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91.
Jørgen Frost Ernst Ottem Bente E. Hagtvet Catherine E. Snow 《Scandinavian Journal of Educational Research》2016,60(6):709-722
In the present study, 81 Norwegian students were taught the meaning of words by the Word Generation (WG) method and 51 Norwegian students were taught by an approach inspired by the Thinking Schools (TS) concept. Two sets of words were used: a set of words to be trained and a set of non-trained control words. The two teaching methods yielded no significant differences for the trained words, but the WG participants performed better than the TS participants on the non-trained words. An analysis of the dependencies between the trained words and non-trained words suggested that the participants of the WG program, in contrast to the TS students, profited from a transfer effect that resulted in augmented scores on the non-trained words. 相似文献
92.
Thilo Ernst Clemens Klein-Robbenhaar André Nordwig und Tobias Schrag 《Informatik - Forschung und Entwicklung》2000,15(1):33-50
Zusammenfassung. Es wird eine werkzeugunterstützte Entwicklungsmethodik vorgestellt, die der Erstellung von Berechnungsmodellen für die Simulation
hybrider physikalisch-technischer Systeme dient. Dafür werden verschiedene Modellbeschreibungstechniken dargestellt und klassifiziert,
die anschlie?end in einen falltypischen Entwicklungsproze? eingebettet werden, der auf hybriden Erweiterungen von UML und
Z basiert. Die Simulationsumgebung Smile (http://buran.fb10.tu-berlin.de/Energietechnik/EVT\_KT/smile/) erm?glicht schlie?lich die generische Erzeugung eines ausführbaren
Simulators. Architektur und Kernkomponenten dieses Systems, wie beispielsweise L?sungsverfahren und Experimentshell, werden
eingehender diskutiert. Ein Anwendungsbeispiel illustriert den beschriebenen Entwicklungsproze?.
Eingegangen am 15. Juli 1999 / Angenommen am 12. November 1999 相似文献
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94.
Ernst A. Hany 《High Ability Studies》1996,7(1):65-82
The contribution of leisure time activities to highly intelligent people's creative achievement has rarely been investigated. By using highly intelligent adults' (N = 246) retrospective estimates of frequencies of leisure time activities, a special developmental profile of leisure time usage was found for the more successful individuals in contrast to the less successful. Highly intelligent, successful individuals spent more of their free time on self‐realizing activities, like demanding hobbies, making music or engaging actively in sports, both during adolescence and in later years, and they showed a rising frequency of intellectually demanding activities with growing age. The results can be interpreted in terms of the expert‐novice framework, the problem solving approach to creative thinking, and in terms of the developing identity of young people.
95.
Josje van Houwelingen Raf M. Antwerpen Ad P. C. Holten Ernst Jan Grift Jerry Westerweel Herman J. H. Clercx 《Sports Engineering》2018,21(4):419-427
In this paper a video-based method to automatically track instantaneous velocities of a swimmer is presented. Single cameras were used to follow a marker (LED) attached to the body. The method is inspired by particle tracking techniques, traditionally used in the field of fluid dynamics, to measure local velocities of a fluid flow. During the validation experiment, a white LED was attached to the hip of a swimmer together with a speedometer. A swimmer performed four different stroke types. The velocity profiles using LED tracking were captured and showed less noise than the speedometer measurements. Only at times when the marker disappeared above the water surface due to body role in front crawl and backstroke swimming did the LED tracking fail to capture the athlete’s motion. The algorithm was tested in a 2D case with a single LED to illustrate the proof of principle, but should be suitable for implementation in a 3D analysis or multiple LED analysis. 相似文献
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Marius Mader Thilo Ernst Johanna Mierendorff 《Zeitschrift für Erziehungswissenschaft》2014,17(3):149-164
As a new phenomenon in German ECEC, commercial high-cost childcare centers are subject of controversial debates. The expansion of this type of early care provision raises concerns about the possible reinforcement of social inequalities in early childhood. However, mechanisms of distinction within these institutions cannot be matched to such criteria as type of organization or features of the facilities. In this paper we argue that the interactions between professionals and parents have to be focused as crucial sites of the production of distinction. Using data from an ongoing qualitative research project we elaborate on three modes of interactive production of particularization. Based on these findings, we show that a reconstruction of the unique organizational cultures is indispensable to address questions of new vertical differentiations within the field of ECEC institutions. 相似文献
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