全文获取类型
收费全文 | 107篇 |
免费 | 6篇 |
专业分类
教育 | 90篇 |
科学研究 | 1篇 |
各国文化 | 2篇 |
体育 | 8篇 |
信息传播 | 12篇 |
出版年
2024年 | 1篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 9篇 |
2018年 | 9篇 |
2017年 | 10篇 |
2016年 | 3篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 19篇 |
2012年 | 1篇 |
2011年 | 8篇 |
2010年 | 4篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 1篇 |
1994年 | 1篇 |
1990年 | 1篇 |
1987年 | 1篇 |
1984年 | 2篇 |
1982年 | 1篇 |
排序方式: 共有113条查询结果,搜索用时 15 毫秒
1.
Bast fibres have been commonly used as a textile material in Northern Europe since Neolithic times. However, the process of identifying the different species has been problematic, and many important questions related to their cultural history are still unanswered. For example, a modified Herzog test and the presence of calcium oxalate crystals have both been used in identification. In order to generate more reliable results, further research and advancement in multi-methodological methods is required. This paper introduces a combination of methods which can be used to identify and distinguish flax (Linum usitatissimum), hemp (Cannabis sativa), and stinging nettle (Urtica dioica). The research material consisted of reference fibres and 25 fibre samples obtained from 12 textiles assumed to be made of nettle. The textiles were from the Finno-Ugric and Historical Collections of The National Museum of Finland. The fibre samples were studied by observing the surface characteristics and cross sections with transmitted light microscopy, and by using a modified Herzog test with polarized light, in order to identify the distinguishable features in their morphological structures. The study showed that five out of 25 samples were cotton, 16 nettle, one flax, and one hemp. Findings from two samples were inconsistent. The results show that it is possible to distinguish common north European bast fibres from each other by using a combination of microscopic methods. Furthermore, by utilizing these combined methods, new and more reliable information could be obtained from historical ethnographic textiles, which creates new vistas for the interpretation of their cultural history. 相似文献
2.
We explored relations between students’ epistemic beliefs, metacognitive monitoring and recall performance in the context
of learning physics through metaphor. Eighty-three university undergraduate students completed questionnaires designed to
measure their epistemic beliefs and prior knowledge about Newtonian physics. Students were epistemically profiled as rational,
empirical, or metaphorical in their approaches to knowing. Using a think-aloud protocol, students read a text on Newton’s
First and Third Laws. The text included metaphors as examples of the various laws described. Results revealed that students
profiled as metaphorical engaged in more metacognitive processing compared to students profiled as rational or empirical.
Moreover, path analyses revealed that metacognitive monitoring positively predicted recall performance. Results challenge
Muis’ (2008) consistency hypothesis; the ways in which knowledge is represented in text may be the linking factor for relations between metacognitive monitoring
and epistemic beliefs rather than the underlying epistemology of the domain. 相似文献
3.
4.
5.
Christine E. Gould Shruti Shah Sarah R. Brunskill Krista Brown Nancy L. Oliva Charissa Hosseini 《Educational gerontology》2017,43(8):379-392
We describe the development of a telephone-based program, Recreation, Education, and Socialization for Older Learning Veterans (RESOLV) that aims to connect Veterans with one another by phone and thereby reduce loneliness. The program was developed through a collaboration between VA and a community-based organization, Episcopal Senior Communities Senior Center Without Walls (SCWW). Semi-structured interviews were conducted with 18 rural and non-rural dwelling older Veterans to identify leisure interests and potential barriers to participating in leisure activities. Program feasibility was examined with questions about telephone use and interest in and perceived benefits of a telephone community. We conducted content analysis to quantify Veterans’ leisure interests and thematic analysis to characterize barriers to participation. Veterans expressed interest most frequently in groups focused on conversation, support, gratitude, and technology. Rural and non-rural participants did not differ significantly in interests. Barriers to current activity participation included limited access to activities, limitations due to physical conditions, and transportation difficulties, which were consistent themes for both rural and non-rural participants. Themes related to perceived benefits of socialization that emerged include connectedness, learning from others, being active despite limitations, and distraction from limitations. Our findings demonstrate how a telephone-based socialization program could be developed and tailored for older Veterans. It seems that such a program is feasible and may be of benefit for older Veterans in rural and non-rural areas. Further evaluation is needed to ascertain the direct benefit of such a program to older Veterans. 相似文献
6.
Brian R. Belland Krista D. Glazewski Jennifer C. Richardson 《Instructional Science》2011,39(5):667-694
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments
in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik
et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use of computer-based argumentation scaffolds, called the Connection Log, to help middle school students build evidence-based arguments. Specifically we investigated (a) the impact of computer-based
argumentation scaffolds on middle school students’ construction of evidence-based arguments during a PBL unit, and (b) scaffold
use among members of two small groups purposefully chosen for case studies. Data sources included a test of argument evaluation
ability, persuasive presentation rating scores, informal observations, videotaped class sessions, and retrospective interviews.
Findings included a significant simple main effect on argument evaluation ability among lower-achieving students, and use
of the scaffolds by the small groups to communicate and keep organized. 相似文献
7.
Heidi L. Schnackenberg Krista Luik Yael C. Nisan Colleen Servant 《Educational Research and Evaluation》2013,19(2-3):137-160
In 1996, The Ministry of Education of the Province of Quebec authorized a plan to support the integration of new information technologies and communications (NTIC) in its schools. An expenditure of $318 million dollars was announced for the purchase and upgrade of hardware and software. In response to this initiative, The Concordia University Centre for the Study of Learning and Performance (CSLP) approached the Quebec schoolboards, proposing partnerships between them and the Centre to facilitate the integration of these technologies into pedagogical practices. This article describes a needs assessment performed by the university in two Quebec elementary schools. The collected data revealed that teachers are currently using computers primarily for word processing and to prepare report cards. While they are somewhat dissatisfied with previous professional development, they are still highly interested in receiving training on how to better incorporate technology into their pedagogical practices. General recommendations and a workshop are outlined. 相似文献
8.
Despite the similarities that researchers note between the cognitive processes and knowledge involved in reading and writing, there are students who are much stronger readers than writers and those who are much stronger writers than readers. The addition of the writing section to the SAT provides an opportunity to examine whether certain groups of students are more likely to exhibit stronger performance in reading versus writing and the academic consequences of this discrepant performance. Results of this study, based on hierarchical linear models of student performance, showed that even after controlling for relevant student characteristics and prior academic performance, an SAT critical reading–writing discrepancy had a small effect on 1st-year grade point average as well as English course grades in college. Specifically, students who had relatively higher writing scores as compared to their critical reading scores earned higher grades in their 1st year of college as well as in their 1st-year English course(s). 相似文献
9.
10.
Marjaana Kangas Kaisa Kopisto Krista Löfman Laura Salo Leena Krokfors 《Journal of Adventure Education & Outdoor Learning》2017,17(1):82-91
ABSTRACTThis case study examined how the agency of a fifth-grade pupil appeared across different learning environments in the primary school context. In this study, agency is defined as the initiatives taken by an individual in interactive situations. The research question is: how does a pupil’s agency manifest and vary through taking initiatives across different learning environments within curriculum-based education? The empirical data consist of 50 video episodes including learning activities in a classroom, in a vegetable garden and on a nearby farm. The findings show that the pupil’s agency varied across learning environments, manifesting itself through complementing, supportive, constructive and challenging initiatives. When developing pedagogy that supports learning across formal and informal learning environments, it is essential to enable pupils to take different kinds of initiatives and to exercise their agency in versatile contexts. 相似文献