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131.
Francesca Chiesi Matteo Ciancaleoni Silvia Galli Kinga Morsanyi Caterina Primi 《Learning and individual differences》2012,22(3):390-396
Item Response Theory (IRT) models were applied to investigate the psychometric properties of the Arthur and Day's Advanced Progressive Matrices-Short Form (APM-SF; 1994) [Arthur and Day (1994). Development of a short form for the Raven Advanced Progressive Matrices test. Educational and Psychological Measurement, 54, 395–403] in order to test if the scale is a reliable and valid tool to assess general fluid ability in a short time frame. The APM-SF was administered to 2264 high-school and university students. Once attested the one-factor structure of the scale, unidimensional IRT analyses for dichotomous data were applied to investigate the increases in item difficulty levels, Test Information Function, and Differential Item Functioning across age, gender, and country (comparing Italian and British respondents). Additionally, validity measures were reported. Findings attest that the Arthur and Day's APM-SF is a sound instrument for assessing fluid ability within a short time frame. 相似文献
132.
The purpose of this study was to investigate the changes in selected biomechanical variables in 80-m maximal sprint runs while imposing changes in step frequency (SF) and to investigate if these adaptations differ based on gender and training level. A total of 40 athletes (10 elite men and 10 women, 10 intermediate men and 10 women) participated in this study; they were requested to perform 5 trials at maximal running speed (RS): at the self-selected frequency (SFs) and at SF ±15% and ±30%SFs. Contact time (CT) and flight time (FT) as well as step length (SL) decreased with increasing SF, while kvert increased with it. At SFs, kleg was the lowest (a 20% decrease at ±30%SFs), while RS was the largest (a 12% decrease at ±30%SFs). Only small changes (1.5%) in maximal vertical force (Fmax) were observed as a function of SF, but maximum leg spring compression (ΔL) was largest at SFs and decreased by about 25% at ±30%SFs. Significant differences in Fmax, Δy, kleg and kvert were observed as a function of skill and gender (P < 0.001). Our results indicate that RS is optimised at SFs and that, while kvert follows the changes in SF, kleg is lowest at SFs. 相似文献
133.
Francesca Wah 《教育心理学》2020,40(3):349-366
AbstractEffects of reward pedagogy (competitive, cooperative, individualistic, cooperative-competitive, and cooperative-individualistic) on spelling scores and prosocial behavior in Singapore students were examined alongside its interplay with ability level. A total of 1005 Primary 3 and 4 students were randomly assigned to one of the five reward pedagogies, with students rewarded based on their spelling scores. An ABABA design (A?=?implementation; B?=?withdrawal) was used for each reward pedagogy. Results revealed an interaction between reward pedagogy and ability level on both spelling scores and prosocial behavior, such that different pedagogies were more effective for different ability levels. One promising way forward, however, draws from the finding that cooperative-competitive reward pedagogy was effective for both outcomes across all ability groups. 相似文献
134.
This study examines how good strategies and praxis interplay with positive affect and self-efficacy to determine a teacher's job satisfaction, in the hypothesis that teaching effectively does not in itself guarantee satisfaction: positive affect and self-efficacy beliefs are needed. Self-assessment scales, designed to assess the use of efficient teaching strategies and praxes, self-efficacy in teaching, positive affect and job satisfaction, were completed by 399 teachers. Structural equation modelling (SEM) analysis revealed the mediating role of both positive affect and self-efficacy beliefs in the relationship between teaching strategies/praxes and job satisfaction. 相似文献
135.
A test of advanced theory of mind (ToM), first introduced by F. Happé (1994) , was adapted for children (mental, human, animal, and nature stories plus unlinked sentences). These materials were closely matched for difficulty and were presented to forty-five 7- to 12-year-olds with autism and 27 control children. Children with autism who showed ToM impairment on independent tests performed significantly more poorly than controls solely on the mental, human, and animal stories with greatest impairment on the former and least on the latter. Thus, a mentalizing deficit may affect understanding of biologic agents even when this does not explicitly require understanding others' mental states. 相似文献
136.
The goal of this paper is to explore qualities of mathematical imagination in light of a classroom episode. It is based on
the analysis of a classroom interaction in a high school Algebra class. We examine a sequence of nine utterances enacted by
one of the students whom we call Carlene. Through these utterances Carlene illustrates, in our view, two phenomena: (1) juxtaposing
displacements, and (2) articulating necessary cases. The discussion elaborates on the significance of these phenomena and
draws relationships with the perspectives of embodied cognition and intersubjectivity. 相似文献
137.
The rise of educational action research amongst schools in Singapore can be attributed to the government's belief that educational research and reform can improve school performance and help Singapore keep pace with the impact of globalization. However, against a backdrop of neo-liberal educational reform where efficiency, accountability and demonstrable outcomes are valued, the underlying intent of the action research projects would seem to be inconsistent with the emancipatory intent normally associated with action research. A systematic review was conducted of 71 action research projects submitted to a local educational conference in 2006. Of concern to us is how action research has been narrowly interpreted and recruited simply as an evaluative tool with the emancipatory potential largely ignored. The paper is theoretically framed by governmentality and performativity to explore the embedded power relations that may “fabricate” the action research projects. The findings and discussions suggest a need for the government, schools and teacher-researchers to reflexively question the current expectation of action research and to be clear about its broader purpose. 相似文献
138.
139.