全文获取类型
收费全文 | 210篇 |
免费 | 2篇 |
学科分类
文化教育 | 212篇 |
出版年
2021年 | 2篇 |
2020年 | 8篇 |
2019年 | 5篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 2篇 |
2015年 | 4篇 |
2014年 | 10篇 |
2013年 | 52篇 |
2012年 | 4篇 |
2011年 | 5篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 7篇 |
2006年 | 6篇 |
2005年 | 2篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2000年 | 2篇 |
1999年 | 5篇 |
1998年 | 3篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1985年 | 1篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1960年 | 2篇 |
1945年 | 1篇 |
1942年 | 2篇 |
1938年 | 1篇 |
1880年 | 1篇 |
1872年 | 2篇 |
1871年 | 1篇 |
1870年 | 4篇 |
1868年 | 8篇 |
1867年 | 2篇 |
1865年 | 1篇 |
排序方式: 共有212条查询结果,搜索用时 0 毫秒
1.
We reanalyzed data from published studies (Harp & Mayer, 1997, 1998; Mayer & Moreno, 1998, Mayer et al., 1995, 1996) in which college students learned about the formation of lightning, and were then given open-ended problem-solving question. When asked, “What could you do to decrease the intensity of lightning?,” females were approximately eight times more likely than males to refuse to answer on the grounds that nature cannot be altered. The pattern persisted across four data sets involving 810 participants. The results have practical implications for the design of alternative assessment instruments involving open-ended questions and theoretical implications for gender-based differences in verbal communication styles. 相似文献
2.
3.
Julia Iaconisi Friederike Hasselblatt Benjamin Mayer Michael Schoen Tobias Maria Böckers Anja Böckers 《Anatomical sciences education》2019,12(4):386-398
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity. 相似文献
4.
Minerva - We extend previous research by systematically investigating whether perceptions of scientific authorship vary between domains. Employing regulations for authorship of scientific journals... 相似文献
5.
6.
7.
8.
Susan M. Mayer 《Roeper Review》2013,35(4):35-36
The integrative curriculum combines subject‐matter studies, mini‐courses, and long term projects which allows for individual differences and provides a qualitatively different instruction program for the gifted. 相似文献
9.
10.
Bettina?MüllerEmail author Axel?Mayer Tobias?Richter Ana?Kri?an Teresa?Hecht Marco?Ennemoser 《Zeitschrift für Erziehungswissenschaft》2015,18(3):489-512
Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training. 相似文献