全文获取类型
收费全文 | 398篇 |
免费 | 7篇 |
专业分类
教育 | 287篇 |
科学研究 | 38篇 |
各国文化 | 3篇 |
体育 | 43篇 |
文化理论 | 2篇 |
信息传播 | 32篇 |
出版年
2023年 | 1篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 6篇 |
2019年 | 20篇 |
2018年 | 23篇 |
2017年 | 17篇 |
2016年 | 20篇 |
2015年 | 13篇 |
2014年 | 17篇 |
2013年 | 94篇 |
2012年 | 12篇 |
2011年 | 15篇 |
2010年 | 8篇 |
2009年 | 10篇 |
2008年 | 15篇 |
2007年 | 14篇 |
2006年 | 9篇 |
2005年 | 15篇 |
2004年 | 7篇 |
2003年 | 10篇 |
2002年 | 9篇 |
2001年 | 6篇 |
2000年 | 2篇 |
1999年 | 4篇 |
1998年 | 1篇 |
1997年 | 3篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1972年 | 1篇 |
1971年 | 2篇 |
1967年 | 1篇 |
1960年 | 1篇 |
排序方式: 共有405条查询结果,搜索用时 15 毫秒
101.
The present study investigated the extent to which parents’ causal attributions predict the accuracy of, and bias in, their children’s self‐concept of maths ability. Participants were 207 children and their 182 mothers and 167 fathers, who were assessed during the children’s first and second primary school years. The results showed that the more parents thought that their children succeeded because of ability, the more accurate the children’s self‐concept of maths ability became. In contrast, the more the parents attributed their children’s success to effort, the less accurate and more optimistic the children’s self‐concept of ability became. 相似文献
102.
This paper presents a psychological perspective of the educational dilemma of assessing highly (high‐level) creative ability (with some connections to contemporary philosophical debate). Assessment of highly‐creative ability is a topic of longstanding debate involving questions of what constitutes creativity; whether the creative mental process is essentially intuitive or essentially rational; whether creative ability could or should be reduced to quantifiable parameters; and whether the most important aspects of creative achievement reside in the initial thinking (invention of ideas) or in the subsequent process of development of the idea (making a work of art, design, etc) or in the end product (the work of art or design itself). The debate is fueled by various philosophical, psychological and educational perspectives, all of which are continuously evolving. As a consequence, learning objectives and assessment criteria are ambiguous and confound the enhancement of creative ability that is the primary purpose of higher education. This paper traces the research and development path that led to an innovative ‘authenticative assessment’ approach to assessing highly‐creative ability that offers a promising solution. 相似文献
103.
Brian Byrne Stefan Samuelsson Sally Wadsworth Jacqueline Hulslander Robin Corley John C. DeFries Peter Quain Erik G. Willcutt Richard K. Olson 《Reading and writing》2007,20(1-2):77-102
Grade 1 literacy skills of twin children in Australia (New South Wales) and the United States (Colorado) were explored in
a genetically sensitive design (N = 319 pairs). Analyses indicated strong genetic influence on word and nonword identification, reading comprehension, and
spelling. Rapid naming showed more modest, though reliable, genetic influence. Phonological awareness was subject to high
nonshared environment and no reliable genetic effects, and individual measures of memory and learning were also less affected
by genes than nonshared environment. Multivariate analyses showed that the same genes affected word identification, reading
comprehension, and spelling. Country comparisons indicated that the patterns of genetic influence on reading and spelling
in Grade 1 were similar, though for the U.S. but not the Australian children new genes came on stream in the move from kindergarten
to Grade 1. We suggest that this is because the more intensive kindergarten literacy curriculum in New South Wales compared
with Colorado, consistent with the mean differences between the two countries, means that more of the genes are “online” sooner
in Australia because of accelerated overall reading development. 相似文献
104.
Erik Alb?k 《Cultural Studies of Science Education》2011,6(2):475-478
Several scholars have tried to clarify how journalists handle and implement the abstract objectivity norm in daily practice.
Less research attention has been paid to how common abstract professional norms and values, in casu the objectivity norm, may systematically vary when interpreted and implemented in daily journalistic practice. Allgaier’s
study “Who is having a voice?” is a most welcome contribution to the, so far, limited literature on variation in the interpretation
and implementation of journalistic norms among journalists. Not only does it demonstrate how the interpretation of journalistic
norms may vary among journalists, but it goes one step further and demonstrates how variation in the implementation of such
norms may affect journalistic products. 相似文献
105.
Pieter Wouters Erik D. van der Spek Herre van Oostendorp 《Educational technology research and development : ETR & D》2011,59(6):741-763
The effectiveness of serious games is often measured with verbal assessment. As an alternative we propose Pathfinder structural
assessment (defined as measuring the learners’ knowledge organization and compare this with a referent structure) which comprises
three steps: knowledge elicitation, knowledge representation and knowledge evaluation. We discuss practical and theoretical
considerations for the use of structural assessment and showcase its application with the game Code Red: Triage. Results suggest
that structural assessment measures an individual’s understanding of a domain at least differently from verbal assessment.
While verbal assessment may provide a more nuanced picture regarding declarative and procedural knowledge, structural assessment
may add an in-depth understanding of the concepts that are regarded important in a domain. In the Discussion we propose four
guidelines to effectively use structural assessment in serious games: (1) Determine the appropriateness of the domain for
structural assessment, (2) select an appropriate referent for the target group(s), (3) select the number of concepts needed
for structural assessment, and (4) consider the analysis of the graphical knowledge representations to obtain in-depth information
about the quality of the knowledge structures. 相似文献
106.
Erik Backman 《Sport, Education and Society》2013,18(1):61-76
The value assigned to friluftsliv (activities similar to outdoor education) in physical education teacher education (PETE) and in the physical education (PE) syllabus in Sweden does not seem to result in the implementation of friluftsliv in the practice of teaching in Swedish schools. This study investigates how the identified values of friluftsliv, expressed in interviews with 17 PE teacher educators in Sweden, reflect struggles for legitimate and privileged knowledge in PETE. The exploration of friluftsliv within PETE reveals positions that appear to be an effect of the dominating logic of sport within Swedish PETE and the limited influence of the academic field. The educational consequences of the identified values are analysed and discussed from a socio-cultural perspective. 相似文献
107.
Yoshiaki Takei J. Hubert Dunn Erik Blucker 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):141-162
The 16 highest‐scored Roche vaults (G1) performed during the 2000 Olympic Games were compared with those receiving the 16 lowest‐scores (G2). A 16‐mm motion picture camera operating at 100 Hz recorded the vaults during the competition. The results of t tests (p < .05) indicated G1, compared to G2, had (a) shorter time of board support, greater normalised average upward vertical force and backward horizontal force exerted by the board, greater change in the vertical velocity while on the board, and greater vertical velocity at board take‐off, (b) comparable linear and angular motions in pre‐flight, (c) smaller backward horizontal impulse exerted by the horse, smaller loss of the horizontal velocity while on the horse, and greater horizontal and vertical velocities at horse take‐off, (d) greater height and larger horizontal distance of post‐flight, (e) higher body mass centre at knee release, and (f) higher mass centre, greater normalised moment of inertia, and smaller vertical velocity at mat touchdown. Therefore, gymnasts and coaches should focus on sprinting the approach; blocking and pushing‐off the take‐off board rapidly and vigorously; departing the board with a large vertical velocity; exerting large downward vertical force and small forward horizontal force from the handstand position while on the horse; departing the horse with large horizontal and vertical velocities; and completing the majority of the double salto forward near the peak of trajectory and releasing the knees above the top of the horse to prepare for a controlled landing. 相似文献
108.
Erik Lindberg 《Educational Assessment, Evaluation and Accountability》2012,24(2):151-171
The Anglo-Saxon countries have implemented Management by Objectives (MBO) complemented with school-based management (SBM)
fairly rapidly. Although these countries are considered something of a benchmark of stability, research on principals reveals
that they experience high levels of stress and that this is associated with poorer job performance. These findings raise the
question of whether increased stress and poorer performance are the result of the new SBM role. In this article, empirical
research on Sweden is used to address this question. While Sweden has not come as far as England in the implementation of
SBM, it is farther along than other European countries. Paying specific attention to the SBM role, the article uses a qualitative
method to describe the implementation of MBO in two cases with different characteristics, one centralized and one decentralized.
A quantitative method is also used to conduct a large scale study of stress levels among all principals in upper secondary
schools in Sweden. The results indicate that the choice of whether to retain the traditional principal role, developed at
a time of centralized management by rules, or to replace it with a new SBM role influences the level of stress that principals
experience, although in different ways. The practical implications of these findings are discussed in the final section of
the paper. 相似文献
109.
Pluralism, Relativism and the Neutral Teacher 总被引:1,自引:0,他引:1
Sven Erik Nordenbo 《Journal of Philosophy of Education》1978,12(1):129-139
110.
Stefan Samuelsson Richard Olson Sally Wadsworth Robin Corley John C. DeFries Erik Willcutt Jacqueline Hulslander Brian Byrne 《Reading and writing》2007,20(1-2):51-75
Genetic and environmental influences on prereading skills in preschool and on early reading and spelling development at the
end of kindergarten were compared among samples of identical and fraternal twins from the U.S. (Colorado), Australia, and
Scandinavia. Mean comparisons revealed significantly lower preschool print knowledge in Scandinavia, consistent with the relatively
lower amount of shared book reading and letter-based activities with parents, and lack of emphasis on print knowledge in Scandinavian
preschools. The patterns of correlations between all preschool environment measures and prereading skills within the samples
were remarkably similar, as were the patterns of genetic, shared environment, and non-shared environment estimates: in all
samples, genetic influence was substantial and shared environment influence was relatively weak for phonological awareness,
rapid naming, and verbal memory; genetic influence was weak, and shared environment influence was relatively strong for vocabulary
and print knowledge. In contrast, for reading and spelling assessed at the end of kindergarten in the Australian and U.S.
samples, there was some preliminary evidence for country differences in the magnitude of genetic and environmental influences.
We argue that the apparently higher genetic and lower shared environment influence in the Australian sample was related to
a greater emphasis on formal reading instruction, resulting in more advanced reading and spelling skills at the end of kindergarten,
and thus there was greater opportunity to observe genetic influences on response to systematic reading instruction among the
Australian twins. 相似文献