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排序方式: 共有139条查询结果,搜索用时 31 毫秒
61.
Science & Education - The purpose of this exploratory study was to investigate if neuroscience, a contemporary example of science-in-the-making, provides a useful domain for contextualized... 相似文献
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The last 10 or 15 years of this century have been a time of great challenge as well as considerable excitement for educational systems around the world. Governments everywhere have been embarking on substantial programmes of reform in an attempt to develop more effective school systems and raise levels of student learning and achievement. We see in these policy initiatives an unfortunate paradox that inhibits them from realising their aspirations. The community of educational change researchers and practitioners has finally begun to learn something about how ongoing improvement can be fostered and sustained in schools. However, government policy on education has not taken adequate account of this knowledge about school development, with the result that an enormous potential source of synergy has been lost and student learning continues to lag behind its potential. Our argument in this article is that as a consequence of this gap government efforts to improve schooling are less effective than they might be and that many school improvement efforts have to swim against the current of government regulation. Following our analysis of this central irony in educational policy, we go on to outline an approach that would be more likely to help governments achieve their educational objectives by building policy initiatives more explicitly on the knowledge base of school development. 相似文献
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In two separate studies, class-of-mail had no significant effect on return rate of mailed questionnaires. Return rates increased markedly (almost doubled) when a $1.00 gratuity was included in the first-class mailing. 相似文献
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Seeley MK Funk MD Denning WM Hager RL Hopkins JT 《Sports biomechanics / International Society of Biomechanics in Sports》2011,10(4):415-426
Peak joint angles and joint angular velocities were evaluated for varying speed forehands in an attempt to better understand what kinematic variables are most closely related to increases in post-impact ball velocity above 50% of maximal effort. High-speed video was used to measure three-dimensional motion for 12 highly skilled tennis players who performed forehands at three different post-impact ball speeds: fast (42.7 +/- 3.8 m/s), medium (32.1 +/- 2.9 m/s), and slow (21.4 +/- 2.0 m/s). Several dominant-side peak joint angles (prior to ball impact) increased as post-impact ball speed increased from slow to fast: wrist extension (16%), trunk rotation (28%), hip flexion (38%), knee flexion (27%), and dorsiflexion (5%). Between the aforementioned peak joint angles and ball impact, dominant-side peak angular velocities increased as ball speed increased from slow to fast: peak wrist flexion (118%), elbow flexion (176%), trunk rotation (99%), hip extension (143%), knee extension (56%), and plantarflexion (87%). Most kinematic variables changed as forehand ball speed changed; however, some variables changed more than others, indicating that range of motion and angular velocity for some joints may be more closely related to post-impact ball speed than for other joints. 相似文献
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Cheyenne Hopkins 《海外英语》2003,(11):17
It may seem more professional to stay impersonal(非个人的)at work, but in fact friendlier employees are more productive.A comparison of the American work ethic(道德规范)toapproaches in other countries shows that keeping an emotional distance may not be the most effective way to get the job done. 相似文献
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Marjorie Darrah Roxann Humbert Jeanne Finstein Marllin Simon John Hopkins 《Journal of Science Education and Technology》2014,23(6):803-814
Most physics professors would agree that the lab experiences students have in introductory physics are central to the learning of the concepts in the course. It is also true that these physics labs require time and money for upkeep, not to mention the hours spent setting up and taking down labs. Virtual physics lab experiences can provide an alternative or supplement to these traditional hands-on labs. However, physics professors may be very hesitant to give up the hands-on labs, which have been such a central part of their courses, for a more cost and time-saving virtual alternative. Thus, it is important to investigate how the learning from these virtual experiences compares to that acquired through a hands-on experience. This study evaluated a comprehensive set of virtual labs for introductory level college physics courses and compared them to a hands-on physics lab experience. Each of the virtual labs contains everything a student needs to conduct a physics laboratory experiment, including: objectives, background theory, 3D simulation, brief video, data collection tools, pre- and postlab questions, and postlab quiz. This research was conducted with 224 students from two large universities and investigated the learning that occurred with students using the virtual labs either in a lab setting or as a supplement to hands-on labs versus a control group of students using the traditional hands-on labs only. Findings from both university settings showed the virtual labs to be as effective as the traditional hands-on physics labs. 相似文献
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The F-distribution approximation suggested by Dixon was investigated at various combinations of alpha and degrees of freedom. Tabled values were compared with values computed utilizing the suggested formula. The results indicate that while the formula is not useful in all cases, the adequacy of the approximation generally increases as alpha, v1, and v2 increase. It is suggested that the approximation may be utilized when certain restrictions regarding alpha, v1, and v2 are met. 相似文献
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Deborah Tatar Jeremy Roschelle Jennifer Knudsen Nicole Shechtman Jim Kaput Bill Hopkins 《学习科学杂志》2013,22(2):248-286
We report on the initial attempts at evaluating at scale a particular technological/curricular innovation that enables more students to develop deeper knowledge. The methods, issues, and findings of the current pilot experiment speak not only to the success of SimCalc MathWorlds, the focus of our research program, but also to the evaluation at scale of a broad class of representationally innovative technologies and to the merit of long-term investment in design-based research. In particular, we present conditions and findings from a completed pilot experiment involving 21 seventh-grade mathematics teachers from Texas. Pilot outcomes suggest that (a) innovative representational technologies can have an important impact on student learning, (b) considerable impact can be found across a wide range of teachers and conditions, and (c) these gains can be detected even in the absence of other desirable conditions. In particular, detection of student gains does not, in our case, depend on having a long-term context of learning, long-term teacher professional development, or a shift to learner-centered constructivist pedagogy. The full experiment will replicate and extend our experimental design with a wider range of teachers and schools, model the factors that contribute to classroom success with such technology, and explore what happens as research support fades away. 相似文献