全文获取类型
收费全文 | 504篇 |
免费 | 8篇 |
专业分类
教育 | 448篇 |
科学研究 | 21篇 |
各国文化 | 2篇 |
体育 | 20篇 |
文化理论 | 6篇 |
信息传播 | 15篇 |
出版年
2023年 | 6篇 |
2022年 | 8篇 |
2021年 | 13篇 |
2020年 | 26篇 |
2019年 | 26篇 |
2018年 | 32篇 |
2017年 | 32篇 |
2016年 | 31篇 |
2015年 | 22篇 |
2014年 | 25篇 |
2013年 | 109篇 |
2012年 | 27篇 |
2011年 | 18篇 |
2010年 | 9篇 |
2009年 | 18篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 6篇 |
2005年 | 6篇 |
2004年 | 9篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 1篇 |
1965年 | 2篇 |
排序方式: 共有512条查询结果,搜索用时 15 毫秒
61.
Camilla Björklund Eva Ahlskog-Björkman 《International Journal of Early Years Education》2018,26(1):90-103
This study presents an analysis of preschool teachers’ reasoning about pedagogical goals. Of specific interest is how teachers in a Swedish and a Finnish context describe goals for children’s learning and how they describe them implementing these goals into their practice. The research question is thus: How are pedagogical goals perceived and enacted, in the thematic-oriented and play-based pedagogical practice of preschool? In-depth interviews were conducted with six preschool teachers, of which three expressed learning goals guiding their pedagogical work. The Variation Theory of learning is the guiding principle throughout the analysis, and reveals indirect and direct objects of learning and content for learning described by the three teachers. A deeper analysis of the features of these provides a comprehensive picture of pedagogical goals that are intertwined and move between activity goals, working goals and transdisciplinary goals. These results contribute to our understanding of the characteristics of preschool pedagogy and the complex pedagogical practice preschool entails. 相似文献
62.
Mireia Felez-Nobrega Charles H. Hillman Kieran P. Dowd Eva Cirera Anna Puig-Ribera 《Journal of sports sciences》2018,36(20):2311-2316
The aim of this study was to examine relationships between activPAL?-determined sedentary behavior (SB) and physical activity (PA) with academic achievement. A total of 120 undergraduates (N = 57 female; 20.6 ± 2.3 years) participated in the study. Academic achievement was measured as the grade point average obtained from all completed courses. Participants wore on the right tight an activPAL? for 7 days to determine total sedentary time, total number of sedentary breaks, sedentary bouts, standing time, light and moderate-to-vigorous physical activity (MVPA). Separate multiple linear regression models were performed to examine associations between SB variables and academic achievement. Light PA, MVPA, total sedentary time, total standing time, or total number of sedentary breaks were not related to academic achievement. Independently of PA, the amount of time spent in sedentary bouts of 10-20min during weekdays was positively related to academic achievement. Given that college students spend the majority of their workday in environments that encourage prolonged sitting, these data suggest that interruptions in prolonged periods of sitting time every 10-20min via short breaks may optimize cognitive operations associated with academic performance. 相似文献
63.
Janet A. Wessel Richard Nelson Eva Lou Dillon 《Research quarterly for exercise and sport》2013,84(3):523-533
Abstract Frequency distributions of the records of a random selection of 200 college women in a nonmajor required program on anthropometric and physical performance measures commonly employed in physical education were compared with best-fitting normal curves for the same data. A table of random numbers was used to secure the sample. A percentile table for the various measurements was constructed. It was concluded that various measurements commonly employed by physical educators give a non-normal distribution. Hence, the obtained distribution as found on various measurements in this study does not warrant treating these data as normal. 相似文献
64.
This study describes the development of social reasoning in school-age children. An irony task is used to assess 5-, 7-, and 9-year-olds' (N= 72) and adults' (N= 24) recursive understanding of others' minds. Guttman scale analysis demonstrates that in order to understand a speaker's communicative intention, a child needs to recognize the speaker's belief, the detection of which depends on the ability to identify the discrepancy between the intended and the expressed meaning. Only children who understand these aspects of mind are able to reflect on the speaker's attitude. Theory of mind and language ability make unique contributions to children's interpretation of irony over and above the impact of age and memory, but attunement to expressive prosody does not. 相似文献
65.
Sharon?B.?BuchbinderEmail author Patricia?M.?Alt Karen?Eskow William?Forbes Eva?Hester Miriam?Struck Dianne?Taylor 《Innovative Higher Education》2005,29(4):257-274
With increasing specialization, most academic disciplines have become highly compartmentalized. Numerous organizations in higher education strongly encourage interdisciplinary collaboration at the faculty and student level. The purposes of this article are (a) to provide a conceptual framework for explaining how and why an interdisciplinary case study method is a catalyst for the development of students and faculty; (b) to document the conception, planning, organizing, and results of an interdisciplinary case study workshop; and (c) to provide recommendations to encouragechange others who might want to apply this model to their own interdisciplinary efforts.All authors are at Towson University Sharon B. Buchbinder, R.N., PhD, is associate professor of health science. She received her PhD from the University of Illinois at Chicago. Special interests are physician job satisfaction and turnover, patient compliance, learning styles and teamwork among undergraduates. Patricia M. Alt, PhD, University of North Carolina at Chapel Hill is professor of health science. Special interests are state level policies on aging and human subjects protection, the impact of baby boomer aging on public services, responsible conduct of research training and typologies of institutional review boards. Karen Eskow, PhD, University of Maryland is associate professor of occupational therapy and occupational sciences and director of the Family Studies Program. Special interests are family professional relationships, family quality of life, and families with adolescents. William Forbes, PhD, University of Maryland is associate professor of Kinesiology and director of the Wellness Center. Special interests are developing quality programming to assist older adults in improving their fitness and wellness, racquetball, squash, downhill skiing, and billiards. Eva Hester, PhD, University of Maryland is associate professor of communication science and disorders and special assistant to the dean, College of Health Professions. Special interests are speech language-disorders in children and adults. Miriam Struck, O.T., doctoral student, University of Maryland is currently occupational therapist, Physical Disabilities Program, with the Montgomery County Public Schools. Special interests are disability, transitioning from school to work, and instructional methods. Dianne Taylor, R.N., Ed.D., University of Maryland is associate professor, nursing. Special interests are psychiatric nursing and critical incident stress management. 相似文献
66.
Eva Pölzl-Stefanec 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(6):2192-2208
Practitioner notes
What is already known about this topic- Online professional development has already a very long tradition in the field of adult vocational training but not in Early Childhood Education.
- The possibility of attending online professional development programmes independent of a participant's time constraints or location is viewed as a particularly beneficial advantage.
- Online professional development programmes positively affect the professionalisation of educators. For this reason, they must increasingly be integrated into the field of early childhood education.
- In the field of early childhood education in German-speaking regions, online professional development training courses are only beginning to be developed.
- This paper examines the challenges and barriers for early childhood educators associated with implementing online professional development programmes for early childhood educators.
- The survey was conducted during the COVID-19 pandemic and includes current data on the ongoing digitalisation boom.
- Online professional development courses should not be understood as competition for conventional face-to-face programmes. Instead, they act as a useful supplement.
- Media competencies are a fundamental prerequisite for everyday professional life—early childhood educators need functional media devices, stable internet connections, and support structures in IT and computer literacy.
- Early childhood educators require effective instruction in using online professional development programmes to expand online professional development programmes in their field. They must also address compelling topics in early childhood education relevant to educators' practise.
67.
The teaching of professions in which technical and manual acts combined with excellent judgment are used to enhance the safety
of people, poses challenges to educators. Book learning combined with mock or simulated situations goes a long way, but ultimately
“in-the-field” instruction and learning is necessary to qualify trainees for many occupations such as doctors, pilots, firefighters,
police officers, and many others. The dilemma is how to teach potentially life-altering techniques in a real-life setting
without compromising the safety of the recipient of the service being taught. Using the exemplary model of surgical teaching
in the technology-heavy and high-tension world of neurosurgery, the authors attempt to explore this ethical and practical
dilemma. 相似文献
68.
Julia C. Phelan Kilchan Choi David Niemi Terry P. Vendlinski Eva L. Baker Joan Herman 《Assessment in Education: Principles, Policy & Practice》2012,19(2):211-230
This paper describes results from field testing of middle-school math formative assessments alongside professional development and instructional resources. We employed a randomised, controlled design to address the question: Does using our formative assessment strategies improve student performance on assessments of key mathematical ideas relative to a comparison group? This study also provided data on the instructional sensitivity of the assessments, which is part of the validation needed for formative assessments. Teachers were recruited from two districts and seven middle schools. Nineteen treatment and 17 comparison group teachers and their students were included in study analyses. Scores on extended response and short-answer questions indicated that students in the treatment group performed better than students in the comparison group who received the formative assessments alone. These findings demonstrate both the feasibility and value of including performance task-types in a brief assessment context. 相似文献
69.
70.