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81.
Noreen M. Webb 《Infancia y Aprendizaje》2013,36(27-28):159-183
ResumenSi bien en los últimos años ha aumentado considerablemente el número de investigaciones acerca del aprendizaje en grupos pequeños en régimen de cooperación, pocos estudios se han centrado en los procesos de interacción que tienen lugar dentro de los grupos. Este trabajo se centra en el papel de la experiencia de los estudiantes en interacción en grupos pequeños durante el aprendizaje. Se examina la investigación que hace referencia a los tres aspectos del aprendizaje en grupos pequeños: 1) la relación entre interacción y resultado, 2) proceso cognitivo y mecanismos socioemocionales que unen la interacción y los resultados y 3) características del individuo, del grupo y de la estructura de recompensa que predicen la interacción en grupos pequeños. Se discuten aspectos metodológicos y sustantivos para evaluar e integrar los resultados de investigaciones previas, y como directrices para futuras investigaciones. La conclusión es que el rol de un individuo en la interacción en el grupo ejerce una importante influencia sobre el aprendizaje, y que la interacción se puede predecir a partir de las características múltiples del individuo, del grupo y de la situación marco. 相似文献
82.
Peter Jarvis John Holford Marcella Milana Richard Waller Sue Webb 《International Journal of Lifelong Education》2013,32(2):119-120
This article is a report of a qualitative research study into the aesthetic and spiritual dimensions of the lifelong learning practices of eight experienced educators. The research is grounded in a narrative tradition of research on teacher development where teacher learning is viewed as a creative, holistic, relational endeavour in which the personal and professional are intimately connected. It makes connections between narrative inquiry, holistic education and teacher development, and makes a contribution to the body of knowledge in teachers’ knowledge/ learning by demonstrating that in the experience of the study’s participants, meaningful lifelong learning is an ongoing process of creating and recreating the self. 相似文献
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84.
Alicia K. Webb Tenzin Wangmo Heidi H. Ewen Pamela B. Teaster Laurie R. Hatch 《Educational gerontology》2013,39(12):1089-1106
The Graduate Center for Gerontology at the University of Kentucky incorporates three levels of mentoring in its PhD program. This project assessed satisfaction with peer and faculty mentoring and explored their perceived benefits and purposes. Core and affiliate faculty and current and graduated students were surveyed. Participants seemed satisfied with the mentoring they were giving and receiving, although all groups discussed limitations. Peer mentors were seen as social support and advice givers, while faculty mentors were viewed as responsible for direction and skill-building. These results can contribute to the development of new mentorship programs and the modification of existing ones. 相似文献
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86.
Noreen M. Webb 《教育心理学家》2013,48(1):33-41
The results of four recent studies of student interaction and learning are summarized and integrated to demonstrate (a) the power of specific student interaction variables and sequences of behavior in predicting achievement in small group settings, and (b) the uninterpretability of results based on general measures or isolated behaviors. Conflicting results from other studies are re‐interpreted in light of the importance of specific variables and sequences of behavior. The implications of these results for the measurement of student interaction are discussed. 相似文献
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88.
The Mobile Reference Service: a case study of an onsite reference service program at the school of public health
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Donghua Tao Patrick G. McCarthy Mary M. Krieger Annie B. Webb 《Medical Library and Historical Journal》2009,97(1):34-40
The School of Public Health at Saint Louis University is located at a greater distance from the library than other programs on the main medical center campus. Physical distance diminishes the ease of access to direct reference services for public health users. To bridge the gap, the library developed the Mobile Reference Service to deliver onsite information assistance with regular office hours each week. Between September 2006 and April 2007, a total of 57 in-depth reference transactions took place over 25 weeks, averaging 2 transactions per week in a 2-hour period. Overall reference transactions from public health users went up 28%, while liaison contacts with public health users doubled compared to the same period the year before. The Mobile Reference Service program has improved library support for research and scholarship, cultivated and strengthened liaison relationships, and enhanced marketing and delivery of library resources and services to the Saint Louis University School of Public Health. 相似文献
89.
The aim of this study was to investigate the effect of pre-induced inspiratory muscle fatigue (IMF) on race-paced swimming and acid-base status. Twenty-one collegiate swimmers performed two discontinuous 400-m race-paced swims on separate days, with (IMF trial) and without (control trial) pre-induced IMF. Swimming characteristics, inspiratory and expiratory mouth pressures, and blood parameters were recorded. IMF and expiratory muscle fatigue (P < 0.05) were evident after both trials and swimming time was slower (P < 0.05) from 150-m following IMF inducement. Pre-induced IMF increased pH before the swim (P < 0.01) and reduced bicarbonate (P < 0.05) and the pressure of carbon dioxide (PCO2) (P < 0.05). pH (P < 0.05), bicarbonate (P < 0.01) and PCO2 (P < 0.05) were lower during swimming in the IMF trial. Blood lactate was similar before both trials (P > 0.05) but was higher (P < 0.01) in the IMF trial after swimming. Pre-induced IMF induced respiratory alkalosis, reduced bicarbonate buffering capacity and slowed swimming speed. Pre-induced and propulsion-induced IMF reflected metabolic acidosis arising from dual role breathing and propulsion muscle fatigue. 相似文献
90.
Joseph C. O'Rourke Lillian Smyth Alexandra L. Webb Krisztina Valter 《Anatomical sciences education》2020,13(2):206-217
Teaching internal structures obscured from direct view is a major challenge of anatomy education. High-fidelity interactive three-dimensional (3D) micro-computed tomography (CT) models with virtual dissection present a possible solution. However, their utility for teaching complex internal structures of the human body is unclear. The purpose of this study was to investigate the use of a realistic 3D micro-CT interactive visualization computer model to teach paranasal sinus anatomy in a laboratory setting during pre-clinical medical training. Year 1 (n = 79) and Year 2 (n = 59) medical students undertook self-directed activities focused on paranasal sinus anatomy in one of two laboratories (traditional laboratory and 3D model). All participants completed pre and posttests before and after the laboratory session. Results of regression analyses predicting post-laboratory knowledge indicate that, when students were inexperienced with the 3D computer technology, use of the model was detrimental to learning for students with greater prior knowledge of the relevant anatomy (P < 0.05). For participants experienced with the 3D computer technology, however, the use of the model was detrimental for students with less prior knowledge of the relevant anatomy (P < 0.001). These results emphasize that several factors need to be considered in the design and effective implementation of such models in the classroom. Under the right conditions, the 3D model is equal to traditional laboratory resources when used as a learning tool. This paper discusses the importance of preparatory training for students and the technical consideration necessary to successfully integrate such models into medical anatomical curricula. 相似文献