全文获取类型
收费全文 | 448篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 328篇 |
科学研究 | 11篇 |
各国文化 | 3篇 |
体育 | 67篇 |
文化理论 | 1篇 |
信息传播 | 46篇 |
出版年
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 16篇 |
2018年 | 16篇 |
2017年 | 23篇 |
2016年 | 22篇 |
2015年 | 15篇 |
2014年 | 10篇 |
2013年 | 115篇 |
2012年 | 8篇 |
2011年 | 14篇 |
2010年 | 11篇 |
2009年 | 8篇 |
2008年 | 14篇 |
2007年 | 7篇 |
2006年 | 9篇 |
2005年 | 13篇 |
2004年 | 13篇 |
2003年 | 11篇 |
2002年 | 8篇 |
2001年 | 12篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 7篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1989年 | 4篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1971年 | 1篇 |
1970年 | 2篇 |
1968年 | 3篇 |
1967年 | 2篇 |
1966年 | 2篇 |
1877年 | 1篇 |
排序方式: 共有456条查询结果,搜索用时 15 毫秒
131.
ABSTRACTThe arts animate learning because they are inherently experiential and because of their potential to develop creative and critical thinking skills in students. These same skills are valued in science, technology, engineering, and math (STEM) education, but the arts have not been consistently included in STEM lessons. We transformed our STEM programming into STEAM programming (STEM plus arts) by creating an innovative partnership between two informal learning environments, the Braithwaite Fine Arts Gallery and the Garth and Jerri Frehner Museum of Natural History at Southern Utah University. The partnership resulted in a STEAM learning program that integrated art and science for K-12 students. We incorporated an art exhibition, a hands-on lesson in art, and an immersive lesson in science that culminated in a student project that merged concepts from both art and science. Through programs each fall from 2012 through 2014, we helped over 6,000 students from southern Utah use concepts from art to deepen their understanding of caterpillar defenses, fish ecomorphology, and pollinator biology. 相似文献
132.
Annette Rasmussen Nanna Friche 《Educational Assessment, Evaluation and Accountability》2011,23(2):113-129
Performance pressure at both the institutional and individual level of secondary education has been identified as a pressure
that is acknowledged all over Europe and raises questions about the extent to which agents in lower and upper secondary education
interpret assessment in terms of either control or learning, or perhaps both. Drawing on empirical findings from two case
studies in Denmark, the article focuses on the social roles of educational evaluation and assessment, and discusses the ways
in which the local level interpretations of policy demands influence teaching and learning in secondary education. To enable
an analysis of the understanding of different agents in the field, the article combines important sociological thinking with
the basic distinction between assessment of programmes and assessment of individuals. Presuming that assessment practices
bear the traces of the social structure that they both express and reproduce, the aim of this paper is to interrogate how
the agents view and interpret such practices. 相似文献
133.
134.
James D. George Danielle I. Bradshaw Annette Hyde Pat R. Vehrs Ronald L. Hager Frank G. Yanowitz 《Measurement in physical education and exercise science》2013,17(3):149-160
The purpose of this study was to develop an age-generalized regression model to predict maximal oxygen uptake (VO2max) based on a maximal treadmill graded exercise test (GXT; George, 1996). Participants (N?=?100), ages 18–65 years, reached a maximal level of exertion (mean?±?standard deviation [SD]; maximal heart rate [HRmax]?=?185.2?±?12.4 beats per minute (bpm); maximal respiratory exchange ratio [RERmax]?=?1.18?±?0.05; maximal rating of perceived exertion (RPEmax)?=?19.1?±?0.7) during the GXT to assess VO2max (mean?±?SD; 40.24?±?9.11 mL·kg?1·min?1). Multiple linear regression generated the following prediction equation (R?=?.94, standard error of estimate [SEE]?=?3.18 mL·kg?1·min?1, %SEE?=?7.9): VO2max (mL·kg?1·min?1)?=?13.160?+?(3.314 × gender; females?=?0, males?=?1) ? (.131 × age) ? (.334 × body mass index (BMI))?+?(5.177 × treadmill speed; mph)?+?(1.315 × treadmill grade; %). Cross validation using predicted residual sum of squares (PRESS) statistics revealed minimal shrinkage (Rp ?=?.93 and SEE p ?=?3.40 mL·kg?1·min?1); consequently, this model should provide acceptable accuracy when it is applied to independent samples of comparable adults. Standardized β-weights indicate that treadmill speed (.583) was the most effective at predicting VO2max followed by treadmill grade (.356), age (?.197), gender (.183), and BMI (?.148). This study provides a relatively accurate regression model to predict VO2max in relatively fit men and women, ages 18–65 years, based on maximal exercise (treadmill speed and grade), biometric (BMI), and demographic (age and gender) data. 相似文献
135.
Nielsen Wendy Turney Annette Georgiou Helen Jones Pauline 《Research in Science Education》2022,52(3):871-890
Research in Science Education - The construction of dynamic multimedia products requires the selection and integration of a range of semiotic resources. As an assessment task for preservice... 相似文献
136.
Michelle LeRoy Annette Mahoney Paul Boxer Rebecca Lakin Gullan Qijuan Fang 《Child abuse & neglect》2014
The goals of this study were first, to delineate the co-occurrence of parental severe physical aggression and verbal aggression toward clinic-referred adolescents, and second, to examine the interactive effects of parental severe physical aggression and verbal aggression on adolescent externalizing and internalizing behavior problems. This research involved 239 referrals of 11- to 18-year-old youth and their dual-parent families to a non-profit, private community mental health center in a semi-rural Midwest community. Multiple informants (i.e., adolescents and mothers) were used to assess parental aggression and adolescent behavior problems. More than half of clinic-referred adolescents (51%) experienced severe physical aggression and/or high verbal aggression from one or both parents. A pattern of interactive effects of mother-to-adolescent severe physical aggression and verbal aggression on adolescent behavior problems emerged, indicating that when severe physical aggression was present, mother-to-adolescent verbal aggression was positively associated with greater adolescent behavior problems whereas when severe physical aggression was not present, the links between verbal aggression and behavior problems was no longer significant. No interactive effects were found for father-to-adolescent severe physical aggression and verbal aggression on adolescent adjustment; however, higher father-to-adolescent verbal aggression was consistently linked to behavior problems above and beyond the influence of severe physical aggression. The results of this study should promote the practice of routinely assessing clinic-referred adolescents and their parents about their experiences of verbal aggression in addition to severe physical aggression and other forms of abuse. 相似文献
137.
Dominique Lafontaine Christiane Blondin Annette Lafontaine Jean-Louis Closset 《European Journal of Psychology of Education - EJPE》1990,5(4):517-531
The aim of this piece of research is to study physical reasoning and problem solving strategies among novices before and after a learning treatment in the field of hydrodynamics problems. The study is designed to investigate the meaning of becoming more expert in a specific domain. The results show several changes among novices after the learning treatment. Types of physical reasoning strategies appear which were not observed at the pretest. Nevertheless these correct reasoning strategies coexist with misconceptions (local reasoning). As far as general strategies are concerned, some changes are also observed. At the pretest most subjects proceed by trial and error. At the post-test their approach is guided by specific physical reasoning strategies, even if sometimes erroneous. Although the learning treatment did not deal with these various aspects, it appears that subjects experience a more rigourous approach, controlling much better than earlier the effects of their actions on the circuit. It seems as though, at the time of the pretest, the absence of domain-specific knowledge prevented students from applying a rigourous experimental approach, in principle independent of the domain concerned. 相似文献
138.
139.
The paper deals with the concept of ‘Critical Literacy’ in the context of VET teacher education. It focuses on the question of whether and how critical literacy can be developed drawing on elements of discourse research. This is illustrated by means of a higher educational setting, dealing with business administration textbook usage and research. The impact of our learning and teaching setting is illustrated via an empirical longitudinal study (three-phase pre-post design) of students doing a master’s degree in business education at an Austrian university. Data were initially collected directly before and after the university seminar using a semi-standardised questionnaire (n = 54). In order to obtain an insight into the sustainable impact of our discourse analysis course on students’ thought and actions, in the third phase of data collection, eight participants, who in the meantime had four months experience in VET schools as student teachers (120 h) were invited to a qualitative interview. The paper encompasses a theoretical discussion on the concept of critical literacy, applies it to the target group VET teacher students and shows empirical evidence on pros and cons of discourse analytical course design aiming at the critical literate teacher. 相似文献
140.