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Resilience is an interactive process involving internal skills that should be promoted, especially in the early stages of development. This study aims to adapt and implement two themes from the European Curriculum for Resilience Promotion – RESCUR, namely, ‘Developing Communication Skills’ and ‘Establishing and Maintaining Healthy Relationships’, for deaf and hard-of-hearing (DHH) students. The study included 37 children and adolescents from three Portuguese regions and its impact was evaluated through the perspectives of the students, their guardians and their teachers. Each 90-minute session was implemented weekly. The sessions followed the RESCUR curriculum structure with necessary adaptations to the mindfulness activities, stories, role-play and worksheets. The mean scores increased from pre- to post-intervention assessment on all instruments, namely, KIDSCREEN-10 (children/adolescents), KIDSCREEN-10 (guardians) and CYRM-28 (teachers). The implementation of adapted curricula promoting resilience seems to be beneficial to DHH children, allowing the development of specific resilience-associated skills, and thus enhancing health, well-being and quality of life.  相似文献   
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This study explored the pedagogical content knowledge (PCK) and its development of four experienced biology teachers in the context of teaching school genetics. PCK was defined in terms of teacher content knowledge, pedagogical knowledge and knowledge of students’ preconceptions and learning difficulties. Data sources of teacher knowledge base included teacher-constructed concept maps, pre- and post-lesson teacher interviews, video-recorded genetics lessons, post-lesson teacher questionnaire and document analysis of teacher's reflective journals and students’ work samples. The results showed that the teachers’ individual PCK profiles consisted predominantly of declarative and procedural content knowledge in teaching basic genetics concepts. Conditional knowledge, which is a type of meta-knowledge for blending together declarative and procedural knowledge, was also demonstrated by some teachers. Furthermore, the teachers used topic-specific instructional strategies such as context-based teaching, illustrations, peer teaching, and analogies in diverse forms but failed to use physical models and individual or group student experimental activities to assist students’ internalization of the concepts. The finding that all four teachers lacked knowledge of students’ genetics-related preconceptions was equally significant. Formal university education, school context, journal reflection and professional development programmes were considered as contributing to the teachers’ continuing PCK development. Implications of the findings for biology teacher education are briefly discussed.  相似文献   
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This article discusses the community-based vocational rehabilitation (CBVR) of persons with disabilities. In 1991, a pilot project was instituted by the International Labour Organisation and the United Nations Development Programme in conjunction with Oyo State Government in Nigeria. The aim was to facilitate the reintegration of persons with disabilities into their communities after a vocational rehabilitation programme. This project has resulted in the successful training of about 155 individuals with disabilities since its inception and a number of the trainees have benefited from a revolving loan scheme. The initial seven areas of vocational training have, over the years, expanded to 24. Recently, the project has been introduced to six other states in Nigeria. Various problem-solving strategies have been employed in the course of the project as the need arose and the community-based vocational rehabilitation programme has proved to be a success in Nigeria so far. In this paper, Eunice Alade, associate professor in the Department of Special Education, Kenyatta University, Kenya, provides an evaluation of an innovative alternative approach to vocational rehabilitation for people with disabilities. She discusses some of the problems experienced in Nigeria and offers suggestions about how to sustain the work. Her ideas will be of direct interest to those seeking to promote social inclusion in developing countries and elsewhere around the world.  相似文献   
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For simplicity of biomechanical analyses, the weightlifting barbell is typically modelled as a rigid, non-deformable object. Most coaches and weightlifters, however, are aware of the elastic nature of the barbell, and its influence on the successful completion of lifting attempts. Variables such as velocity, work performed, and power output are indicators of the quality of performance during the snatch, clean, and related weightlifting pulling movements. The aim of this study was to establish whether differences exist in determining these biomechanical parameters when the centre of the barbell is analysed compared with each end of the barbell. Nine men performed three maximal-effort repetitions in the clean pull exercise at 85% of their self-reported single repetition maximum (1-RM) clean (90–155 kg) using a barbell instrumented for mechanical analysis. Results indicated that peak barbell speed was 5–30% (P < 0.05) lower for the centre of the barbell than the ends. Although differences (P < 0.05) in kinetic and potential energy were found between the centre and ends of the bar, differences between total work performed were small ( < 6%; P < 0.05) and no differences were observed for average power (P > 0.05). Although approximately the same work and power occur for the centre and ends of the barbell, they manifest as different kinematics as a result of the elastic nature of the equipment. The elastic characteristics should be considered when selecting instrumentation and variables for research involving barbells. Coaches should be aware of the elasticity of barbells, including selecting appropriate viewing angles as well as understanding how deformation may affect the ends of the barbell relative to the centre.  相似文献   
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Educational television is widely used in British primary schools to aid language development. In the light of current theories of language acquisition and development, this paper considers the characteristics of the medium which may militate against effective language learning. It is argued that further research is needed to ascertain whether language development is in fact promoted by television programmes and, if so, which programmes and what type of format are best suited for the purposes. Work already carried out in the USA and suggestions for future work in Britain are discussed.  相似文献   
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