全文获取类型
收费全文 | 180篇 |
免费 | 6篇 |
专业分类
教育 | 129篇 |
科学研究 | 3篇 |
各国文化 | 2篇 |
体育 | 37篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 12篇 |
2017年 | 13篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 41篇 |
2012年 | 9篇 |
2011年 | 6篇 |
2010年 | 4篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 3篇 |
2006年 | 8篇 |
2005年 | 4篇 |
2004年 | 6篇 |
2003年 | 1篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1985年 | 2篇 |
1981年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1971年 | 2篇 |
1970年 | 2篇 |
排序方式: 共有186条查询结果,搜索用时 15 毫秒
41.
Marcus A. Henning Susan J. Hawken Christian Kr?geloh Yipin Zhao Iain Doherty 《Asia Pacific Education Review》2011,12(3):437-445
Issues linked with the notions of quality of life (QOL) and motivation to learn among Asian medical students have not been
well documented. This is true in both the international and the New Zealand contexts. Our paper addresses this lack of research
by focusing on the QOL of international and domestic Asian students studying in New Zealand, where Asian students form a significant
proportion of tertiary students. Although there is evidence to suggest that Asian students do well academically, it was felt
that an investigation into their QOL would be instructive as QOL will likely have an impact on cognition, behavior, general
well-being, and motivation. The present study surveyed fourth- and fifth-year medical students to examine the relationship
between QOL and motivation to learn and to consider how Asian medical students compare against European medical and non-medical
student peers. The study utilized the World Health Organization—Quality of Life questionnaire (BREF version) and a shortened
version of the Motivated Strategies for Learning Questionnaire. The results show that the Asian medical students in this study
generated significantly lower scores in terms of their satisfaction with social relationships compared with their non-Asian
peers. In addition, international Asian medical students appear to be more at risk than domestic Asian students with respect
to test anxiety. The paper considers the findings and the implications for quality of life, motivation to learn, medical education,
and the Asian student community. 相似文献
42.
This study investigated linkages between aspects of emotional competence and preschoolers' social skills with peers. Whether parental emotion socialization practices contributed to the prediction of social skill once emotional competence was statistically controlled was also of interest. Eighty-one predominantly Caucasian preschoolers were videotaped as they participated in three same-sex triadic peer situations. Four peer variables were coded from the videotapes: social initiations, the frequency with which children were the targets of positive social bids, non-constructive anger-related reactions, and prosocial acts. The emotional competence measures included situation knowledge, children's explanations of emotions, positivity of emotional expression during peer play, and emotional intensity. Maternal anger directed at the child was the measure of emotion socialization. Results revealed that the emotional competence variables were meaningfully related to the peer variables and that, for non-constructive anger reactions, maternal reports of anger explained unique variance. Results are discussed in terms of how emotional competence and emotion socialization contribute to peer behavior and the importance of designing and implementing affective intervention programs for young children and their families. 相似文献
43.
Academics experience difficulty in managing competing tasks, particularly in relation to writing for publication. In a study conducted on a writing retreat, analysis of data obtained from academic writers revealed that facilitative leadership provided at a writing retreat was central to managing task complexity and writing‐related anxiety. The question remains, however, about how this leadership can be modelled in campus settings in order to continue to support academics in managing the complexity of their multiple roles as teachers, researchers and writers, beyond purely technical‐rational approaches. This article outlines one approach to answering this question: it explains how containment theory was used to shed light on the leadership role at the writing retreat, and it proposes a model—strategic engagement—for the leadership role in writing for publication in campus settings. 相似文献
44.
45.
46.
In a climate where, it is claimed, children now spend very little time out of doors because adults fear for their safety and impose a ‘zero risk childhood’ on them, Forest School aims to offer learners the opportunity to take ‘supported risks’. This study investigated perceptions of risk associated with the outdoors, held by children, their parents and practitioners, and whether accessing Forest School impacts on these perceptions of risk. Practitioners were generally either strongly risk-averse or strongly permissive; Forest School influenced them to be less risk-averse in some respects. Parents held ambiguous perceptions, wanting to keep their children very safe but also to help them develop strong and confident attitudes to risk. Implications for research and practice are discussed. 相似文献
47.
Daniel Zahra Iain Robinson Martin Roberts Lee Coombes Josephine Cockerill 《Assessment & Evaluation in Higher Education》2017,42(7):1159-1167
Processes for moderating assessments are much debated in higher education. The myriad approaches to the task vary in their demands on staff time and expertise, and also in how valid, reliable and fair to students they appear. Medical education, with its diverse range of assessments and assessors across clinical and academic domains presents additional challenges to moderation. The current review focuses on medical education, considering double-marking and benchmarking as two broad classes of moderation procedure, and argues that it is the process more than the type of procedure which is crucial for successful moderation. The advantages and disadvantages of each class of procedure are discussed in the light of our medical school’s current practices, and with respect to the limited empirical evidence within medical education assessment. Consideration of implementation is central to ensuring valid and reliable moderation. The reliability of assessor judgements depends more on the consistency of assessment formats and the application of clear and agreed assessment criteria than on the moderation process itself. This article considers these factors in relation to their impact on the reliability of moderation, and aims to help assessors and students appreciate the diversity of these factors by facilitating their consideration in the assessment process. 相似文献
48.
49.
50.
Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens 下载免费PDF全文
Iain Macdonald Myrna MacLeod 《The International Journal of Art & Design Education》2018,37(2):312-324
This study examines the student experience of a third sector graphic design project in an international context. Inspired by a humanist and socially conscious perspective that was originally set out by Ken Garland's ‘First Things First’ manifesto in 1964, the project developed into a collaborative learning experience for African and European students. The aim of this project was to develop student global citizenship and mobility through a cultural learning experience in a very different environment with challenging resources and social conditions. Using student interviews and evidence from their reflective journals, this article analyses how UK design students participated and negotiated the implementation of live projects in an African context, specifically Mozambique. It also examines the wider impact on the cohort of students and friends who did not travel to Africa but followed the experience online. Risk taking, experimentation and an appetite for enquiry are attributes that students are encouraged to develop, but they can equally apply to teachers and lecturers as they develop their curricula. Within the framework of university learning, teaching and assessment strategies space can be found for design educators to look beyond corporate and conventional consumer outlets to a more socially conscious and community focus without borders. 相似文献