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81.
Aaron T. Piepmeier Jennifer L. Etnier Kimberly S. Fasczewski 《European Journal of Sport Science》2018,18(9):1264-1270
The purpose of this study was to explore the effects of the perceived purpose of exercising on the self-selected distance peddled during an acute cycling task. Participants were randomly assigned to one of three groups (health, wealth, charity). All participants watched a video emphasizing the health benefits of performing at least 30?min of daily exercise. Those in the health group were not provided any additional information. Those in the wealth group were then informed that they would earn money for every two kilometres cycled. Those in the charity group were informed that they would earn money for a charity for every two kilometres cycled. Participants were not given a time/distance limit and were instructed to cycle until they chose to stop. Analyses revealed that participants in the wealth and charity group cycled significantly farther than those in the health group (approximately twice as far). Additionally, a significant sex by group interaction showed that women cycled farther for charity while men cycled farther for wealth. These results suggest that health messages used to increase exercise behaviour may benefit from exploring how paradigms from behavioural economics influence behaviors that have relevance to public health. 相似文献
82.
Research Findings: In addition to being a regulatory strategy, children’s private speech may enhance or interfere with their effortful control used to regulate emotion. The goal of the current study was to investigate whether children’s private speech during a selective attention task moderated the relations of their effortful control to their anger and sadness. The private speech of 156 preschoolers (age in months: M = 52.10, SD = 9.24, min = 36.20, max = 69.50) was transcribed and coded during a selective attention task. Effortful control was observed and reported by parents. Anger and sadness were reported by parents and observed in a frustration task. Children who used more inaudible muttering had higher levels of sadness. Effortful control interacted with private speech to explain anger. The negative relation of effortful control to anger was significant for children who used low and moderate but not high levels of task-irrelevant private speech. Practice or Policy: The presence of private speech, although it may support regulatory abilities within a task, may be an additional form of evaluation that might help teachers and caregivers decide how best to support children’s learning. These findings suggest that private speech can be used as an indicator of how well children use other regulatory abilities, such as effortful control. 相似文献
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85.
Kimberly Lebak 《Cultural Studies of Science Education》2007,2(4):847-882
In this paper, I analyze teacher and student roles in the teaching and learning of science at an informal learning center,
The Outdoor Classroom. As a white middle class informal learning science teacher, I examine my struggles to teach science
to students across boundaries of race, class, gender, and experience with the outdoors during field trips. Through the field
trip I did not have the time or face-to-face experience to make sense of the students’ culture, see their culture in terms
of capital, and align my enactment to benefit their learning. Likewise, the students did not have the time or face-to-face
experience with me in order to adapt their cultural capital and build the essential stocks of symbolic and social capital.
This research demonstrates how the classroom teacher draws upon previous transactions and emotions to successfully engage
her students in practices that promote the participation and learning of science. Through creating culturally adaptive ways
of transacting, teachers can provide opportunities for their students to generate positive emotional energy and group solidarity
in the learning of science at an informal science center. 相似文献
86.
A relationship between brain responses at birth and later emerging language and reading skills have been shown, but questions
remain whether changes in brain responses after birth continue to predict the mastery of language-related skills such as reading
development. To determine whether developmental changes in the brain-based perceptual skills are systematically related to
differences in word-level reading proficiency at age 8 years, brain event-related potentials (ERPs) to speech and nonspeech
stimuli were recorded annually at the ages of 1 through 8 years in a sample of 109 typically developing children. Two measures
of word-level reading (one that requires decoding of real words and one of pseudowords) were administered at age 8 years.
Growth curve analysis, using the hierarchical linear models, related reading performance (average versus low) to the longitudinal
maturation in the ERP waveform peak and latencies. Maturational changes (e.g., slope, acceleration, and cubic growth) in N1
amplitude from ages 1 to 4 were related to proficiency in decoding pseudoword stimuli only, with children who were less proficient
in decoding pseudowords evidencing more steeply negative declines in amplitude with age, particularly at the frontal and parietal
recording sites in response to both speech and nonspeech stimuli. In contrast, proficiency in decoding real words was related
to developmental changes in N2 amplitudes from ages 4 to 8 only at the parietal recording site, and only in response to nonspeech
stimuli. The early development of biologically based differences in the perception and processing of auditory information
contributes to later group differences in reading proficiencies at school age. 相似文献
87.
Design Principles for Distributed Knowledge Building Processes 总被引:10,自引:0,他引:10
In this paper we explore various interpretations of the term distributed cognition, then turn our attention to communities grounded in the practice of collaborative knowledge building. We discuss CSILE (Computer-Supported Intentional Learning Environments), a technology designed to support contributions to a communal database. Shared responsibility for this community resource extends to aspects of school practice typically handled exclusively by teachers, and engagement in improving and connecting the contents of the database makes the process of knowledge building self-sustaining. We discuss knowledge building communities involving students and teachers, and end with discussion of design principles for distributed knowledge building processes. 相似文献
88.
Congruence between Mothers' and Fathers' Differential Treatment of Siblings: Links with Family Relations and Children's Well-Being 总被引:2,自引:1,他引:2
Susan M. McHale Ann C. Crouter Shirley A. McGuire Kimberly A. Updegraff 《Child development》1995,66(1):116-128
We studied patterns of mothers' and fathers' differential treatment of firstborn (average age 10.5 years) and secondborn (average age 8 years) school-age siblings, and we examined the links between parents' differential treatment and children's well-being and dyadic family relationships. Mothers, fathers, and both siblings in 110 families were interviewed in their homes. For each dimension of parental behavior that we assessed (i.e., differential affection and discipline) we created groups of families that reflected mothers' and fathers' levels of differential treatment (e.g., discipline the firstborn more, equal treatment, discipline the secondborn more). Although we detected substantial correspondence between the 2 parents' differential treatment, we found a sizable group of families in which parents' reports were incongruent (i.e., 1 parent reported equal and the other differential treatment). Parental patterns were linked to differences between the siblings' well-being and both sibling and parent-child relationships, with younger siblings exhibiting greater vulnerability to differential treatment. Incongruence in differential warmth was associated with marital distress. 相似文献
89.
Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning. 相似文献
90.
The development of response inhibition was investigated using a computerized go/no‐go task, in a lagged sequential design where 376 preschool children were assessed repeatedly between 3.0 and 5.25 years of age. Growth curve modeling was used to examine change in performance and predictors of individual differences. The most pronounced change was observed between 3 and 3.75 years. Better working memory and general cognitive ability were related to more accurate performance at all ages, but relations with speed changed with age, where better cognitive skills were initially related to slower responding, but faster responding at later ages. Boys responded more quickly and were more accurate on go trials, whereas girls were better able to withhold responding on no‐go trials. 相似文献