全文获取类型
收费全文 | 386篇 |
免费 | 1篇 |
专业分类
教育 | 322篇 |
科学研究 | 15篇 |
体育 | 32篇 |
文化理论 | 7篇 |
信息传播 | 11篇 |
出版年
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 14篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 12篇 |
2013年 | 62篇 |
2012年 | 8篇 |
2011年 | 5篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 11篇 |
2005年 | 5篇 |
2004年 | 8篇 |
2003年 | 3篇 |
2001年 | 3篇 |
2000年 | 8篇 |
1999年 | 7篇 |
1998年 | 7篇 |
1997年 | 8篇 |
1996年 | 10篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 11篇 |
1990年 | 8篇 |
1988年 | 9篇 |
1987年 | 5篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1980年 | 12篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1975年 | 3篇 |
1974年 | 8篇 |
1973年 | 6篇 |
1970年 | 4篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1966年 | 4篇 |
1964年 | 2篇 |
1962年 | 5篇 |
1961年 | 2篇 |
1955年 | 2篇 |
排序方式: 共有387条查询结果,搜索用时 15 毫秒
361.
362.
363.
364.
365.
366.
367.
Malcolm Thorburn 《Educational studies》2014,40(4):396-406
The paper focuses on the possibilities for physical education as an effective policy conduit and constructive contributor to the type of life-affirming values which are widely endorsed. After a critical review of recent well-being theorising, ideas on how values central to physical education and well-being could be coherently conceptualised are advanced. Underpinning discussion is a focus on merging subjective and objective character traits in ways which recognise the importance of pupil autonomy, time for reflection and respect for others. This is followed by a review of how such values could inform learning arrangements, where there is an added emphasis on dialogue and shared discussion, and strategies which use language to help make pupils’ reasoning more explicit. The paper concludes by highlighting how clarity on subject values coupled with pedagogical changes could help physical education articulate its benefits better during a time of heightened policy expectancy. 相似文献
368.
Tertiary Education and Management - 相似文献
369.
John Sproule Stewart Ollis Shirley Gray Malcolm Thorburn Pete Allison Peter Horton 《Sport, Education and Society》2013,18(5):665-684
This paper explores critical notions about how improved understandings of students learning experiences within practical learning environments could sensitise teachers to appreciate the complex influences more that affect how levels of challenge and perseverance are constructed by students. The authors, in furthering their critique, build on the model of constructivism developed by Ollis and Sproule. This model attempted in embryonic terms to recognise the specific situational factors that most influenced the minded ways in which students identified and responded to learning challenges. In refining these ideas further the authors specifically consider how teaching games for understanding (TGfU) methodologies could be enhanced by recognising the meta-cognitions of students when constructing rich task led learning episodes. In conclusion, it is posited that comprehending the complexity of learning theory holds considerable promise for the ongoing development of physical education as a valuable and integral part of the school learning experience. 相似文献
370.
Malcolm MacLean 《国际体育史杂志》2013,30(1):23-34
This paper addresses issues raised in Paul Ward's essay ‘Last man picked’, focusing on methodological and discipline-refining questions to call for a more open dialogue between sports historians and others in the discipline. The argument includes a call on the wider discipline to both recognise the need for and participation in sub-discipline specific debates. 相似文献