全文获取类型
收费全文 | 715篇 |
免费 | 23篇 |
专业分类
教育 | 582篇 |
科学研究 | 15篇 |
各国文化 | 8篇 |
体育 | 53篇 |
文化理论 | 6篇 |
信息传播 | 74篇 |
出版年
2023年 | 7篇 |
2022年 | 11篇 |
2021年 | 16篇 |
2020年 | 23篇 |
2019年 | 46篇 |
2018年 | 36篇 |
2017年 | 56篇 |
2016年 | 31篇 |
2015年 | 24篇 |
2014年 | 25篇 |
2013年 | 133篇 |
2012年 | 29篇 |
2011年 | 22篇 |
2010年 | 15篇 |
2009年 | 18篇 |
2008年 | 21篇 |
2007年 | 22篇 |
2006年 | 17篇 |
2005年 | 9篇 |
2004年 | 18篇 |
2003年 | 14篇 |
2002年 | 16篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 8篇 |
1998年 | 2篇 |
1997年 | 6篇 |
1996年 | 5篇 |
1995年 | 11篇 |
1994年 | 5篇 |
1993年 | 7篇 |
1992年 | 10篇 |
1991年 | 7篇 |
1990年 | 4篇 |
1989年 | 5篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1985年 | 5篇 |
1984年 | 2篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1959年 | 1篇 |
1942年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有738条查询结果,搜索用时 31 毫秒
1.
2.
Matt Cook 《The Journal of Academic Librarianship》2018,44(1):145-149
As academic library collections are moved off site to make room for learning commons-type collaboration spaces, exploratory research processes (e.g. stacks browsing activities) are threatened. Given the range of benefits associated with chance information encounters in the physical book stacks, the disappearance of accessible collections is problematic. Fortunately, by focusing on embodied aspects of the physical browsing experience we can leverage emerging technologies to preserve instances of serendipitous information retrieval. Virtual reality, in this case, provides a browsing platform that allows for the type of search activity typically associated with research in the physical books stacks and preserves the benefits thereof. 相似文献
3.
4.
Rachel Cook 《Environmental Education Research》2017,23(1):145-148
5.
Victoria A. Roach Graham M. Fraser James H. Kryklywy Derek G.V. Mitchell Timothy D. Wilson 《Anatomical sciences education》2019,12(1):32-42
Research suggests that spatial ability may predict success in complex disciplines including anatomy, where mastery requires a firm understanding of the intricate relationships occurring along the course of veins, arteries, and nerves, as they traverse through and around bones, muscles, and organs. Debate exists on the malleability of spatial ability, and some suggest that spatial ability can be enhanced through training. It is hypothesized that spatial ability can be trained in low-performing individuals through visual guidance. To address this, training was completed through a visual guidance protocol. This protocol was based on eye-movement patterns of high-performing individuals, collected via eye-tracking as they completed an Electronic Mental Rotations Test (EMRT). The effects of guidance were evaluated using 33 individuals with low mental rotation ability, in a counterbalanced crossover design. Individuals were placed in one of two treatment groups (late or early guidance) and completed both a guided, and an unguided EMRT. A third group (no guidance/control) completed two unguided EMRTs. All groups demonstrated an increase in EMRT scores on their second test (P < 0.001); however, an interaction was observed between treatment and test iteration (P = 0.024). The effect of guidance on scores was contingent on when the guidance was applied. When guidance was applied early, scores were significantly greater than expected (P = 0.028). These findings suggest that by guiding individuals with low mental rotation ability “where” to look early in training, better search approaches may be adopted, yielding improvements in spatial reasoning scores. It is proposed that visual guidance may be applied in spatial fields, such as STEMM (science, technology, engineering, mathematics and medicine), surgery, and anatomy to improve student's interpretation of visual content. Anat Sci Educ. © 2018 American Association of Anatomists. 相似文献
6.
ABSTRACTIn the British Isles, national policies for the arts are primarily viewed as the responsibility of arts councils with statutory duties to distribute state funding that meet the requirements of both “arms-length” principles and national strategic frameworks. This paper explores the tensions between policy making for the nation-state and for “the local” through comparative research on the arts councils (and equivalent bodies) in Scotland, England and Northern Ireland. Drawing on in-depth qualitative interviews with senior representatives from these organisations, it explores their notions of, responsibilities to and affiliations with “the local”. Findings suggest that despite their different models and relationships to the nation-state, and the disparities in the scale of investment, these national policy bodies commonly rely on networked governance to facilitate their relationship to “the local” which risks reproducing national interests, limiting the localised agency of place-based approaches and contributing to a culture of competition within cultural policy. 相似文献
7.
Victoria B. Costa 《International Journal of Science Education》2013,35(9):1005-1023
This study focuses on the relationships between meanings of science constructed in classrooms and sociocultural precepts of the wider society. Research presented is part of a larger study of the negotiation of knowledge and roles in high school science classrooms. The data presented document that what goes on in classrooms reflects and recreates societal attitudes towards work, in general, and teachers’ work, in particular. The teacher in this study reduces his demands for academic work in return for students’ cooperation and as a means of coping with negative aspects of teaching. Students, in turn, are not concerned about the specific subject matter of chemistry. What matters to them are the academic credentials that lead to success in the college and employment arenas. As a result, teacher and students construct school chemistry to be what you‐get‐through‐as‐you‐get‐along. The interdependence of the roles and actions of teachers and students suggests changes in policy and practice. 相似文献
8.
9.
Anthony A. Wright Robert G. Cook Jacquelyne J. Rivera Stephen F. Sands Juan D. Delius 《Learning & behavior》1988,16(4):436-444
Pigeons were trained to match-to-sample with several new methodologies: a large number of stimuli, computer-drawn color picture stimuli, responses monitored by a computer touch screen, stimuli presented horizontally from the floor, and grain reinforcement delivered onto the picture stimuli. Following acquisition, matching-to-sample concept learning was assessed by transfer to novel stimuli on the first exposure to pairs of novel stimuli. One group (trial-unique), trained with 152 different pictures presented once daily, showed excellent transfer (80% correct). Transfer and baseline performances were equivalent, indicating that the matching-to-sample concept had been learned. A second group (2-stimulus), trained with only two different pictures, showed no evidence of transfer. These results are discussed in terms of the effect of numbers of exemplars on previous failures to find concept learning in pigeons, and the implications of the positive finding from this experiment on abstract concept learning and evolutionary cognitive development. 相似文献
10.
Kelli Cargile Cook 《Technical Communication Quarterly》2002,11(1):5-29
This article proposes a theoretical frame for technical communication peda- gogy based on six layered literacies: basic, rhetorical, social, technological, ethical, and critical. The layered literacies frame advocates diverse instruction in technical communication programs, ranging from the ancient art of rhetoric to the most contemporary of technologies, from basic reading and writing skills to ethical and critical situational analyses. The article also suggests how the frame can be applied to a program of study or individual course in order to establish teaching objectives; develop course and lesson activities; and assess pedagogical materials, students, and programs. 相似文献