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排序方式: 共有256条查询结果,搜索用时 125 毫秒
91.
Wim Van Dooren Dirk De Bock Dave Weyers Lieven Verschaffel 《Educational Studies in Mathematics》2004,56(2-3):179-207
In the international community of mathematics and science educators the intuitive rules theory developed by the Israeli researchers Tirosh and Stavy receives much attention. According to this theory, students' responses to a variety of mathematical and scientific tasks can be explained in terms of their application of some common intuitive rules. Two major intuitive rules are manifested in comparison tasks: ‘More A—more B’ and ‘Same A—same B’. In this paper, we address two important questions for which the existing literature on intuitive rules does not provide a convincing research-based answer: (1) are the reasoning processes of students who respond in line with a given intuitive rule actually affected by that rule or by essentially other misconceptions (leading to the same answer), and (2) are individual students consistent in their choice of one of the intuitive rules when confronted with different, conceptually unrelated tasks? A test consisting of five comparison problems from different mathematical subdomains was administered collectively to 172 Flemish students from Grades 10 to 12. An analysis of students' written calculations and justifications suggested that the students were considerably less affected by the intuitive rules than their multiple-choice answers actually suggested. Instead, essentially different misconceptions and errors were found. With respect to the issue of individual consistency, we found that students who made many errors did not answer systematically in line with one of the two intuitive rules. 相似文献
92.
93.
Nelleke Bakker 《History of education》2016,45(6):813-830
From 1948 the World Health Organization expected child hygiene to include mental health. This article discusses the way school doctors adapted their activities and concerns accordingly in the mid-twentieth century in an agrarian-industrial area of the Netherlands. In spite of an improvement in pupils’ physical health they shifted their attention only to a limited extent towards mental health. Nevertheless, it became an important aspect of their work, as they stimulated activities they conceived of as promoting both physical and mental health, such as gymnastics and swimming. Their key interest concerned mental deficiency and the promotion of special schooling. In this respect they played a very active role, to the extent of producing ‘feeblemindedness’ and learning disabilities. At the same time the school doctors clung to their traditional ideal of supporting the school’s effectiveness by trying to reduce possible dangers threatening pupils’ learning capacity and, increasingly, their mental well-being. 相似文献
94.
Socio‐economic background,parental involvement and teacher perceptions of these in relation to pupil achievement 总被引:1,自引:0,他引:1
Parental involvement and teacher perceptions of parental involvement in the education of children were studied in relation to level of parental education and pupil achievement. A questionnaire was administered to 218 parents and 60 teachers. Correlational analyses and paired‐sample analyses showed teacher perceptions to be weakly related to parental reports of their own involvement and to operate at a different level. Regression analyses and analyses of variance showed teacher perceptions of parental involvement to affect pupil achievement more strongly than parental reports. The results suggest that teacher perceptions of parents may be stereotyped and that such stereotypes can clearly affect academic results. 相似文献
95.
Dynamic testing of gifted and average‐ability children's analogy problem solving: Does executive functioning play a role?
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Bart Vogelaar Merel Bakker Lianne Hoogeveen Wilma C. M. Resing 《Psychology in the schools》2017,54(8):837-851
In this study, dynamic testing principles were applied to examine progression of analogy problem solving, the roles that cognitive flexibility and metacognition play in children's progression as well as training benefits, and instructional needs of 7‐ to 8‐year‐old gifted and average‐ability children. Utilizing a pretest training posttest control group design, participants were split in four subgroups: gifted dynamic testing (n = 22), gifted unguided practice (n = 23), average‐ability dynamic testing (n = 31), and average‐ability unguided practice (n = 37). Results revealed that dynamic testing led to more advanced progression than unguided practice, and that gifted and average‐ability children showed equivalent progression lines and instructional needs. For children in both ability categories, cognitive flexibility was not found to be related to progression in analogy problem solving or training benefits. In addition, metacognition was revealed to be associated with training benefits. Implications for educational practice were provided in the discussion. 相似文献
96.
The latent state–trait (LST) theory is an extension of the classical test theory that allows one to decompose a test score into a true trait, a true state residual, and an error component. For practical applications, the variances of these latent variables may be estimated with standard methods of structural equation modeling (SEM). These estimates allow one to decompose the coefficient of reliability into a coefficient of consistency (indicating true effects of the person) plus a coefficient of occasion specificity (indicating true effects of the situation and the person–situation interaction). One disadvantage of this approach is that the standard SEM analysis requires large sample sizes. This article aims to overcome this disadvantage by presenting a simple method that allows one to estimate the LST parameters algebraically from the observed covariance matrix. A Monte Carlo simulation suggests that the proposed method may be superior to the standard SEM analysis in small samples. 相似文献
97.
Laura Campo-Dea?o Roel P. A. Dullens Dirk G. A. L. Aarts Fernando T. Pinho Mónica S. N. Oliveira 《Biomicrofluidics》2013,7(3)
The non-Newtonian properties of blood are of great importance since they are closely related with incident cardiovascular diseases. A good understanding of the hemodynamics through the main vessels of the human circulatory system is thus fundamental in the detection and especially in the treatment of these diseases. Very often such studies take place in vitro for convenience and better flow control and these generally require blood analogue solutions that not only adequately mimic the viscoelastic properties of blood but also minimize undesirable optical distortions arising from vessel curvature that could interfere in flow visualizations or particle image velocimetry measurements. In this work, we present the viscoelastic moduli of whole human blood obtained by means of passive microrheology experiments. These results and existing shear and extensional rheological data for whole human blood in the literature enabled us to develop solutions with rheological behavior analogous to real whole blood and with a refractive index suited for PDMS (polydymethylsiloxane) micro- and milli-channels. In addition, these blood analogues can be modified in order to obtain a larger range of refractive indices from 1.38 to 1.43 to match the refractive index of several materials other than PDMS. 相似文献
98.
Jorge Cottyn Dirk De Clercq Geert Crombez Matthieu Lenoir 《Research quarterly for exercise and sport》2013,84(2):300-307
The interaction between functional and dysfunctional emotions, as one of the major tenets of the Individual Zones of Optimal Functioning (IZOF) model (Hanin, 2000), was studied in a sport specific setting. Fourteen female gymnasts performed three attempts of a compulsory balance beam routine at three different heights. Heart rate and self-report of functional and dysfunctional emotions were measured during each routine. These data revealed the effectiveness of inducting emotions by manipulating height. Also, performance decreased on the most challenging condition, (i.e., the first attempt on the highest height). Moderated hierarchical regression analysis revealed a significant interaction between functional and dysfunctional emotions only when the dysfunctional emotion level was low. 相似文献
99.
Abstract The aims of this study were to investigate the energy build-up and dissipation mechanisms associated with using an arm swing in submaximal and maximal vertical jumping and to establish the energy benefit of this arm swing. Twenty adult males were asked to perform a series of submaximal and maximal vertical jumps while using an arm swing. Force, motion and electromyographic data were recorded during each performance and used to compute a range of kinematic and kinetic variables, including ankle, knee, hip, shoulder and elbow joint powers and work done. It was found that the energy benefit of using an arm swing appears to be closely related to the maximum kinetic energy of the arms during their downswing, and increases as jump height increases. As jump height increases, energy in the arms is built up by a greater range of motion at the shoulder and greater effort of the shoulder and elbow muscles but, as jump height approaches maximum, these sources are supplemented by energy supplied by the trunk due to its earlier extension in the movement. The kinetic energy developed by the arms is used to increase their potential energy at take-off but also to store and return energy from the lower limbs and to “pull” on the rest of the body. These latter two mechanisms become more important as jump height increases with the pull being the more important of the two. We conclude that an arm swing contributes to jump performance in submaximal as well as maximal jumping but the energy generation and dissipation sources change as performance approaches maximum. 相似文献
100.
Ceneida Fernández Salvador Llinares Wim Van Dooren Dirk De Bock Lieven Verschaffel 《European Journal of Psychology of Education - EJPE》2012,27(3):421-438
This study investigates the development of proportional and additive methods along primary and secondary school. In particular, it simultaneously investigates the use of additive methods in proportional word problems and the use of proportional methods in additive word problems. We have also studied the role played by integer and non-integer relationships between the given numbers and the nature of quantities (discrete or continuous) in the development of these phenomena. A test consisting of additive and proportional missing-value word problems was solved by 755 primary and secondary school students (from fourth to tenth grade). The findings indicate that the use of additive methods in proportional situations increased during primary school and decreased during secondary school, whereas the use of proportional methods in additive situations increased along primary and secondary school. Moreover, the presence or absence of integer ratios strongly affects this behavior, but the nature of quantities only has a small influence on the use of proportional methods. 相似文献