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81.
Alandeom Wanderlei Oliveira 《Cultural Studies of Science Education》2009,4(4):803-846
This study explores elementary teachers’ social understandings and employment of directives and politeness while facilitating
inquiry science lessons prior and subsequent to their participation in a summer institute in which they were introduced to
the scholarly literature on regulative discourse (directives used by teachers to regulate student behavior). A grounded theory
analysis of the institute professional development activities revealed that teachers developed an increased awareness of the
authoritative functions served by impolite or direct directives (i.e., pragmatic awareness). Furthermore, a comparative microethnographic
analysis of participants’ inquiry-based classroom practices revealed that after the institute teachers demonstrated an increased
ability to share authority with students by strategically making directive choices that were more polite, indirect, inclusive,
involvement-focused and creative. Such ability led to a reduced emphasis on teacher regulation of student compliance with
classroom behavioral norms and an increased focus on the discursive organization of the inquiry-based science learning/teaching
process. Despite teachers’ increased pragmatic awareness, teacher–student linguistic relationships did not become entirely
symmetrical subsequent to their participation in the summer institute (i.e., teacher authority was not completely relinquished
or lost). Based on such findings, it is argued that teachers need to develop higher levels of pragmatic awareness to become
effectively prepared to engage in language-mediated teacher–student interaction in the context of inquiry-based science classroom
discourse. 相似文献
82.
Alandeom W. Oliveira 《Cultural Studies of Science Education》2009,4(4):865-873
In this rejoinder, I first provide a more detailed account of the discourse-focused professional development activities facilitated
as part of the SMIT’N program, specifically addressing issues raised by van Zee with regard to the institute’s overall format,
goals and development strategies. Next, I resort to Peter Medawar’s metaphorical view of inquiry as scientific storytelling
to reflect about Bencze’s expressed opposition to “politely guided quasi-inductive science inquiry instruction” and highlight
the need for science educators to give more careful consideration to oral classroom discourse. I then conclude by describing
how guided science inquiry teaching can be conceived in terms of the theoretical notion of negative politeness. 相似文献
83.
Alandeom W. Oliveira Huseyin Colak Valarie L. Akerson 《Cultural Studies of Science Education》2009,4(1):149-155
We would like to thank our commentators Reis, Ercikan and Alper for their insightful comments on our research study and respond
in brief to a few of their criticisms. More specifically, we would like to address what we consider to be the three main issues
they raise with regard to the practices of curriculum translation and implementation across languages, namely viewing speakers’
intentions as a mode of signification in discourse analysis, exploring curriculum translation through an interpretive research
approach, and establishing the validity of research on curriculum translation.
相似文献
Alandeom W. OliveiraEmail: |
84.
Tiago Roux Oliveira Alessandro Jacoud Peixoto Liu Hsu 《Journal of The Franklin Institute》2012,349(4):1397-1415
This paper addresses the design of a sliding mode based extremum-seeking controller for a class of single-input–single-output (SISO) uncertain nonlinear systems with unmatched and state-dependent strong nonlinearities. We demonstrate that it is possible to achieve an arbitrarily small neighborhood of the desired optimal point using only output-feedback. The key idea is the combination of a periodic switching function with a norm state observer. As an important advantage, we show that the proposed scheme achieves extremum-seeking for all initial conditions, i.e., the real-time optimization algorithm has global convergence properties. An application to a simple nonderivative optimizer illustrates the viability of the proposed approach. 相似文献
85.
This paper presents a new necessary and sufficient condition for testing the strong delay-independent stability of linear systems subject to a single delay. The proposed method follows from the use of matrix polynomials constraints and the Kalman–Yakubovich–Popov lemma. The resulting condition can be checked exactly by solving a feasibility problem in terms of a linear matrix inequality (LMI). Simple numerical examples are given to show the effectiveness of the proposed method. 相似文献
86.
Thiago Lasevicius Carlos Ugrinowitsch Brad Jon Schoenfeld Hamilton Roschel Lucas Duarte Tavares Eduardo Oliveira De Souza 《European Journal of Sport Science》2018,18(6):772-780
The present study investigated the effects of different intensities of resistance training (RT) on elbow flexion and leg press one-repetition maximum (1RM) and muscle cross-sectional area (CSA). Thirty men volunteered to participate in an RT programme, performed twice a week for 12 weeks. The study employed a within-subject design, in which one leg and arm trained at 20% 1RM (G20) and the contralateral limb was randomly assigned to one of the three conditions: 40% (G40); 60% (G60), and 80% 1RM (G80). The G20 started RT session with three sets to failure. After G20 training, the number of sets was adjusted for the other contralateral limb conditions with volume-matched. CSA and 1RM were assessed at pre, post-6 weeks, and post-12 weeks. There was time effect for CSA for the vastus lateralis (VL) (8.9%, 20.5%, 20.4%, and 19.5%) and elbow flexors (EF) (11.4%, 25.3%, 25.1%, and 25%) in G20, G40, G60, and G80, respectively (p?>?.05). G80 showed higher CSA than G20 for VL (19.5% vs. 8.9%) and EF (25% vs. 11.4%) at post-12 weeks (p?.05). There was time effect for elbow flexion and unilateral leg press strength for all groups post-12 weeks (p?.05). However, the magnitude of increase was higher in G60 and G80. In conclusion, when low to high intensities of RT are performed with volume-matched, all intensities were effective for increasing muscle strength and size; however, 20% 1RM was suboptimal in this regard, and only the heavier RT intensity (80% 1RM) was shown superior for increasing strength and CSA compared to low intensities. 相似文献
87.
88.
This study examines how a first‐year biology teacher facilitates a series of whole‐class discussions about evolution during the implementation of a problem‐based unit. A communicative theoretical perspective is adopted wherein evolution discussions are viewed as social events that the teacher can frame intellectually (i.e., present or organize as exchanges of an intellectual nature). Furthermore, we characterize teacher framing of evolution discussion in terms of five communicative components: focus, orientation, social structure, mood, and participatory nature. Our video‐based analyses revealed that the teacher paid little attention to the conceptual contents and history of evolutionary theory, framing evolution discussions as moderately playful and partially mandatory events focused mainly on student sharing of ideas (i.e., personal opinions) and polite communication of evolution. Within this framing, the teacher adopted the role of a neutral (though admittedly biased) facilitator with an intermediary expert status (less knowledgeable than evolutionary biologists) and who was legally required (though also inclined) to discuss evolution. The main significance of this study is that it provides new and useful insights into social phenomena such as respect, politeness, and humor in the context of evolution discussion as well as a robust theoretical framework for analyzing evolution discussion from a social perspective. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 257–280, 2011 相似文献
89.
Weslei Gomes de Sousa Elis Regina Pereira de Melo Paulo Henrique De Souza Bermejo Rafael Araújo Sousa Farias Adalmir Oliveira Gomes 《Government Information Quarterly》2019,36(4):101392
To obtain benefits in the provision of public services, managers of public organizations have considerably increased the adoption of artificial intelligence (AI) systems. However, research on AI is still scarce, and the advance of this technology in the public sector, as well as the applications and results of this strategy, need to be systematized. With this goal in mind, this paper examines research related to AI as applied to the public sector. A review of the literature covering articles available in five research databases was completed using the PRISMA protocol for literature reviews. The search process yielded 59 articles within the scope of the study out of a total of 1682 studies. Results show a growing trend of interest in AI in the public sector, with India and the US as the most active countries. General public service, economic affairs, and environmental protection are the functions of government with the most studies related to AI. The Artificial Neural Networks (ANN) technique is the most recurrent in the investigated studies and was pointed out as a technique that provides positive results in several areas of its application. A research framework for AI solutions for the public sector is presented, where it is demonstrated that policies and ethical implications of the use of AI permeate all layers of application of this technology and the solutions can generate value for functions of government. However, for this, a prior debate with society about the use of AI in the public sector is recommended. 相似文献
90.
Mayla Willik Valenti Haydée Torres de Oliveira Amadeu José Montagnini Logarezzi 《Environmental Education Research》2017,23(5):675-686
This study addresses the limitations and potential for the development of an adult environmental education program in two protected areas in Brazil. The investigation was based on critical communicative methodology and involved 25 people variously related to puma conservation and environmental education. We found that the staff of protected areas had difficulties interacting with the local community. The main cited obstacle was the lack of infrastructure and staff, but partnerships with scientists and other institutions might help to overcome this limitation. As we identified a great diversity of potential audience, a dialogical process would be necessary to collectively identify community demands and seek solutions. Moreover, an adult environmental education program must consider the characteristics of adulthood and should promote diverse types of activities. In conclusion, we suggest that dialogical learning and critical communicative methodology can contribute to the development of the adult environmental education. 相似文献