. It makes sense to use both response formats in tests. Using images from clinical practice instead of anatomical drawings will help to improve test validity. Anat Sci Educ 7: 107–116. © 2013 American Association of Anatomists. 相似文献
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In this study we investigated if the occurrence of the sticking region was a result of diminishing potentiation (coinciding delayed muscle activation) or the result of a mechanically poor region in which the muscles can produce less force. A regular one-repetition maximum (1RM) free-weight bench press was compared with isometric bench presses performed at 12 different positions. A lower force at the sticking region compared to the other regions in the isometric bench presses would confirm the mechanically-poor-position hypothesis. Twelve resistance-trained males (age 21.7 ± 1.3 years, mass 78 ± 5.8 kg, height 1.81 ± 0.05 m) were tested in 1RM and in isometric contractions in bench press in 12 different positions, indicated by the vertical distance between barbell and sternum, covering the whole range of motion during the concentric phase. Barbell kinematics and muscle activity were registered. In both types of executions a region of lower force output was observed, which supports the mechanically-poor-position hypothesis. Electromyographic activity of four muscles showed the same pattern in the isometric and 1RM attempts. It was concluded that diminishing effect potentiation could not explain the existence of the sticking region. 相似文献
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