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Karen Man Wa Kwan Sylvia Yun Shi A. Natisha Nabbijohn Laura N. MacMullin Doug P. VanderLaan Wang Ivy Wong 《Child development》2020,91(4):e780-e798
Gender-nonconforming (GN) children are often perceived less positively, which may harm their well-being. We examined the development of such perceptions and an intervention to modify them. Chinese children’s appraisals were assessed using multiple measures (verbal responses, sharing, and rank order task) after viewing vignettes of gender-conforming (GC) and GN hypothetical peers. In Study 1, children (N = 210; 4-, 5-, 8-, and 9-year-olds) were less positive toward GN than GC peers, especially if they were older or if the peers were boys. In Study 2 (N = 211, 8- and 9-year-olds), showing children exemplars of GN peers who displayed positive and GC characteristics subsequently reduced bias against gender nonconformity. These findings inform strategies aimed at reducing bias against gender nonconformity. 相似文献
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Development and validation of a method to directly measure the cable force during the hammer throw 总被引:1,自引:0,他引:1
Brice SM Ness KF Rosemond D Lyons K Davis M 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(2):274-287
The development of cable force during hammer-throw turns is crucial to the throw distance. In this paper, we present a method that is capable of measuring cable force in real time and, as it does not interfere with technique, it is capable of providing immediate feedback to coaches and athletes during training. A strain gauge was mounted on the wires of three hammers to measure the tension in the wire and an elite male hammer thrower executed three throws with each hammer. The output from the gauges was recorded by a data logger positioned on the lower back of the thrower. The throws were captured by three high-speed video cameras and the three-dimensional position of the hammer's head was determined by digitizing the images manually. The five best throws were analysed. The force acting on the hammer's head was calculated from Newton's second law of motion and this was compared with the force measured via the strain gauge. Qualitatively the time dependence of the two forces was essentially the same, although the measured force showed more detail in the troughs of the force-time curves. Quantitatively the average difference between the measured and calculated forces over the five throws was 76 N, which corresponds to a difference of 3.8% for a cable force of 2000 N. 相似文献
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Doug Enders 《Clearing house (Menasha, Wis.)》2013,86(2):62-67
Learning is a concept that is routinely used in various educational settings, and the enhancement of learning is the primary goal of many, if not all, educators and administrators. People involved in education, however, may not necessarily have extensively explored this commonly cited notion, and some may not have subsequently realized the conceptual depth and variations that learning entails in developing classroom materials and practices. For example, learning may be domain specific, and may involve a wide variety of processes and expressions. Additionally, it is linked to an array of factors, including individual differences, such as temperament, and culturally relative dimensions, such as value priorities. This article discusses implications for classroom practices to facilitate educators’ application of this complex concept. 相似文献
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David T. Burkam Laura LoGerfo Doug Ready Valerie E. Lee 《Journal of Education for Students Placed at Risk》2013,18(2):103-136
We use the Early Childhood Longitudinal Study to investigate national patterns addressing (a) who repeats kindergarten, and (b) the subsequent cognitive effects of this event. Using OLS regression techniques, we investigate 1st-time kindergartners who are promoted, 1st-time kindergartners who are retained, and children who are already repeating kindergarten. Boys, children from low socioeconomic backgrounds, and children who enter kindergarten younger than typical age standards are consistently at risk for repeating kindergarten, but racial/ethnic patterns differ across the 2 cohorts of kindergarten repeaters. Evidence suggests that repeating kindergarten rarely leads to cognitive benefits in literacy or mathematics performance. On average, kindergarten repeaters continue to perform below their peers in terms of literacy skills both at the end of kindergarten and at the end of first grade (effect size [ES] = ?0.20 and ?0.24, respectively). In mathematics, the performance differentials are smaller but remain statistically significant. Evidence suggests that these differences vary somewhat by children's background and the school setting. Most children appear to receive little or no cognitive benefit from repeating kindergarten, suggesting the need for a careful reconsideration of current retention practices. 相似文献