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101.
Undergraduates commonly harbor alternate conceptions about evolutionary biology; these alternate conceptions often persist, even after intensive instruction, and may influence acceptance of evolution. We interviewed undergraduates to explore their alternate conceptions about macroevolutionary patterns and designed a 2-h lesson plan to present evidence that life has evolved. We identified three alternate conceptions during our interviews: that newly derived traits would be more widespread in extant species than would be ancestral traits, that evolution proceeds solely by anagenesis, and that lineages must become more complex over time. We also attempted to measure changes in the alternate conceptions and levels of acceptance of evolutionary theory in biology majors and nonmajors after exposure to the lesson plan. The instrument used to assess understanding had flaws, but our results are suggestive of mixed effects: we found a reduction in the first alternate conception, no change in the second, and reinforcement of the third. We found a small, but significant, increase in undergraduate acceptance of evolutionary theory in two trials of the lesson plan (Cohen's d effect sizes of 0.51 and 0.19). These mixed results offer guidance on how to improve the lesson and show the potential of instructional approaches for influencing acceptance of evolution. 相似文献
102.
Linda M. Abraham 《Clearing house (Menasha, Wis.)》2013,86(5):229-232
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Hailu Nigus Weldeana Solomon Tewolde Abraham 《Journal of Mathematics Teacher Education》2014,17(4):303-330
Many learners hold traditional beliefs about mathematics that can hamper their learning in the discipline. To address this issue, a “history-based” intervention program entailing problem-solving and writing activities that instigate cognitive conflict was implemented. Data sources were pretest and posttest scores of a 12-theme questionnaire designed for this study called “Prospective teachers’ beliefs questionnaire about mathematics learning” and written reflections of prospective teachers. The survey of the prospective teachers beliefs related to the nature of mathematics and the way it is learned, taught, and practiced showed a great majority of them failed to hold progressive beliefs. Fortunately, the intervention program has helped the prospective teachers revise and correct their beliefs, thoughts, and understandings. Study of the prospective teachers’ written reflections and observations of their oral presentations during whole-class discussions strengthen the results of the quantitative study. 相似文献
106.
Coaching is no longer a subset of physical education or sport psychology but is rather an established vocation for research. In reaching such a position, we argue that a broad range of epistemologies have been used to investigate coaching such as sociology and cognitive psychology. However there is danger that, in the search for new ground, research becomes increasingly esoteric, having less and less impact on the domain that it is researching—namely coaching. As a step against this trend, we argue for and attempt to establish the commonalities across these research approaches suggesting that coaching is social, political, and pedagogical in nature. We accept that coaching is inherently complex but argue that coaches can be educated to cope with complexity through a professional judgment and nested decision making process. To facilitate this process, we offer a model for coaching that is inclusive of the commonalities across coaching research, summarizes our major theoretical points yet practical enough for application by coach educators and coaches. 相似文献
107.
Colliot Tiphaine Kiewra Kenneth A. Luo Linlin Flanigan Abraham E. Lu Junrong Kennedy Carrie Black Sheldon 《Education and Information Technologies》2022,27(2):2435-2456
Education and Information Technologies - The purpose of this study was to determine how graphic organizer completeness (complete, partial, or no organizer) and note-taking medium (longhand or... 相似文献
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109.
Here, we present a microfluidic droplet trap that takes advantage of the net Laplace pressure force generated when a droplet is differentially constricted. Mathematical simulations were first used to understand the working range of the component; followed by finite element modeling using the CFD software package to further characterize the behavior of the system. Controlled release of the trapped droplets is also demonstrated through both a mechanical method and a chemical method that manipulates the total pressure exerted on the trapped droplet. The unique design of this trapping device also provides the capability for selection of a single droplet from a train, as well as droplet fusion. 相似文献
110.
Shujian Yu Zubin Abraham Heng Wang Mohak Shah Yantao Wei José C. Príncipe 《Journal of The Franklin Institute》2019,356(5):3187-3215
A fundamental issue for statistical classification models in a streaming environment is that the joint distribution between predictor and response variables changes over time (a phenomenon also known as concept drifts), such that their classification performance deteriorates dramatically. In this paper, we first present a hierarchical hypothesis testing (HHT) framework that can detect and also adapt to various concept drift types (e.g., recurrent or irregular, gradual or abrupt), even in the presence of imbalanced data labels. A novel concept drift detector, namely Hierarchical Linear Four Rates (HLFR), is implemented under the HHT framework thereafter. By substituting a widely-acknowledged retraining scheme with an adaptive training strategy, we further demonstrate that the concept drift adaptation capability of HLFR can be significantly boosted. The theoretical analysis on the Type-I and Type-II errors of HLFR is also performed. Experiments on both simulated and real-world datasets illustrate that our methods outperform state-of-the-art methods in terms of detection precision, detection delay as well as the adaptability across different concept drift types. 相似文献