全文获取类型
收费全文 | 747篇 |
免费 | 4篇 |
国内免费 | 3篇 |
专业分类
教育 | 583篇 |
科学研究 | 51篇 |
各国文化 | 17篇 |
体育 | 23篇 |
综合类 | 4篇 |
信息传播 | 76篇 |
出版年
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 15篇 |
2019年 | 19篇 |
2018年 | 11篇 |
2017年 | 20篇 |
2016年 | 19篇 |
2015年 | 16篇 |
2014年 | 13篇 |
2013年 | 140篇 |
2012年 | 22篇 |
2011年 | 26篇 |
2010年 | 24篇 |
2009年 | 19篇 |
2008年 | 20篇 |
2007年 | 19篇 |
2006年 | 15篇 |
2005年 | 16篇 |
2004年 | 24篇 |
2003年 | 16篇 |
2002年 | 22篇 |
2001年 | 12篇 |
2000年 | 11篇 |
1999年 | 13篇 |
1998年 | 9篇 |
1997年 | 11篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 6篇 |
1993年 | 13篇 |
1992年 | 10篇 |
1991年 | 8篇 |
1990年 | 15篇 |
1989年 | 9篇 |
1988年 | 6篇 |
1987年 | 6篇 |
1984年 | 9篇 |
1983年 | 7篇 |
1982年 | 6篇 |
1981年 | 8篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 11篇 |
1975年 | 5篇 |
1974年 | 5篇 |
1973年 | 3篇 |
1971年 | 4篇 |
1968年 | 4篇 |
1866年 | 3篇 |
排序方式: 共有754条查询结果,搜索用时 31 毫秒
1.
2.
3.
Jason Power Raymond Lynch Oliver McGarr 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):281-296
Serious games are becoming increasingly popular due to their association with increased learning outcomes when compared to traditional self-regulated learning activities. However, the majority of research examining the outcomes of serious games has focused almost exclusively on learning outcomes. This has resulted in a lack of research examining why these types of games result in increased positive outcomes, such as engagement or performance. This study seeks to address this gap in existing research by examining the relationship between game difficulty and participants’ engagement, performance and self-efficacy in a Pacman style maze navigation game. This required the use of hidden difficulty variations which participants were randomly assigned. Participants engaged with the game over a 5-days practice period. Results from this study suggest that difficulty plays a considerable role in influencing participants’ self-efficacy for the task. Self-efficacy has been consistently linked to positive outcomes such as increased engagement and performance. This highlights the importance of difficulty as a game design factor as well as providing an insight into the manner in which serious games could be further refined in order to increase user’s self-efficacy and associated positive outcomes. Implications for future serious games and self-efficacy research are discussed. 相似文献
4.
5.
6.
This paper reports some of the findings of the Procedural and Conceptual Knowledge in Science (PACKS) project. It documents children's ides about the reliability of experimental data, an important element of their understanding of science procedures. These ideas were elicited using a written survey instrument completed by over 1000 students aged 11, 14 and 16, chosen to be representative of the full ability range. The results show progression with age in understanding of empirical data. A range of ideas about the function of repeat measurements, how to handle repeat measurements and anomalous readings, and the significance of the spread of a set of repeated measurements emerge and are discussed. 相似文献
7.
8.
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
9.
Researchers in the field of gifted education are becoming increasingly aware that a variety of research approaches can make contributions to research on giftedness. This paper describes task analysis, a research methodology derived from counseling process research. Task analysis appears to be a useful research approach for building theoretical models of how therapeutic and educational interventions can facilitate positive changes in gifted children. The paper traces the historical development of task analysis methodology, describes the steps involved in conducting a rational‐empirical task analysis of change processes, and provides an example of how task analysis methodology might be applied to investigations of change processes in the field of gifted education. 相似文献
10.