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321.
Misconceptions and realities about teaching online 总被引:1,自引:0,他引:1
Sieber JE 《Science and engineering ethics》2005,11(3):329-340
This article is intended to guide online course developers and teachers. A brief review of the literature on the misconceptions
of beginning online teachers reveals that most accept the notion that putting one’s lecture notes online produces effective
learning, or that technology will make education more convenient and cost-effective for all concerned. Effective online learning
requires a high level of responsibility for learning on the part of students and a reduction of the teacher-student power
differential. This, in turn, has major implications for faculty and course development, student selection criteria, the cost
of instruction, and the outcomes of education. Effective online teaching focuses on processes of learning rather than outcomes,
and is consistent with modern principles of learning that emphasize focusing on issues of high interest to learners, teaching
students to use skills of active and effective learning, providing prompt feedback, and enabling students to establish learning
goals and employ alternative paths to achieving those goals. Multiple ways of operationalizing these goals online are presented.
Tips are offered concerning selection of students who are capable of benefiting from the online experience, developing curriculum
that is user-friendly, using resources that stimulate good writing and critical thinking, and limiting class size to a manageable
number. 相似文献
322.
In a sample of N = 105 fifth graders from Vietnam and Germany, cognitive abilities (CogAT-Nonverbal, i.e. fluid figural, CogAT-Quantitative, i.e. crystallized mathematics), family attributes, parenting styles, leisure time activities, and attributes of school and instruction were compared. In spite of large cultural and economic differences, the general cognitive ability levels were similar (MVnm = 99.43 vs. MDeu = 99.13 IQ points in current UK norms). This result is in contradiction to usual outcomes in developing countries. However, regarding family, parenting, school and instruction, differences were observed: German families had more books. German parents were less frequently married and German families less frequently consisted of both mother and father. Vietnamese parents had more children. Vietnamese parents showed higher levels of authoritarian and neglecting parenting. German children read more books. The Vietnamese did not attend kindergarten, had larger classes, more homework, and more private tuition. In a path analysis, parental educational level, number of books, burgher family, low birth order rank, amount of teaching, parental income, Confucian educational orientation and Vietnamese background all revealed a positive impact on children's intelligence. 相似文献
323.
《Child & family behavior therapy》2013,35(2):19-32
Two studies were conducted assessing the relevance of having students perform exercises with words spelled incorrectly on weekly pretests. Both studies used a multi-element design in which baseline was followed by the alternation of relevant positive practice (RPP) and irrelevant positive practice (IPP). In RPP, students were required to perform a variety of exercises on words spelled incorrectly on the pretest. In IPP, for each word spelled incorrectly, students had to perform similar exercises on words which were not on the spelling list. In all condition students took a posttest at the end of the week. In both cases, RPP and IPP produced superior spelling score on weekly tests compared to baseline. There were, however, insignificant differences between RPP and IPP. The superior scores on the posttests as compared to the pretests indicate the possibility of an educational component to the practice exercises. Comments by the students and teachers indicated their preference for RPP over IPP. Nevertheless, the extensive duration of the practice exercises may limit their usefulness. 相似文献
324.
《Child & family behavior therapy》2013,35(1-2):101-112
SUMMARY The use of Curriculum-Based Measurement for evaluating treatment efficacy is described and discussed. The basic methods and applications of Curriculum-Based Measurement are described, followed by examples of its application in two intervention program evaluation projects. The first project involved one individual student experiencing academic difficulties. The second project focused on evaluating a reading instruction program for a group of students. In both examples, the use of Curriculum-Based Measurement contributed significantly to monitoring student progress in response to educational program variables and making treatment evaluation decisions. 相似文献
325.
Alison L. Antes Stephen T. Murphy Ethan P. Waples Michael D. Mumford Ryan P. Brown Shane Connelly 《Ethics & behavior》2013,23(5):379-402
Scholars have proposed a number of courses and programs intended to improve the ethical behavior of scientists in an attempt to maintain the integrity of the scientific enterprise. In the present study, we conducted a quantitative meta-analysis based on 26 previous ethics program evaluation efforts, and the results showed that the overall effectiveness of ethics instruction was modest. The effects of ethics instruction, however, were related to a number of instructional program factors, such as course content and delivery methods, in addition to factors of the evaluation study itself, such as the field of investigator and criterion measure utilized. An examination of the characteristics contributing to the relative effectiveness of instructional programs revealed that more successful programs were conducted as seminars separate from the standard curricula rather than being embedded in existing courses. Furthermore, more successful programs were case based and interactive, and they allowed participants to learn and practice the application of real-world ethical decision-making skills. The implications of these findings for future course development and evaluation are discussed. 相似文献
326.
Thomas G. Plante 《Ethics & behavior》2013,23(2):131-136
The release of the Vatican instruction on homosexuality in the priesthood and Catholic seminaries poses several challenging ethical issues for the psychologists who conduct psychological screening evaluations for those men interested in religious life as Catholic priests. This brief article reviews some of the key ethical issues associated with these evaluations in light of the new Vatican instruction on homosexuality. The RRICC model based on the American Psychological Association's Code of Ethics (i.e., responsibility, respect, integrity, competence, and concern) is used to highlight some of the ethical challenges for psychologist evaluators. 相似文献
327.
《Journal Of Applied School Psychology》2013,29(2):87-109
The Kentucky IMPACT Program is described and formative evaluation results are reported. This information suggests that the Program has value for children and youth with serious emotional and behavioral disorders. 相似文献
328.
The authors examined how varying the content of verbal-motor instructions and requesting an internal versus external focus influenced the kinematics and outcome of a golf putting task. On Day 1, 30 novices performed 120 trials with the instruction to focus attention either on performing a pendulum-like movement (internal) or on the desired ball path (external). After 20 retention trials on Day 2, they performed 20 transfer trials with the opposite instruction. Group differences for retention and a group by block interaction showed that external instruction enhanced movement outcome. Kinematic data indicated that specific instruction content influenced outcomes by eliciting changes in movement execution. Switching from the external to the internal focus instruction resulted in a more pendulum-like movement. 相似文献
329.
《Quarterly journal of experimental psychology (2006)》2013,66(1):23-30
Audiovisual integration (AVI) has been demonstrated to play a major role in speech comprehension. Previous research suggests that AVI in speech comprehension tolerates a temporal window of audiovisual asynchrony. However, few studies have employed audiovisual presentation to investigate AVI in person recognition. Here, participants completed an audiovisual voice familiarity task in which the synchrony of the auditory and visual stimuli was manipulated, and in which visual speaker identity could be corresponding or noncorresponding to the voice. Recognition of personally familiar voices systematically improved when corresponding visual speakers were presented near synchrony or with slight auditory lag. Moreover, when faces of different familiarity were presented with a voice, recognition accuracy suffered at near synchrony to slight auditory lag only. These results provide the first evidence for a temporal window for AVI in person recognition between approximately 100 ms auditory lead and 300 ms auditory lag. 相似文献
330.
In two experiments participants received various training methods designed to relax constraints present in the Four-Tree problem (deBono, 1967), a difficult insight problem. Geometry misconceptions were corrected via direct instruction. Participants’ difficulty with developing three-dimensional representations was addressed via spontaneous analogical transfer (Experiment 1) or via cued analogical transfer (Experiment 2). We found that, while both training methods were effective, alleviating multiple constraints was more effective than the alleviation of single constraints via training programmes (c.f. Kershaw & Ohlsson, 2004). Providing single difficulty hints was ineffective in promoting solution. Implications for multiple paths to transfer (Nokes, 2009; Nokes & Ohlsson, 2005) and multiple constraints are discussed. 相似文献