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81.
Damien Saboul Pascal Balducci Grégoire Millet Vincent Pialoux Christophe Hautier 《European Journal of Sport Science》2016,16(2):172-181
Recent laboratory studies have suggested that heart rate variability (HRV) may be an appropriate criterion for training load (TL) quantification. The aim of this study was to validate a novel HRV index that may be used to assess TL in field conditions. Eleven well-trained long-distance male runners performed four exercises of different duration and intensity. TL was evaluated using Foster and Banister methods. In addition, HRV measurements were performed 5 minutes before exercise and 5 and 30 minutes after exercise. We calculated HRV index (TLHRV) based on the ratio between HRV decrease during exercise and HRV increase during recovery. HRV decrease during exercise was strongly correlated with exercise intensity (R = ?0.70; p < 0.01) but not with exercise duration or training volume. TLHRV index was correlated with Foster (R = 0.61; p = 0.01) and Banister (R = 0.57; p = 0.01) methods. This study confirms that HRV changes during exercise and recovery phase are affected by both intensity and physiological impact of the exercise. Since the TLHRV formula takes into account the disturbance and the return to homeostatic balance induced by exercise, this new method provides an objective and rational TL index. However, some simplification of the protocol measurement could be envisaged for field use. 相似文献
82.
83.
Rebecca K. Boone Vicki E. Bowman 《International journal for the advancement of counseling》1996,19(3):313-327
Counsellors, in a variety of settings, use counselling tools to assist clients in the conceptualization of issues and in developing coping and problem solving strategies. Counsellors are limited only by their creative abilities in selecting and developing tools and methods that will effect client change. This article explores the use of metaphor as a versatile and viable tool to facilitate client growth and transformation. After a brief review of definitions and historical perspectives, this paper outlines skills and considerations for using, creating, and delivering effective metaphors within a variety of theoretical approaches. 相似文献
84.
COQUELET Christophe RICHON Dominique 《浙江大学学报(A卷英文版)》2007,8(5):724-733
In 1987, the Montreal Protocol prohibited the worldwide use and production of chlorofluorocarbons (CFCs) and hydrochlorofluorocarbons (HCFCs) and hydro fluorocarbons (HFCs) were proposed as alternative refrigerants. Unfortunately, HFCs have non negligible global warning potential and therefore new refrigerants must be proposed or old refrigerants must be used associated with HFC. Accurate experimental thermodynamic data and predictive techniques are required for better under-standing of the performance of the newly proposed refrigerants. In this communication, experimental techniques based on either analytic or synthetic methods are first described. Data are reported. Then two newly developed predictive models based on thermodynamic approach with the isofugacity criterion and artificial neural network method are presented. The results can provide better evaluation of refrigerants, especially with the aim of studying global warning effects. 相似文献
85.
Sandra Abell William Boone Fran Arbaugh John Lannin Meredith Beilfuss Mark Volkmann Susan White 《Journal of Science Teacher Education》2006,17(3):165-183
SMAR2T: Science and Mathematics Academy for the Recruitment and Retention of Teachers is an NSF-funded project for the alternative
certification of science and mathematics teachers. Since 2003, we have recruited 4 cohorts of students for 2 different routes
to postbaccalaureate teacher certification for teaching grades 5–12. Because we did not meet our target numbers for the recruitment
of the 1st cohort, we examined our recruitment strategies and their effects. In this paper, we discuss strategies used to
recruit for the 1st SMAR2T cohort and the outcomes of those strategies. We present ongoing recruitment efforts and data on inquiries and applicants
for the 2nd cohort. Finally, we highlight the intentional and unintentional gatekeepers of our program and present implications
for others engaged in designing and implementing alternative pathways certification. 相似文献
86.
Ritter Jennifer M. Boone William J. Rubba Peter A. 《Journal of Science Teacher Education》2001,12(3):175-198
This paper presents an overview of the procedures used to develop and validate an instrument to measure the self-efficacy beliefs of prospective elementary teachers about equitable science teaching and learning. The instrument, titled the SEBEST, was based on the work of Ashton and Webb (1986a, 1986b) and Bandura (1977, 1986). It was modeled after the Science Teaching Efficacy Belief Instrument (STEBI) (Riggs, 1988) and the Science Teaching Efficacy Belief Instrument for Prospective Teachers (STEBI-B) (Enochs & Riggs, 1990). Based on the standardized development procedures used and associated evidence, the SEBEST appears to be a content and construct valid instrument, with high internal reliability qualities. "Most probable response" plots are introduced and used to bring meaning to SEBEST raw scores. 相似文献
87.
Dr. Michael T. Svec William J. Boone Catherine Olmer 《Journal of Science Teacher Education》1995,6(2):79-88
Conclusion Preservice elementary teachers demonstrated the ability to read and interpret distance-time graphs before instruction. Posttest
results suggested the new motion curriculum materials greatly improved students’ abilities to read and interpret velocity-time
graphs. Despite conducting only one activity with acceleration, students also showed improvement with acceleration-time graphs.
The instruction, which included MBL activities, improved the preservice teachers’ general conceptual understanding of these
kinematic topics. Future research might include a means to better measure the cause for the conceptual change. Multiple factors
played a role, including positive student attitudes toward using the computers, ability to make abstract concepts measurable
and describable, and opportunities for frequent experimentation.
The capabilities of MBLs changed the focus of the motion curriculum. An MBL’s capacity to quickly gather data and display
it opens the door for a rich variety of activities. Developing new motion curriculum was enhanced with opportunities for experimentation
and exploration made possible by this technology. The revision of the curriculum was rewarding and exciting for both the instructors
and students. The students learned the content, saw an appropriate use of technology, and enjoyed using the computer. The
instructors enjoyed exploring the topics using MBLs and became excited with the possibilities of further usage of MBLs. Using
MBLs as the powerful tool they are, motion curriculum will continue to be revised, and the instructors will explore more effective
ways of structuring the lessons with ways to better teach.
This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TPE-9050039).
Any opinions, findings, conclusions, and/or recommendations expressed in this article are those of the authors and do not
necessarily reflect those of the National Science Foundation. 相似文献
88.
William J. Boone Sandra K. Abell Mark J. Volkmann Fran Arbaugh John K. Lannin 《International Journal of Science and Mathematics Education》2011,9(3):551-569
In 2003 the University of Missouri (with the aid of US National Science Foundation funding) initiated an alternative certification
program (ACP) to address the well-documented need in the US for increasing the quantity and quality of mathematics and science
teachers for the middle and secondary levels. Nationwide current certification programs do not provide the quality and quantity
of mathematics and science teachers needed in schools. As a result most American states have begun to experiment with ACPs
as a way to address the shortage of math and science teachers. To evaluate the success of this program, we collected data
from ACP participants regarding perceived preparation, self efficacy, and outcome expectancy at three time points in the program.
State standards for beginning teachers were used to construct a perceived preparation instrument. Analysis of data suggests
that over time, ACP participants exhibited an increasingly positive view toward their preparation for classroom teaching,
as well as increased self efficacy. However, there was little change in the students’ outcome expectancy over time. In this
article we share details of the unique ACP program and we describe steps taken to collect and evaluate a project data set.
Our work provides useful guidance to researchers and practitioners in the field of science and mathematics teacher education. 相似文献
89.
Deaf parents and pediatric cochlear implantation: an exploration of the decision-making process 总被引:1,自引:0,他引:1
Hardonk S Daniels S Desnerck G Loots G Van Hove G Van Kerschaver E Sigurjónsdóttir HB Vanroelen C Louckx F 《American annals of the deaf》2011,156(3):290-304
The study examined factors in deaf parents' decision between cochlear implantation (CI) and traditional hearing aids for their child. The subjects were 6 Flemish children ages 5-9 years with severe/profound congenital hearing loss, with at least 1 deaf parent. The researchers, who conducted thematic content analysis of qualitative data collected through parent interviews, found that with the exception of a family with 1 hearing parent, parents gave priority to Deaf identity, sign language, and ethical issues in deciding between CI and hearing aids. Medical risks were also mentioned. The researchers conclude that the decision-making processes of the parents involved factors that have also been found among hearing parents, as well as aspects that have not been reported to play a role in hearing parents' decision making. A further conclusion is that deaf parents' perspective merits attention in professional practice and empirical research. 相似文献
90.
The transition from primary to secondary education is regarded as a crucial phase in pupils’ school careers. Changes in the school environment have a negative influence on pupils’ perceived control and engagement. However, until now little attention has been devoted to the role of the onset of ability grouping therein, which often coincides with the start of secondary education. Research has shown that students in non-academic tracks display lower levels of perceived control and engagement. In this study we examine the relation between pupils’ prospective track choice and feelings of perceived control and behavioural and cognitive engagement before the transition to secondary education. Stepwise multilevel regression models were run on data collected from pupils in their last year of primary education in 36 schools in the cities of Antwerp and Ghent (Flanders, Belgium) in May–June 2016. The results show that pupils who indicated that they would start secondary education in non-academic tracks displayed lower levels of perceived control and behavioural and cognitive engagement than pupils who indicated that they would start in an academic track. Further analyses suggest that teacher assessments of pupils’ competence play an important role in explaining these differences according to prospective track choice—with regard to perceived control and behavioural disengagement, this effect is established net of students’ actual competence. This study demonstrates that differences in perceived control and engagement according to track originate in primary education, and that primary school teachers play a vital part in labelling students according to their future careers. 相似文献