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61.
Laurence Siegel Lila Corkland Siegel 《Educational technology research and development : ETR & D》1964,12(1):16-45
Summary The argument is advanced in this paper that the pattern of educational investigation wherein comparisons are made between
so-called “ experimental” and “ conventional” instructional procedures tends to be defective on three counts: the criteria
are often inappropriate or contaminated; the assumptions of homogeneity within and independence between “ experimental” and
“ control” conditions are met only when these conditions are very grossly conceived; and the results reflect masking and cancellation
effects, thereby revealing relatively little about what transpires in an instructional setting.
The Instructional Gestalt is proposed as a methodological framework for educational research focusing upon the interactive
nature of learner, instructor, and environmental and course variables constituting the instructional setting. Data generated
by explorations within this framework can lead to the formulation of hypotheses which, if subsequently supported empirically,
can become principles for inclusion in a theory of classroom learning.
The nature of investigations proceeding from the Instructional Gestalt framework was clarified by presentation and discussion
of an illustrative study. Since this illustration was only a representation in miniature of the larger investigation, the
generalizations about teaching-learning suggested by it are of limited scope and subject to change. Nevertheless, these generalizations
do indicate the kinds of hypotheses resulting from studies within the Instructional Gestalt framework.
This paper summarizes the rationale underlying research on the Instructional Gestalt proceeding under a grant from the Office
of Education, U.S. Department of Health, Education, and Welfare. Portions of this rationale have been presented at the annual
meetings of the American Psychological Association in 1961 and 1962. 相似文献
62.
Recent research in information systems (IS) has focused on the application of social theory in general and Anthony Gidden's structuration theory in particular to help reveal how technical systems can support or hinder human interaction in societal, organizational, and personal contexts. This article examines the potential of structuration theory to facilitate an understanding of social and organizational issues that surround collaboration using new technologies. 相似文献
63.
Major Laurence E. Owens USAF 《Research quarterly for exercise and sport》2013,84(4):461-469
Abstract This study was undertaken to determine the status of the health and physical education program for boys in 101 Ohio secondary schools and to determine the relationship of school size, community size, accreditation, geographic area, type of school district, and consolidation to this status. According to the results of this study, accreditation and school size have considerably more influence upon the quality of the program than any other factor studied. Schools enrolling 500–999 students have a significantly better health and physical education program than schools enrolling less than 500 students. Enrollment above 1,000 tends to have a slight negative influence upon the quality of the program. 相似文献
64.
Dr. Laurence E. Holt 《Research quarterly for exercise and sport》2013,84(4):700-703
Abstract This study compared the effectiveness of the two most commonly used handball arm-hand actions in relation to (a) handball velocity, (b) time required to execute each stroke and (c) distance the striking hand travels during the propulsive phase of each stroke. Handball velocity was measured with the Hale Reaction-Performance Timer. The data for the remaining variables were obtained through cinematographical analysis. Eleven experienced handball players at Springfield College were selected as subjects. Velocity results indicated that significant differences existed between the flexion-extension and straight arm techniques. Differences between the two stroking techniques for execution time and hand distance traveled were found, although the data for these two variables were not scrutinized statistically. 相似文献
65.
66.
This research examined whether prospective teachers’ emotion regulation styles, dispositional empathy, and conceptions of competent student emotion and behavior were predictive of their attitudes about bullying and proposed responses to peer conflict. Overall, participants perceived physical bullying as more serious than verbal and relational bullying. Prospective teachers also expressed higher levels of sympathy for victims and a greater likelihood of intervention in response to physical bullying. Regression analyses demonstrated that valuing emotional competence and the role of teachers in supporting its development were meaningfully associated with expressed support for victims and with proposed responses to the perpetrators of this type of classroom aggression. Interestingly, those respondents who reported higher levels of situationally specific sympathy for victims (and not dispositional empathy) also reported that they would be more likely than their counterparts to intervene on their behalf. The emotional reactivity component of dispositional empathy was, however, positively associated with regulated responses to peer conflict involving a difficult child. The emotion regulation variables, although associated with the outcome measures in correlational analyses, were not unique predictors of prospective teachers’ bullying attitudes. 相似文献
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70.
Thomas G. Raslear Richard A. Bauman Steven R. Hursh David Shurtleff Laurence Simmons 《Learning & behavior》1988,16(3):330-339
A method for determining the relationship between food consumption and the price of food (demand function) in behavioral economic experiments is described. Although previous methods have generally required as long as 40 days, the present method can generate a complete demand function within 7 days, and therefore may be more suitable for use in the evaluation of drugs, toxins, and physiological/anatomical interventions. Moreover, measures of circadian rhythmicity, post-reinforcement pause durations, and interresponse times can also be generated. Three experiments tested the stability of the method in a variety of procedural manipulations: repeated exposure to the procedure, increasing versus random daily food price, and size of daily changes in food price. The procedure generated demand functions that were similar to those that require more extended testing, and the demand functions were not generally affected by procedural manipulations. Body weight, which can also affect consumption, generally decreases with increases in the price of food; so this variable should be recorded and used as a covariate in analyzing demand functions. With the exception of circadian rhythmicity, the other measures were stable across procedural variations and showed expected changes as a function of food price: postreinforcement pause durations increased as price increased, but interresponse times did not. 相似文献