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Content analysis of questions asked at multiple reference service points are used to inform library application (app) development. Reduced library budgets create service gaps, and library apps present one potential solution to help users with simple wayfinding and library attribute questions. Content analysis of three years of questions asked at fifteen face-to-face service points on the campus of the University of Kentucky, Lexington, Kentucky, as well as questions received via telephone, e-mail, and chat demonstrate that library location-based questions comprise 77.6% of the total questions asked. This approach shows the potential that the study of library location-based questions has for informing library apps. 相似文献
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Celia Harding Candace Wade Kirsty Harrison 《Journal of Research in Special Educational Needs》2013,13(4):242-250
Mealtimes are identified as an important learning environment where socialisation and language development takes place. Caregivers can facilitate the structure of a child's learning in the mealtime setting. The aim of this study was to gain an understanding about the nature of communication in a normal population during mealtimes. This is important to help understanding about the nature of communication and interaction in children with disabilities during mealtimes. Participants were six typically developing preschool children aged from 8 months to 3;05 years. Caregivers of the children supported their child having a typical meal at home. Each mother–child dyad was video‐recorded by the researchers during a typical meal for up to 30 minutes. Each recording was transcribed by the researchers, and specific communicative features were counted and coded; caregiver comments about appropriate mealtime behaviour, child verbal and nonverbal initiation, caregiver questions and comments about meal enjoyment, caregiver praise of child, and caregiver repetition to coax feeding. A caregiver questionnaire was also completed to obtain information about the child's feeding, any early history of feeding difficulties and typical mealtime routine. The results indicated that the most considerable difference were between the dyads who had reported early feeding difficulties and those who had not reported any. Carers who supported children who had a history of early feeding difficulties used more language to manage and guide the child's behaviour during the mealtime. Caregivers who reported early feeding difficulties appeared to be more concerned with how their child was presenting at the meal (i.e., appropriate behaviour and meal enjoyment). This information has important implications for supporting children with complex needs during mealtimes. 相似文献
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Rahima C. Wade 《Equity & Excellence in Education》2013,46(2):156-165
This article focuses on 40 elementary school teachers' efforts to involve their students in social justice-oriented service-learning experiences and the struggles and support they encounter in doing so. The service-learning activities described here begin with student interest and initiative and focus on advocacy and concerted efforts to right unjust situations. With teacher support and guidance, students consider multiple perspectives and challenge the status quo. At times they accomplish their aims; in other cases, success is found in students learning valuable life lessons about the skills and long-term effort needed to effect change. Struggles with state mandates, required curriculum, colleagues, and parents are discussed, as well as the creative and subversive measures teachers use to address these challenges. 相似文献
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Rebecca Kerr Warwick Spinks Anthony Leicht Wade Sinclair Louise Woodside 《Journal of sports sciences》2013,31(11):1219-1223
Abstract Graded exercise tests are commonly used to assess peak physiological capacities of athletes. However, unlike time trials, these tests do not provide performance information. The aim of this study was to examine the peak physiological responses of female outrigger canoeists to a 1000-m ergometer time trial and compare the time-trial performance to two graded exercise tests performed at increments of 7.5 W each minute and 15 W each two minutes respectively. 17 trained female outrigger canoeists completed the time trial on an outrigger canoe ergometer with heart rate (HR), stroke rate, power output, and oxygen consumption ([Vdot]O2) determined every 15 s. The mean (± s) time-trial time was 359 ± 33 s, with a mean power output of 65 ± 16 W and mean stroke rate of 56 ± 4 strokes · min?1. Mean values for peak [Vdot]O2, peak heart rate, and mean heart rate were 3.17 ± 0.67 litres · min?1, 177 ± 11 beats · min?1, and 164 ± 12 beats · min?1 respectively. Compared with the graded exercise tests, the time-trial elicited similar values for peak heart rate, peak power output, peak blood lactate concentration, and peak [Vdot]O2. As a time trial is sport-specific and can simultaneously quantify sprint performance and peak physiological responses in outrigger canoeing, it is suggested that a time trial be used by coaches for crew selection as it doubles as a reliable performance measure and a protocol for monitoring peak aerobic capacity of female outrigger canoeists. 相似文献
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Research on Importance and Interest: Implications for Curriculum Development and Future Research 总被引:1,自引:0,他引:1
Suzanne E. Wade 《Educational Psychology Review》2001,13(3):243-261
Research has found that interest is related to attention, deeper processing, the use of effortful strategies, feelings of enjoyment, and learning. However, some strategies for creating interest in text materials may interfere with the learning of important information. In this paper, I describe results of a study that used qualitative verbal report measures to identify text characteristics that are most positively and most negatively associated with interest, as well as quantitative measures to investigate how those characteristics are related to learning. Results have implications for curriculum development by contributing to our understanding of how writers of informational text can make important information interesting. The paper concludes with suggestions for pedagogical practice and for future research that may further our understanding of interest and how it might be enhanced in classrooms. 相似文献