全文获取类型
收费全文 | 291篇 |
免费 | 3篇 |
专业分类
教育 | 244篇 |
科学研究 | 6篇 |
各国文化 | 6篇 |
体育 | 15篇 |
文化理论 | 1篇 |
信息传播 | 22篇 |
出版年
2023年 | 3篇 |
2022年 | 1篇 |
2021年 | 13篇 |
2020年 | 11篇 |
2019年 | 17篇 |
2018年 | 21篇 |
2017年 | 11篇 |
2016年 | 11篇 |
2015年 | 8篇 |
2014年 | 11篇 |
2013年 | 76篇 |
2012年 | 12篇 |
2011年 | 4篇 |
2010年 | 9篇 |
2009年 | 9篇 |
2008年 | 6篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 7篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 3篇 |
1997年 | 1篇 |
1996年 | 6篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 5篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有294条查询结果,搜索用时 0 毫秒
261.
Connie Dillon Charlotte Gunawardena 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(3):181-194
Although research supports the use of telecommunications in distance education, the more important question 'how best to use telecommunications in a given situation' has largely eluded researchers. This is due to the failure to link questions generated by the problems of practice with the theoretical constructs contributing to the understanding of the phenomena of distance education. The debate has occurred on two levels, the first relating to research design issues and the second to the conceptualisation of researchable questions. The authors address both levels from the vantage point of third generation telecommunications technologies. They offer a model for linking research and evaluation in distance education. 相似文献
262.
Charlotte E. Nusberg 《Educational gerontology》2013,39(4):395-409
There has been an increasing interest in providing educational opportunities for the elderly in most industrialized countries over the past decade. This is a reflection in part of more older people actively seeking out learning opportunities, a recognition on the part of educators of the continued ability to learn well into old age and a desire to democratize higher education, and the goal of policy makers to promote active retirement in the hope of warding off pathological processes that can accompany aging. Although accurate statistics remain elusive, there has been widespread expansion in both formal and nonformal adult education opportunities for older learners in other industrialized countries. Striking examples include the success of study circles in Sweden and universities of the third age in Europe, Latin America, and Japan. Evidence collected to date suggests that they are not only tremendously popular with older students but also have salutary effects on individuals’ health and well‐being and enhance their ability to contribute to their communities. Nevertheless, all these educational opportunities still reach only a minority of the elderly; efforts in the future must be directed to expanding nonformal learning opportunities if larger numbers of old people are to be reached. 相似文献
263.
264.
Abstract The purpose of this study was to construct a golf test which would be usable for assessing the ability to perform an eight-iron approach shot at a distance of 12 yards from the pin. A good approach shot was defined as one which is high enough to avoid potential hazards between the point of contact and the pin and which comes to rest at or near the pin. Pilot studies were conducted to determine target size, number of trials and days of testing, hitting distance, objectivity, and reliability. The revised test was administered to 424 beginning golfers. Reliability estimates determined by analysis of variance procedures and by correlation techniques indicated that the test was reliable for the subjects involved. Logical validity was claimed and was further supported by comparing mean scores of a beginning and an experienced group. The test confidently differentiated the performance of the two groups. 相似文献
265.
Charlotte Apps Mark Lake Thomas D. O’Brien Thorsten Sterzing 《Journal of sports sciences》2013,31(17):1951-1961
ABSTRACTUnstable footwear may enhance training effects to the lower-limb musculature and sensorimotor system during dynamic gym movements. This study compared the instability of an unstable shoe with irregular midsole deformations (IM) and a control shoe (CS) during forward and lateral lunges. Seventeen female gym class participants completed two sets of ten forward and lateral lunges in CS and IM. Ground reaction forces, lower-limb kinematics and ankle muscle activations were recorded. Variables around initial ground contact, toe-off, descending and ascending lunge phases were compared statistically (p < .05). Responses to IM compared to CS were similar across lunge directions. The IM induced instability by increasing the vertical loading rate (p < .001, p = .009) and variability of frontal ankle motion during descending (p = .001, p < .001) and ascending phases (p = .150, p = .003), in forward and lateral lunges, respectively. At initial ground contact, ankle adjustments enhanced postural stability in IM. Across muscles, there were no activation increases, although results indicate peroneus longus activations increased in IM during the ascending phase. As expected, IM provided a more demanding training stimulus during lunge exercises and has potential to reduce ankle injuries by training ankle positioning for unpredictable instability. 相似文献
266.
267.
268.
Charlotte Bonardi 《Learning & behavior》1996,24(3):277-289
In Experiment 1, pigeons were trained on two feature-positive discriminations. A transfer test examined whether the feature from one discrimination enhanced responding to the target from the other. Transfer was obtained, but it was incomplete; the feature produced less responding to the transfer target than to its own. Experiments 2 and 3 examined whether this attenuation of responding was the product of generalization decrement induced by the novel combination of feature and target on transfer trials. Birds were trained on a pair of pseudo-occasion-setting discriminations in which each target was reinforced whether or not it was preceded by its feature. In a subsequent test, there was no loss of responding when novel combinations of features and targets were introduced; on the contrary, responding was, if anything, enhanced in this condition. This suggests that imperfect transfer is not due to generalization decrement but to the fact that an occasion setter is specific to its target stimulus. 相似文献
269.
Katie A. Gilligan-Lee Alice Bradbury Charlotte Bradley Emily K. Farran Jo Van Herwegen Dominic Wyse Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116
Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety. 相似文献
270.
Laura Nissen Kimberly Pendell Pauline Jivanjee Charlotte Goodluck 《Journal of Teaching in Social Work》2013,33(4):384-400
Social workers practice in rapidly changing and complex environments where they encounter challenges that include increasing evidence-based practice requirements, a shifting information landscape, and diminishing workplace resources. To address these challenges, social workers need to engage in lifelong learning. The purpose of this article is to explore conceptual elements and assumptions underlying lifelong learning; propose social work specific approaches to lifelong learning; present a conceptual model to orient social work educators to the possibilities inherent in lifelong learning for practice, with inclusion of suggested practice behavior; and offer a research agenda for practice. 相似文献