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11.
Constance Lavoie Patricia-Anne Blanchet 《Diaspora, Indigenous, and Minority Education》2018,12(3):155-166
The life narrative is an oral genre grounded in Indigenous tradition and teaching practice. In Canadian Indigenous communities, the expertise and content transmitted by life narratives are a part of their oral heritage. Drawing from their personal and professional experiences in Indigenous school environments, as well as the results from exploratory studies, the authors have developed an educational model for teaching life narratives in the classroom. This paper begins with an overview on the pedagogical use of life narratives for historical reconciliation, knowledge and expertise preservation, and ethical education. This enables the authors to propose a definition supported by the existing scientific literature. An analysis of the data collected from Innu, Algonquin, and Mohawk communities revealed the main strategies commonly used by their teachers and Elders. A pedagogical model dividing these strategies into planning, integration, and implementation phases for using life narratives is finally presented. 相似文献
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Constance M. Mier 《Research quarterly for exercise and sport》2013,84(4):617-623
The accuracy of video analysis of the passive straight-leg raise test (PSLR) and the validity of the sit-and-reach test (SR) were tested in 60 men and women. Computer software measured static hip-joint flexion accurately. High within-session reliability of the PSLR was demonstrated (R > .97). Test-retest (separate days) reliability for SR was high in men (R = .97) and women R = .98) moderate for PSLR in men (R = .79) and women (R = .89). SR validity (PSLR as criterion) was higher in women (Day 1, r = .69; Day 2, r = .81) than men (Day 1, r = .64; Day 2, r = .66). In conclusion, video analysis is accurate and feasible for assessing static joint angles, PSLR and SR tests are very reliable methods for assessing flexibility, and the SR validity for hamstring flexibility was found to be moderate in women and low in men. 相似文献
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AbstractA survey of alumni of two longstanding interdisciplinary secondary school environmental studies programs revealed that the vast majority of alumni reported being engaged in pro-environmental behaviours, which they attributed to participation in the programs five to twenty-three years prior. That finding in itself is worth sharing. Digging deeper, however, revealed that most reported behaviours were in the private rather than public sphere. Women alumni reported engaging in more household and marketplace-oriented behaviours. Further, a small number of men from the rural school expressed hostility towards environmental concerns using aggressively sexist and homophobic discourse. A feminist analysis takes into account structural forces such as patriarchy and neoliberalism to interpret the findings and illuminates gendered dimensions of pro- and anti-environmental behaviours. 相似文献
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Paul J. Bischoff Leanne Avery Constance Feldt Golden Paul French 《Journal of Science Teacher Education》2010,21(4):411-429
The purpose of this study was to investigate the development of preservice science teachers’ knowledge structures in the domain
of oxidation and reduction chemistry. Knowledge structures were elicited through video-recorded semi-structured interviews
before and after the unit of instruction, and analyzed using a visual flow map representation. Paralleling these interviews,
the preservice teachers were tasked with diagnosing middle school students’ scientific understandings. Data analyzed quantitatively
and qualitatively showed large variation in knowledge structure complexity across the preservice teachers, strong correlations
between measures of knowledge structure and diversity (as defined by the Shannon Wiener diversity index), and the development
of more balanced knowledge structure representations. For most preservice teachers, their diagnostic scores of the middle
school students showed a small increase. 相似文献
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Constance P. Befus 《Int J Intercult Relat》1988,12(4)
This article describes culture shock as an adjustment reaction syndrome which affects sojourners intellectually, emotionally, behaviorally, and physiologically. A brief review of the literature shows that while various theories regarding the etiology of culture shock have been proffered, and many crosscultural training methods developed for dealing with different aspects of culture shock, to date no treatment has been designed which responds to the needs of sojourners experiencing stress in the four areas mentioned. Therefore a treatment was designed which integrates various cross-cultural training methods with psychotherapeutic techniques in order to provide sojourners with coping skills for dealing with the multilevel impact of culture shock. The treatment was implemented with 64 North Americans who had recently arrived in Costa Rica to study Spanish. A group of students, designated the control group, received no treatment. The next group of students to arrive at the school was offered the 6 week treatment. Both groups of subjects were tested at the end of 12 weeks, using the SCL-90-R, a multidimensional self-report inventory designed to measure symptomatic psychological distress. Treatment and control group subjects were matched on eight control variables and their scores on the SCL-90-R were compared using the t test for correlated samples. Statistical analysis yielded a significant difference between groups with p < .01. It may therefore be inferred that the treatment model described here is effective in reducing symptoms of psychological distress for sojourners similar to those in this study. 相似文献
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