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131.
Counselors must be made fully aware of the impact of environmental and societal forces on their clients. Counselor education students need knowledge and skill to attend to the pressures and problems of minority groups. The simulation method described in this article encourages students to experience powerlessness, isolation, and few if any options in order to develop a clearer understanding of their clients and environments. The authors discuss applicability of the simulation beyond counselor education programs. 相似文献
132.
Book Reviews in This Article: Mastering Statistics Second Edition. From Cooperation to Coordination. Implications of New Technology for the School Curriculum. 相似文献
133.
Knowledge and Truth in Religious Education 总被引:2,自引:0,他引:2
DAVID CARR 《Journal of Philosophy of Education》1994,28(2):221-238
It is reasonable to expect, with regard to any traditional academic subject, that it should be capable of being made good sense of as a rational form of knowledge or enquiry focused upon the discernment of truths of one sort or another concerning the world or human affairs. One curriculum area which has generally been held to be problematic in this respect, for a mixture of epistemological, social, ethical and pedagogical reasons, is that of religious education. In the first place, then, this paper is concerned to expose some of the confusions which have been allowed to obscure the nature of religious enquiry as a viable rational enterprise, Second, however, the paper also attempts to develop a coherent und workable account of the nature and operations of knowledge and truth in religious enquiry. 相似文献
134.
LYLE J. WHITE DAVID M. ROSENTHAL COLETTE L. FLEURIDAS 《Counselor Education & Supervision》1993,33(1):32-46
Single-case designs rarely appear in the counseling supervision literature. The authors illustrate and provide a rationale for their use as a supplement to rating scales and speculate on the reasons for their infrequent use. 相似文献
135.
The Disciplines and Discipline of Educational Research 总被引:1,自引:0,他引:1
DAVID BRIDGES 《Journal of Philosophy of Education》2006,40(2):259-272
This paper starts from the point in the early 1970s at which educational theory and research was temporarily structured under the 'foundation' disciplines of psychology, sociology, philosophy and history of education. It observes the way the intellectual resources of educational research have become enlarged and enriched and these disciplines themselves fragmented and hybridised to a degree that prompts talk not just of interdisciplinarity but of 'postdisciplinarity'. The paper argues, however, that without discipline, in the sense of a shared language, a rule governed structure of enquiry—something 'systematic'—we lose the conditions that make a community of arguers possible. Further, we lose the basis for the special claim which research might otherwise make on our attention and on our belief. 相似文献
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This study involved a theoretical and an experimental investigation of the direct free kick in soccer. Our aim was to develop a mathematical model of the ball's flight incorporating aerodynamic lift and drag forces to explore this important 'set-play'. Trajectories derived from the model have been compared with those obtained from detailed video analysis of experimental kicks. Representative values for the drag and lift coefficients have been obtained, together with the implied orientation of the ball's spin axis in flight. The drag coefficient varied from 0.25 to 0.30 and the lift coefficient from 0.23 to 0.29. These values, used with a simple model of a defensive wall, have enabled free kicks to be simulated under realistic conditions, typical of match-play. The results reveal how carefully attackers must engineer the dynamics of a successful kick. For a central free kick some 18.3 m (20 yards) from goal with a conventional wall, and initial speed of 25 m·s?1, the ball's initial elevation must be constrained between 16.5° and 17.5° and the ball kicked with almost perfect sidespin. 相似文献
139.
ERIC DORÉ PASCALE DUCHÉ DAVID ROUFFET SÉBASTIEN RATEL MARIO BEDU EMMANUEL VAN PRAAGH 《Journal of sports sciences》2013,31(2):135-142
The aim of this study was to examine the consistency or reproducibility of measuring cycling peak power in children and adults. Twenty-seven pre-pubertal girls and boys and 27 female and male physical education students (age 9.8±0.5 and 24.4±4.3 years, respectively; mean±s) participated in the study. All participants performed five tests over 15 days and underwent a habituation session before the study. Each test included four sprints against four different braking forces. We found that braking forces of 7.5% of body weight in children and 10% of body weight in adults were too high for most of the participants to elicit maximal cycling power. Unlike the children, the physical education students improved their performance between session 1 and session 2 (1025±219 vs 1069±243 W; P<0.001). Therefore, to obtain reproducible measures of cycling peak power, a habituation session including a complete test protocol (i.e. warm-up plus three sprints) is highly recommended. When the protocol included three sprints in children and at least two sprints in adults, measurement of cycling peak power was found to be highly reliable (test-retest coefficient of variation ~3%). Finally, to avoid performance fluctuations, especially over several consecutive evaluations (e.g. longitudinal studies), it is necessary to maintain high motivation in children. 相似文献
140.