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151.
152.
Abstract

The present study was designed to examine the influence of personal (i.e., social goal orientations or definitions of success that include interpersonal relationships) and situational (i.e., peer influence) factors on decisions surrounding unsportsmanlike play. Middle school students (ages 11–15 years) completed a measure to assess task, ego, and social goal orientations. Participants also read scenarios about unsportsmanlike actions and responded to questions tapping the intention to perform those actions. A series of hierarchical regression analyses revealed that in certain peer contexts, social goal orientations influenced unsportsmanlike play responses above and beyond the contribution of task and ego goal orientations. Results varied for boys and girls and provide support for including social goal orientations in achievement motivation research in the physical domain.  相似文献   
153.
Teaching Future Teachers: A Model Workshop for Doctoral Education   总被引:2,自引:2,他引:0  
Doctoral student training has become focused in recent years on acquiring subject-area knowledge and research skills, rather than on teaching. This shift often leaves aspiring junior faculty feeling unprepared to address the demanding pedagogical requirements of the professoriate. In the area of social work, few programs contain a structured, required program of study that addresses issues unique to teaching in a school of social work. This article outlines a doctoral teaching workshop as a model framework for social work doctoral programs. Suggestions are provided for ways to incorporate such an effort into current social work doctoral education.  相似文献   
154.
In rural settings, leaving for college can mean a young person's first step in leaving home forever (Sherman & Sage, 2011). That presents a serious challenge for college recruiters as they ask parents from Indian reservations or close-knit Hispanic or rural farming communities to allow their children to consider postsecondary opportunities. In this article, the authors discuss impediments to college-going that rural students face and shine a light on several efforts in central Washington State that help students connect to job opportunities in fast-growing, lucrative STEM (science, technology, engineering, and mathematics) careers in the region. Beyond inviting STEM professionals to job fairs, these efforts can expand opportunities for collaboration between STEM professionals and rural schools and teachers. Such opportunities might include enriching the K–12 curriculum with locally relevant problems of science, using local STEM professionals to collaborate on learning projects, and possibly engaging students to contribute to national databases and studies. These programs represent one way to highlight the real-world application of postsecondary education, encouraging students to pursue STEM college programs and careers.  相似文献   
155.
Four narrative fragments involving research disseminated globally – namely, United States, Israel, The Netherlands, The People's Republic of China – are used to instantiate the phenomenon of teachers teaching their best-loved selves, without becoming the curriculum themselves. Next, the development of the best-loved self-conceptualization as it emerged in Joseph J. Schwab's scholarship is traced, along with important connections to Michael Connelly and Jean Clandinin's research programme. After that, two important research questions are addressed: (1) If the best-loved self is integral to the teacher-as-curriculum-maker image, what practices might we engage in in teacher education to foster the best-loved self? And (2) How does change happen in pre-service teachers' pedagogical practices and repertoires, given the potential significance of the teacher's best-loved self-image? To conclude, the work returns to the opening narrative fragments to determine the answers that lie within.  相似文献   
156.
There is a gap in the literature on the experiences of Aboriginal adults who have made the transition into education and employment after moving to an urban community. Staff of three Aboriginal inner-city family services agencies participated in an interview that included the question: What changes do you see in your employment and education? Forty-four participants made a total of 70 unique responses. Participants grouped the responses into nine concepts including: advancement in their work, formal education, gaining new skills, teaching others, learning more about themselves, professional development, work experience, helping the youth and working for their own community. Results are compared to the available literature and implications for future research are presented.  相似文献   
157.
Integrated learning is well established in education, primarily in the classroom subjects. This article describes settings and ways for extending integrated instruction to physical education and music. Benefits of these connections include reinforcing content and better meeting the needs of students whose intelligences include the bodily kinesthetic, musical, and interpersonal as well as the linguistic and logical-mathematical structure predominating in traditional instruction.  相似文献   
158.
Multiple trauma exposures during childhood are associated with a range of psychological symptoms later in life. In this study, we examined whether the total number of different types of trauma experienced by children (cumulative trauma) is associated with the complexity of their subsequent symptomatology, where complexity is defined as the number of different symptom clusters simultaneously elevated into the clinical range. Children's symptoms in six different trauma-related areas (e.g., depression, anger, posttraumatic stress) were reported both by child clients and their caretakers in a clinical sample of 318 children. Path analysis revealed that accumulated exposure to multiple different trauma types predicts symptom complexity as reported by both children and their caretakers.  相似文献   
159.
This paper reports on 6–11-year-old children’s ‘sayings and doings’ (Harré 2002) as they explore molecule artefacts in dialectical-interactive teaching interviews (Fleer, Cultural Studies of Science Education 3:781–786, 2008; Hedegaard et al. 2008). This sociocultural study was designed to explore children’s everyday awareness of and meaning-making with cultural molecular artefacts. Our everyday world is populated with an ever increasing range of molecular or nanoworld words, symbols, images, and games. What do children today say about these artefacts that are used to represent molecular world entities? What are the material and social resources that can influence a child’s everyday and developing scientific ideas about ‘molecules’? How do children interact with these cognitive tools when given expert assistance? What meaning-making is afforded when children are socially and materially assisted in using molecular tools in early chemical and nanoworld thinking? Tool-dependent discursive studies show that provision of cultural artefacts can assist and direct developmental thinking across many domains of science (Schoultz et al., Human Development 44:103–118, 2001; Siegal 2008). Young children’s use of molecular artefacts as cognitive tools has not received much attention to date (Jakab 2009a, b). This study shows 6–11-year-old children expressing everyday ideas of molecular artefacts and raising their own questions about the artefacts. They are seen beginning to domesticate (Erneling 2010) the words, symbols, and images to their own purposes when given the opportunity to interact with such artefacts in supported activity. Discursive analysis supports the notion that using ‘molecules’ as cultural tools can help young children to begin ‘putting on molecular spectacles’ (Kind 2004). Playing with an interactive game (ICT) is shown to be particularly helpful in assisting children’s early meaning-making with representations of molecules, atoms, and their chemical symbols.  相似文献   
160.
Low-energy impact testing of hockey shin guards was carried out using a drop test impact rig and a new physical setup protocol. Two brands of shin guards were impacted once (2.6 J, 3.3 J; without and with a sock), and impacted three times (3.3 J; with a sock). The peak force and impulse of a single impact increased with increasing impact energy (by approximately 30 and 7%, respectively) whilst repeated impacts increased the peak force and decreased the impulse (by approximately 70 and 3–9%, respectively, between one and three impact events). The presence of a sock attenuated impact force to a greater extent than the guards alone, at both impact energies. As a sock is usually worn over hockey shin guards, its presence contributes to enhanced protection to the lower limb.  相似文献   
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