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101.
The impact of HIV/AIDS on food security and rural livelihoods is still insufficiently understood. It is evident, however, that rural development professionals need to respond to the changes that have taken place in rural areas due to the pandemic. This article explores competencies that they need in order to deal with the complex HIV/AIDS issues related to their work with farming families. Initially 45 rural development professionals from developing countries in the southern hemisphere were interviewed about these competencies, using case stories and questionnaires. Subsequently, 34 individual in‐depth interviews were conducted with rural development professionals from East Africa and Zambian government officials. A focus group discussion with 15 Zambian agricultural extension workers completed the empirical part of the research. The study reveals that there is an urgent need to complement the technical competencies of rural development professionals with more social competencies, such as counselling and communication, lobbying and networking. Recommendations are formulated for competence development of rural development professionals who have to deal with the consequences of the HIV/AIDS pandemic in rural areas. 相似文献
102.
The question of what is uniquely possible for the older adult learner is seldom asked by adult educators. Dealing with a population whose educational experiences are largely pedogogical, instructional programs have often attempted to continue this model of teacher‐selected content and methodology. This paper is a review of an experimental educational program designed to provide experiential activities related to learning needs and potentials of the older adult. The nature of the format allowed participants maximum opportunity to. identify and achieve personal learning goals. Evaluation procedures were designed to test the hypothesis that older adults respond meaningfully to programs designed to meet their needs rather than the educator's preconceptions. Results of the study indicate successful achievement of the goals of the project and an expanded level of psychosocial functioning of the older adults. 相似文献
103.
It is not known whether the seated or standing position favours performance during intensive bouts of uphill cycling. The following hypotheses were therefore tested: (1) the standing position results in better performance at a high power output, while (2) the seated position is best at a moderate power output. We also assessed the seated-standing transition intensity, above which seated cycling should be superseded by standing cycling for maximization of performance. Ten male cyclists (mean age 27 years, s = 3; height 1.82 m, s = 0.07; body mass 75.2 kg, s = 7.0; VO2max 70.0 ml.kg(-1).min(-1), s = 5.2) performed seated and standing treadmill cycling to exhaustion at 10% grade and at four power outputs ranging from 86% to 165% of their power output at maximal oxygen uptake (Wmax). Power output at maximal oxygen uptake was obtained during determination of VO2max. There was no difference in time to exhaustion between the two cycling positions at 86% of Wmax (P = 0.29). All participants performed best at the highest power output (165% of Wmax) when standing (P = 0.002). An overall seated-standing transition intensity of 94% of Wmax was identified. Thus, in general, cyclists may choose either the standing or seated position for maximization of performance at a submaximal intensity of 86% of Wmax, while the standing position should be used at intensities above 94% of Wmax and approaching 165% of Wmax. 相似文献
104.
Pole length affects cross-country skiers’ performance in an 80-m double poling trial performed on snow from standing start 总被引:1,自引:1,他引:0
We investigated the hypothesis that longer and shorter poles would be faster and slower, respectively, than poles of self-selected
length in all-out double poling. Eight elite cross-country skiers performed 80 m all-out double poling on snow performed from
a standing start. Three trials with each of the pole lengths: self-selected, 7.5 cm shorter, and 7.5 cm longer than self-selected
were performed. Time was recorded every 20 m and skiers were filmed during the last 40 m for calculation of cycle rate and
length. Times at 80 m were 0.9 ± 0.7% shorter with longer poles than with self-selected poles (p ≤ 0.05), while they were 1.2 ± 1.0% slower with shorter poles (p ≤ 0.05). Much of these differences were established within the first 20 m. Calculated lead at 80 m with longer poles was
0.88 ± 0.65 m over self-selected poles (p ≤ 0.05). Mean cycle rate and length ranged from 1.35 to 1.45 Hz and from 4.84 to 5.52 m, respectively, across pole lengths
(p > 0.05). 相似文献
105.
A. Harry Passow Gilbert de Landsheere A. D. C. Peterson Harold J. Noah Henry Saltzman W. D. Halls Gordon Bishop Richard F. Goodings Helmut von Bracken Franz Hilker Daniel J. Casey Donald E. Super Klaus Schleicher Neville Postlethwaite B. F. Nel Peter Martin Roeder Wolfgang Brezinka Hans Friedrich Eric Ashby Franklin Parker Ernst Prokop Clare Burstall Kenneth Austwick 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(3):328-375
106.
Julie Ernst 《The Journal of environmental education》2013,44(2):73-92
Urban environmental education helps students to recognize ecological features and practices of cities. To understand the value and practice of developing such ecological place meaning, we conducted narrative research with educators and students in urban environmental education programs in the Bronx, New York City. Narratives showed that educators are cultivating ecological place meaning to help students appreciate ecological aspects of cities, and develop their imagination of how their environment could be improved. Such ecological place meaning is nurtured through direct experiences with the urban environment, social interactions within educational programs and communities, and development of students’ ecological identity. 相似文献
107.
Lea Sarrar Dipl.-Psych. Nora Schneider Verena Bayios Ernst Pfeiffer Ulrike Lehmkuhl 《Sportwissenschaft》2010,40(4):262-267
The controversy surrounding the role of competitive sports in the development of eating disorders has increased in recent decades. There are inconsistent findings in the literature concerning the relationship between eating disorders and competitive sports, especially aesthetic sports. The aim of this study was therefore to assess eating disorder-related psychopathology in a sample of competitive figure skaters (FS) representative for competitive aesthetic sports. Special attention is paid to the investigation of body image and body satisfaction. Patients with anorexia nervosa (AN) and a healthy control group (CG) served as comparison groups. None of the FS met the complete diagnostic criteria for an eating disorder. Furthermore no significant differences were observed between the FS and the CG regarding body image and body satisfaction. However, a significant difference was detected compared to the AN patients. Our results underline the necessity for a differentiated analysis and careful diagnostics of sport-specific aspects when considering eating disorder-related psychopathology in competitive sports. 相似文献
108.
109.
Martin Mulder 《The Journal of Agricultural Education and Extension》2015,21(2):101-105
110.
Lidwien Sturing Harm J. A. Biemans Martin Mulder Elly de Bruijn 《Vocations and Learning》2011,4(3):191-210
In a previous series of studies, a model of comprehensive competence-based vocational education (CCBE model) was developed,
consisting of eight principles of competence-based vocational education (CBE) that were elaborated for four implementation
levels (Wesselink et al. European journal of vocational training 40:38–51 2007a). The model thus consisted of 32 cells, all defined by text. It was developed to provide study programme teams working in
vocational education with an instrument to assess the actual and desired “competentiveness” of their study programmes. “Competentiveness”
refers to the extent to which study programmes are based on the principles of CBE that we formulated. The model is an instrument
for analysing the alignment of study programmes with the defining principles of CBE and clarifying programme teams’ intentions,
i.e. the extent to which they wish to achieve higher levels of implementation of the different principles. This article presents
the results of two studies, the aim of which was to identify adjustments the teachers felt were necessary to make the CCBE
model a valid instrument for assessing the actual and desired “competentiveness” of their study programmes. In study A, 57
teachers evaluated the model during focus group discussions, resulting in a revised CCBE model consisting of ten principles
for five levels of implementation. In study B, 151 teachers completed a questionnaire to evaluate the comprehensibility of
the revised model. The study showed that teachers understood and interpreted the revised model as intended, were able to position
their study programmes by using the revised model and that the content validity of the revised model was good. 相似文献