全文获取类型
收费全文 | 258篇 |
免费 | 7篇 |
专业分类
教育 | 191篇 |
科学研究 | 38篇 |
各国文化 | 5篇 |
体育 | 16篇 |
文化理论 | 2篇 |
信息传播 | 13篇 |
出版年
2023年 | 1篇 |
2021年 | 3篇 |
2020年 | 13篇 |
2019年 | 13篇 |
2018年 | 13篇 |
2017年 | 12篇 |
2016年 | 13篇 |
2015年 | 14篇 |
2014年 | 13篇 |
2013年 | 50篇 |
2012年 | 20篇 |
2011年 | 13篇 |
2010年 | 6篇 |
2009年 | 9篇 |
2008年 | 8篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 4篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有265条查询结果,搜索用时 31 毫秒
41.
The authors wish to express appreciation for the statistical help provided by James Wardrop and Ya-Mei Chen; and for the support provided by the Bureau of Educational Research and the Campus Research Board, University of Illinois. Also several persons helped with the development of the measures and data collection including Carole Ames, Mary Z. Anderson, Cindy Glidden, Fu-lin Y. Lee, Kirsten Peterson, and Barbara Powell. Requests for reprints may be addressed to the first author at the Educational Psychology Department, University of Illinois, 1310 South Sixth St., Champaign, IL 61820. 相似文献
42.
This study examined language-specific links among auditory processing, linguistic prosody awareness, and Mandarin (L1) and English (L2) word reading in 61 Mandarin-speaking, English-learning children. Three auditory discrimination abilities were measured: pitch contour, pitch interval, and rise time (rate of intensity change at tone onset). Linguistic prosody awareness was measured three ways: Mandarin tone perception, English stress perception, and English stress production. A Chinese character recognition task was the Mandarin L1 reading metric. English L2 word reading was assessed by English real word reading and nonword decoding tasks. The importance of the auditory processing measures to reading was different in the two languages. Pitch contour discrimination predicted Mandarin L1 word reading and rise time discrimination predicted English L2 word reading, after controlling for age and nonverbal IQ. For the prosodic and phonological measures, Mandarin tone perception, but not rhyme awareness, predicted Chinese character recognition after controlling for age and nonverbal IQ. In contrast, English rhyme awareness predicted more unique variance in English real word reading and nonword decoding than did English stress perception and production. Linguistic prosody awareness appears to play a more important role in L1 word reading than phonological awareness; while the reverse seems true for English L2 word reading in Mandarin-speaking children. Taken together, auditory processing, language-specific linguistic prosody awareness, and phonological awareness play different roles in L1/L2 reading, reflecting different prosodic and segmental structures between Mandarin and English. 相似文献
43.
44.
Wen‐Chung Wang Kuan‐Yu Jin Xue‐Lan Qiu Lei Wang 《Journal of Educational Measurement》2012,49(4):419-445
In some tests, examinees are required to choose a fixed number of items from a set of given items to answer. This practice creates a challenge to standard item response models, because more capable examinees may have an advantage by making wiser choices. In this study, we developed a new class of item response models to account for the choice effect of examinee‐selected items. The results of a series of simulation studies showed: (1) that the parameters of the new models were recovered well, (2) the parameter estimates were almost unbiased when the new models were fit to data that were simulated from standard item response models, (3) failing to consider the choice effect yielded shrunken parameter estimates for examinee‐selected items, and (4) even when the missingness mechanism in examinee‐selected items did not follow the item response functions specified in the new models, the new models still yielded a better fit than did standard item response models. An empirical example of a college entrance examination supported the use of the new models: in general, the higher the examinee's ability, the better his or her choice of items. 相似文献
45.
Regina Juchun Chu Anita Zichun Chu Cathy Weng Chin‐Chung Tsai Chia‐chun Lin 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(2):205-216
This research explores the relationships between self‐directed learning readiness and transformative learning theory (TLT) reflected by the Constructivist Internet‐based Learning Environment Scale (CILES). A questionnaire survey about adult learner's perceptions of Internet‐based learning was administered to adults enrolled in classes in community colleges in Taiwan. A total of 593 valid questionnaires were used for the structural equation modeling analysis. The findings confirmed a second‐order hierarchical factor relationship of TLT (technical, dialectical and emancipatory learning interests) from CILES. Moreover, the three domains of learning interests of transformative learning were proved to have a developmental relationship, moderated by the readiness of self‐directed learning for adult learners in Internet‐based learning. 相似文献
46.
Mantak?YuenEmail author Patrick?S.?Y.?Lau Queenie?A.?Y.?Lee Norman?C.?Gysbers Raymond?M.?C.?Chan Ricci?W.?Fong Y.?B.?Chung Peter?M.?K.?Shea 《Asia Pacific Education Review》2012,13(1):55-63
This study explored the concept of school connectedness and the factors that may influence its development with a sample of
Chinese adolescents. Six focus groups involving 52 high school students were conducted using a set of predetermined discussion
topics. Results indicated that the students fully understood the notion of school connectedness and could identify a number
of key influences affecting its development. These factors could be grouped under several domains including teacher care,
peer relations, broader school relationships, school disciplinary policies and practices, activities within the school’s guidance
and counseling program, and opportunities for talent development. The students were also able to suggest practical strategies
that schools might introduce to enhance and strengthen students’ acquisition of connectedness to school. The implications
from the findings are discussed with particular reference to implementing comprehensive school guidance and counseling program
in Hong Kong. 相似文献
47.
Yeung Chung Lee 《International Journal of Science Education》2013,35(14):1927-1950
Current approaches to science‐technology‐society (STS) education focus primarily on the controversial socio‐scientific issues that arise from the application of science in modern technology. This paper argues for an interdisciplinary approach to STS education that embraces science, technology, history, and social and cultural studies. By employing a case study of traditional papermaking technology, it investigates how the interactions between technology and science can be explored in an authentic societal and cultural context across a historical time span. The term technology‐society‐science (TSS) is used to represent an alternative approach to linking technology, society, and science that aims to redress the imbalance between science and technology, and to resolve the tension between two diverging goals of STS education. The educational implications of this alternative approach to STS education are discussed. 相似文献
48.
This paper examines music education’s legitimation of values as a means of preparing students for entry into the new ‘knowledge society’ of the People’s Republic of China in a global age. It explores the ways in which values education relates to the teaching of both musical and non‐musical meanings in the dual context of nationalism and globalization, and discusses some problems that values education faces in school music classrooms. It examines the ways in which globalization has pressured values education into resolving the apparent contradiction between national identity and national unity in the ever‐changing play of Chinese history and politics. It concludes with a discussion of how music education might juggle three pairs of apparently contradictory relationships in the curriculum: between contemporary cultural and social values on the one hand, and traditional Chinese and Communist ideologies on the other; between collectivism and individualism; and between national and global cultures. 相似文献
49.
50.
Ethnographic fiction is a technique for educating counseling students about the relationship of social justice to counseling practice. Preliminary data indicate it is an effective tool, with counseling students (N= 48) reporting an increased understanding and appreciation of clients’ life experiences from a holistic perspective. Furthermore, students reported that they were more motivated to address social justice issues in counseling. 相似文献