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排序方式: 共有108条查询结果,搜索用时 15 毫秒
91.
The effect of hyperoxic gas supplementation on the recovery time of oxygen saturation levels (S(a)O(2)), and its effect on perceptual recovery were assessed. Seven national-level kayak athletes completed two laboratory-based ergometer sessions of 6 × 3-min maximal aerobic intervals, with 2 min recovery between repetitions. During each recovery period, athletes either inhaled a hyperoxic gas (99.5 ± 0.2 % F(I)O(2)) or were given no external supplementation (control). Mean power output, stroke rate, heart rate, and ratings of perceived exertion were collected during each interval repetition, and the intensity was matched between trials. During each 2-min recovery period, post-exercise haemoglobin saturation levels were measured via pulse oximetry (S(p)O(2)), and the time taken for the S(p)O(2) to return to pre-exercise values was recorded. Subsequently, a rating of perceived recovery quality was collected. There were no differences in the levels of post-exercise de-saturation between the hyperoxic and control trials (P < 0.05), although the recovery time of S(p)O(2) was significantly faster in the hyperoxic trial (P < 0.05). There was no influence of oxygen supplementation on the athletes' perception of recovery quality. Hyperoxic gas supplementation during the recovery periods between high-intensity intervals substantially improves the recovery time of S(p)O(2) with no likely influence on recovery perception. 相似文献
92.
Klas Andersson 《Environmental Education Research》2017,23(3):436-449
There is currently a well-established belief among politicians, scholars and university representatives that educational systems can produce positive attitudes towards sustainable development (SD) among citizens. This article investigates whether Education for Sustainable Development (ESD) in teacher education has effects on pre-service teachers’ perceptions of how to teach pupils about SD. The results from a panel study on the effects of a course on SD held at the University of Gothenburg (n = 323) is presented. The surveys consisted of questions about pre-service teachers’ approach to teaching about SD. The study included a control group (n = 97). The results indicate a short-term effect among the pre-service teachers towards actively getting pupils to discuss issues concerning the environment but without influencing their opinions about it. The paper concludes by discussing the implications of the results for the idea of ESD in teacher training programmes. 相似文献
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Stefan Hrastinski Anneli Edman Fredrik Andersson Tanvir Kawnine Carol-Ann Soames 《Interactive Learning Environments》2013,21(1):84-96
The aim of this study is to describe and explore how instant messaging (IM) can be used to support informal math coaching. We have studied two projects where university students use IM to coach K-12 students in mathematics. The coaches were interviewed with a focus on how informal coaching works by examining coaching challenges, how coaching can be organized, whether coaching should be anonymous or personal, which tools can be used and how informal math coaching supports learning. Research shows that generating and answering questions are important in the process of understanding and learning, which means that both the students and the coaches can learn math through this type of project. The coaches perceive informal math coaching as complementing online math forums. For students to learn effectively, the coaches need to be able to interpret the students' competence level in order to coach on a level that is within their development zone. It seems particularly challenging to coach at the right level when using IM and, therefore, it is important to establish a personal relationship with the students. 相似文献
95.
Annika Andersson 《Journal of Vocational Education & Training》2016,68(2):245-262
To prepare emergency response organisations for collaborative work in unpredictable and dynamic situations, various types of exercises are widely used. Still, our knowledge of collaboration exercises with emergency response students is limited. This study aimed to contribute to this field by exploring boundaries that emerged between collaborating organisations in exercise activities and how these boundaries could be understood for learning. Drawing on the Akkerman and Bakker framework of boundaries as learning mechanisms, this study explored an exercise, including full-scale scenarios and seminars with students from the police, ambulance and rescue services education in Sweden. Thematic analysis of interviews and observations illustrated boundaries that emerged regarding vocabulary, prioritisation, roles, knowledge gaps and overlapping responsibilities across organisations. Rather than dissolving boundaries, this article suggests that boundaries can be utilised in exercises to support the students to contextualise their knowledge in relation to the demands of collaborative work. The concepts boundary work and boundary awareness were suggested to capture more generally the dynamics of learning in exercise contexts. 相似文献
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Cecilia Ferm Almqvist Catharina Christophersen 《International Journal of Inclusive Education》2017,21(5):463-474
Previous studies indicate that ideas related to special education could influence the way arts education is performed and motivated in schools. Further investigation is therefore required in order to raise awareness of how perspectives on inclusion can serve as a starting point for arts education, and vice versa. This article takes it starting point in an ethnographic double case study of arts education practices. Data were collected during the school year 2013/2014 in two Scandinavian schools (for pupils aged 6–13) with an articulated commitment to the arts. The methods used for data collection were observation and interviews. The material was analysed from a phenomenological point of view, and the analysis showed a predominantly holistic view of inclusion in the two schools. Five dimensions of inclusion were identified through the analysis: providing arts education for all, being connected to something larger, allowing access to different forms of expression and communication, establishing preconditions for holistic inclusion, and developing special arts education. The results indicate that these schools have made considerable progress in developing an inclusive arts learning environment. Results also suggest that a holistic inclusive view of education encourages a functional and vivid arts education for ‘all’, both inside and outside the classroom. 相似文献
98.
Effects of Day-Care on Cognitive and Socioemotional Competence of Thirteen-Year-Old Swedish Schoolchildren 总被引:1,自引:0,他引:1
Bengt-Erik Andersson 《Child development》1992,63(1):20-36
This is a follow-up study of an earlier one in which positive effects of early day-care experience were found on children's cognitive and socioemotional competence at age 8. 128 children were followed from their first year of life. At 8 and 13 years of age, 92% and 89% of the children, respectively, remained in the study. Most children could be classified according to age at first entry into day-care. Cognitive and socioemotional competence was rated by the children's classroom teachers. Hierarchical regression and path analyses were used in the statistical treatment of the data. It was possible to trace independent positive effects of age of entry into day-care as far as age 13. Children entering center care or family day-care before age 1 generally performed better in school when 8 and 13 years old and received more positive ratings from their teachers on several socioemotional variables. The path analyses indicated the following causal model: family characteristics, such as type of family, family's socioemotional status, and mother's educational level, influence the time of first entry into day-care. This variable, in turn, has consequences for children's competence at 8 and/or 13 years of age even after controlling for home background, child gender, and intelligence, which, of course, have their own effects. The effect of socioeconomic status was often mediated through age of entry into day-care. 相似文献
99.
This study examines how the teaching staff composition with respect to certification affects student achievement in compulsory Swedish schools. We apply an instrumental variable to estimate the effect of the share of non-certified teachers on student achievement (measured by grade point average, GPA). We find statistically significant negative effects on the GPA. The effect is stronger for students with highly educated parents. A one percentage point increase in the share of non-certified teachers is expected to decrease student's GPA by, on average, 1.8 standard deviations per year. This is a substantial effect considering the large differences in the shares of non-certified teachers across schools and municipalities. 相似文献
100.