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61.
基于平台的网络课程建设—以光学测试技术网络课程为例 总被引:1,自引:0,他引:1
针对光学测试技术课程传统教学模式中存在的问题,依托"军队院校网络教学应用系统"平台,构建了网络课程,介绍了网络课程的主要内容、功能模块以及在实际应用中产生的效果。 相似文献
62.
廖乃帜 《开封教育学院学报》2011,31(2):48-50
大学英语考试是全国性的用于评估和指导大学英语教学的标准相关常模参照性考试。它对英语的教与学既有积极的促进作用,也有着严重的负面影响。改革后的CET考试在效度、信度、难度以及可操作性上仍然存在着不可忽视的问题。CET考试不仅应信度、效度并重,还应注重考试的可操作性。此外,CET考试中,应该增设口语考试的内容,尽量做到听说读写译加权相当。 相似文献
63.
赵艳霞 《武汉职业技术学院学报》2011,10(2):55-57,106
学习领域课程以典型工作任务为载体,其学习内容的组织形式是课业。课业是学习情境的"物质化"表现,课业设计在教师作用、学生地位等方面与传统实践教学有明显区别,《生物药物仪器分析》课程对此进行了实践探索。 相似文献
64.
The measurement community needs to better understand how to interact with the media to effectively disseminate important findings from educational testing efforts. To this end, the current paper will review media coverage of educational testing and related issues and elaborate on areas of concern and opportunities for improved communication between measurement professionals and the media. Common misinterpretations of test results and measurement concepts will be discussed and suggestions for the clearer presentation and explanation of such information will be offered. Also, practical advice and strategies for handling different types of interactions with the media will be provided. The implications of focusing on this topic in the measurement profession and the inherent public value of this focus are highlighted throughout the paper. 相似文献
65.
Within‐High‐School Versus Across‐High‐School Scaling of Admissions Assessments: Implications for Validity and Diversity Effects
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Jack W. Kostal Paul R. Sackett Nathan R. Kuncel Philip T. Walmsley Melissa S. Stemig 《Educational Measurement》2017,36(1):39-46
Previous research has established that SAT scores and high school grade point average (HSGPA) differ in their predictive power and in the size of mean differences across racial/ethnic groups. However, the SAT is scaled nationally across all test takers while HSGPA is scaled locally within a school. In this study, the researchers propose that this difference in how SAT scores and HSGPA are scaled partially explains differences in validity and subgroup differences. Using a large data set consisting of 170,390 students each of whom matriculated at one of 114 separate colleges, the researchers find that awarding SAT scores by ranking SAT within a high school generally results in substantial reduction in the size of subgroup mean differences for this predictor. However, validity for predicting first‐year GPA is also reduced by a small amount. Conversely, placing HSGPA onto a nationally normed metric through the use of multiple regression procedures results in a moderate increase in the size of subgroup mean differences, while also producing a small increase in validity. Taken together, these findings suggest that differences in predictor scaling can partially explain differences in the size of subgroup mean differences between HSGPA and SAT scores and have implications for predictive power. 相似文献
66.
There is currently a strong belief in accountability as a policy of action and standardized testing has been implemented in several countries. This article examines tensions that occur in meetings when primary school teachers in Norway discuss national testing, and how these are handled. In particular, tensions revolve around what is seen as internal (teachers' everyday work) and external (policies and practices outside the main frame of teaching). Even though national testing is mainly seen as external to teachers' work, teachers involve in boundary work and reshape professional discourse in order to create relevance and maintain legitimacy following new expectations. 相似文献
67.
Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups
As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed. 相似文献
68.
运动员的训练状态是不断变化的。在训练状态发生变化过程中的各个阶段,及时、客观地运用有效的检测手段诊断、掌握运动员所处状态的基本信息,对于顺利组织和有效控制运动训练过程有着重要意义。运用模糊集合理论针对训练过程建立了检验系统。基本实现了对训练状态进行量化诊断,从而为训练过程量化控制提供了直观、准确的依据。 相似文献
69.
罗碧珍 《桂林师范高等专科学校学报》2002,16(2):51-53
在高校的<邓小平理论概论>课教学中采取"多样化积分总评"考核新方式,能有效调动学生学习邓小平理论的自觉性和自主性,增强学生建设有中国特色社会主义的理想和信念.这是马克思主义理论课教学模式的改革与转换的有益尝试. 相似文献
70.