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1.
创新能力和综合素质的培养是博士生教育教学的核心.经过博士生专业课程多年的教学探索与实践,提出了汇报点评式逆向教学方法,旨在激发学生的主观能动性和探索精神,培养具有自主创新精神的高素质人才.针对博士生专业课程车桥耦合振动,总结了实施汇报点评式逆向教学方法3年来的效果,详细地介绍了课程实施过程及教学方案的特点,明确了后续改进措施.  相似文献   
2.
Comments on the S. Rosenzweig et al article (see record 1963-04105-001), which examined the effectiveness of the foreign language requirements for the PhD degree in psychology. Rosenzweig et al conclude that discarding the PhD language requirement is "a defeatist solution, not only in educational terms but in terms of current national and international needs for mutual understanding". The current author argues that it is defeatist only if the original educational goal-presumably that of preparing the student so that he can make use of works in other languages and "keep up with his field"-is still valid. The data on actual use of language skills suggests that this goal is no longer valid or necessary. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
3.
681 usable questionnaire returns were received from PhD psychologist respondents. Since completing the language requirements 65% or almost ? of the cases had not read a single item (article or book). "The median number of items read in French, German, Spanish, and Russian was 0." 70% made no oral use of the languages. There is an "extreme incongruity between input and output" in the study of foreign languages at the PhD level. Alternative solutions are proposed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
4.
This note ushers in an exciting (though exacting) new science: thesis interpretation. Thesis interpretation rests on the assumption that writing a PhD thesis in psychology involves the same psychic processes as responding to a Rorschach inkblot. The thesis--as an object--may be used to make psychodynamic inferences about its author. Two experiments were designed to test the hypothesis that anal compulsivity--as indicated by the length of thesis (including appendixes)--will be negatively correlated with future productivity--as indicated by number of publications. The correlation, although not significant, was in the predicted direction. It is hoped that these experiments illustrate the potential usefulness of thesis interpretation and will encourage other psychologists to investigate other variables with this powerful new tool. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
5.
How do clinical psychology PhD training programs decide whether a student should be dismissed? Are these decisions related to the student's clinical competency or suitability? Accredited, scientist-practitioner clinical psychology PhD training programs were surveyed about their experiences with dismissal decisions and clinical competency evaluations. Average rates of student dismissal and prompted resignations were low (less than 3% and 6%, respectively) but highly variable across programs. The most common basis for dismissals and resignations pertained to clinical competency concerns and academic standards. However, for 29% of programs, documented dismissal criteria did not include expectations for achievement of a prescribed level of clinical skills proficiency. Implications and suggested courses of action are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
6.
ABSTRACT

This paper introduces the Planning Perspectives readership to urbanHIST, a current Horizon 2020 European Joint Doctorate programme that focuses on the history of European urbanism in the twentieth century. Its concept is based on the inherent multidisciplinary approach of the research field and the ambition to gain a pan-European perspective on planning history. The paper delineates the underlying general research trends and the current responses of urbanHIST. Finally, it connects the programme's thematic orientation with both, its external contributions and its internal key activities that might bridge the gap between the protected environment of a PhD programme with the reality of academic life.  相似文献   
7.
In a survey of all PhD programs in psychology in the United States and Canada, the authors documented the quantitative methodology curriculum (statistics, measurement, and research design) to examine the extent to which innovations in quantitative methodology have diffused into the training of PhDs in psychology. In all, 201 psychology PhD programs (86%) participated. This survey replicated and extended a previous survey (L. S. Aiken, S. G. West, L. B. Sechrest, & R. R. Reno, 1990), permitting examination of curriculum development. Most training supported laboratory and not field research. The median of 1.6 years of training in statistics and measurement was mainly devoted to the modally 1-year introductory statistics course, leaving little room for advanced study. Curricular enhancements were noted in statistics and to a minor degree in measurement. Additional coverage of both fundamental and innovative quantitative methodology is needed. The research design curriculum has largely stagnated, a cause for great concern. Elite programs showed no overall advantage in quantitative training. Forces that support curricular innovation are characterized. Human capital challenges to quantitative training, including recruiting and supporting young quantitative faculty, are discussed. Steps must be taken to bring innovations in quantitative methodology into the curriculum of PhD programs in psychology. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
8.
Comments on the article "Doctoral training in statistics, measurement, and methodology in psychology: Replication and extension of Aiken, West, Sechrest, and Reno's (1990) survey of PhD programs in North America" by Aiken, West, and Millsap (see record 2007-19520-003). The current author asks three questions that are provoked by the comprehensive identification of gaps and deficiencies in the training of quantitative methodology that led Aiken, West, and Millsap to call for expanded graduate instruction resources and programs. This comment calls for greater attention to how advances and expansion in the training of quantitative analysis are influencing who chooses to study psychology and how and what will be studied. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
9.
This report is a historical document from 1985, with some footnotes highlighting the change towards the present. From a quite personal perspective, Computer Science education at the university level in the USA and West Germany are compared, endeavoring to take the best of both educational systems to derive recommendations for the emerging development in China.  相似文献   
10.
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