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61.
Elizabeth L. Adams Lesley W. Vandermark J. Luke Pryor Riana R. Pryor Rachel M. VanScoy Craig R. Denegar 《Journal of sports sciences》2017,35(9):828-834
This study examined the separate and combined effects of heat acclimation and hand cooling on post-exercise cooling rates following bouts of exercise in the heat. Seventeen non-heat acclimated (NHA) males (mean ± SE; age, 23 ± 1 y; mass, 75.30 ± 2.27 kg; maximal oxygen consumption [VO2 max], 54.1 ± 1.3 ml·kg?1·min?1) completed 2 heat stress tests (HST) when NHA, then 10 days of heat acclimation, then 2 HST once heat acclimated (HA) in an environmental chamber (40°C; 40%RH). HSTs were 2 60-min bouts of treadmill exercise (45% VO2 max; 2% grade) each followed by 10 min of hand cooling (C) or no cooling (NC). Heat acclimation sessions were 90–240 min of treadmill or stationary bike exercise (60–80% VO2 max). Repeated measures ANOVA with Fishers LSD post hoc (α < 0.05) identified differences. When NHA, C (0.020 ± 0.003°C·min?1) had a greater cooling rate than NC (0.013 ± 0.003°C·min?1) (mean difference [95%CI]; 0.007°C [0.001,0.013], P = 0.035). Once HA, C (0.021 ± 0.002°C·min?1) was similar to NC (0.025 ± 0.002°C·min?1) (0.004°C [?0.003,0.011], P = 0.216). Hand cooling when HA (0.021 ± 0.002°C·min?1) was similar to when NHA (0.020 ± 0.003°C·min?1) (P = 0.77). In conclusion, when NHA, C provided greater cooling rates than NC. Once HA, C and NC provided similar cooling rates. 相似文献
62.
In 1988, most schools in Western Australia adopted a Unit Curriculum structure in the first three years of high school, following piloting of the scheme in seven schools in 1987. The goais of the Unit Curriculum are stated to be excellence, equity, and relevance, and one of its key features is the increased flexibility students have in making their subject selection. This article reviews the science enrollment and achievement patterns of males and females studying in the pilot schools in 1987, and for the first three years of the operation of the Unit Curriculum in 1988, 1989, and 1990. The data indicate that lowering the age for subject choice is associated with a reduction in the amount of science studies, especially by females, and with the early manifestation of sex-stereotyped subject selection. It appears that if early sex stereotyping is to be avoided, then students need to be provided with more structure in their selection of units. This article emphasizes the need for all involved in system-wide curriculum change to be fully informed of the potential benefits and dangers of curriculum models which allow wide flexibility, especially where curriculum change affects students' “choice point”. 相似文献
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66.
Lesley Abbott 《International Journal of Inclusive Education》2013,17(8):843-859
Following a long history of religiously segregated schooling in Northern Ireland, a contested society characterised by division and conflict, pioneering parents set up the first integrated school 28 years ago to educate together pupils from the two main cultural traditions. Integrated schools generate an ethos whereby opportunities are afforded to pupils and teachers alike to engage with, and take seriously, all forms of difference, rather than retreat into a culture of silence. Moreover, inclusive practices are firmly enshrined within the principles of such schools, supported by their anti‐bias philosophy. This paper reports the views of head teachers and pupils in primary and post‐primary integrated schools on the model of inclusion that, respectively, they espouse and experience. Through interviews, the heads spoke of embedding a culture of tolerance and respect for difference through teamwork and reflection, whilst recognising that there was still work to be done to develop further their interpretation of inclusion within an integrated environment. For their part, the pupils had clear perceptions of the ethos of integration, felt that they ‘fitted in’ at different levels, and could confront diversity in a ‘safe’ atmosphere. 相似文献
67.
Doug Hamman Arturo Olivárez Jr. Mellinee Lesley Kathryn Button Yoke‐Meng Chan Robin Griffith 《The Teacher Educator》2013,48(1):15-29
Abstract Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief. 相似文献
68.
Lesley Le Grange 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,3(3):577-591
This article responds to a call for rethinking the science that we teach to school learners in South Africa. Much of the debate
on the nature of science and science learning is reflected in a body of literature which analyses the tensions between disparate
perspectives on science education. Post-colonialists, feminists, multiculturalists, sociologists of scientific knowledge and
those who refer to themselves as indigenous researchers argue that science is not universal but locally and culturally produced.
Universalists on the other hand, argue that modern Western science is superior to indigenous perspectives on the natural world
because of the former’s advanced predictive and explanatory powers. The fact that indigenous knowledge has been included in
South Africa’s recently developed National Curriculum Statements invites a fresh look at the kind of science that is taught
to South African school learners. In this article the author argues for a (dis)position that moves the debate beyond the binary
of Western science/indigenous knowledge. Ways in which Western science and indigenous knowledge might be integrated are explored. 相似文献
69.
The present study examined the hypotheses that more secure representations of attachments to parents are associated with less adolescent substance use over time and that this link is mediated through relationship quality and monitoring. A sample of 200 adolescents ( M = 14–16 years), their mothers, and close friends were assessed over 2 years. Higher levels of security in attachment styles, but not states of mind, were predictive of higher levels of monitoring and support and lower levels of negative interactions. Higher levels of security in attachment styles had an indirect effect on changes in substance use over time, mediated by maternal monitoring. These findings highlight the roles of representations of attachments, mother–adolescent relationship qualities, and monitoring in the development of adolescent substance use. 相似文献
70.
ABSTRACTSex education within the formal bounds of school curricula or clinic consultation is traditionally conceived as age-appropriate and accurate information, delivered by a sanctioned adult such as a nurse or teacher. This article explores another kind of curriculum – taught and learned among young men themselves in the kasi (township) in which they live. Findings are based on primary data gathered during interviews and research workshops with boys and young men (aged 14–22), including focus group discussions and participatory research exercises. In exploring young men’s sexual ideas, practices, hopes and fears, it focuses on three themes: (i) consent and coercion; (ii) pleasure and risk; and (iii) advice and authority. We examine diverse perspectives on these themes, and trace the tensions and ambiguities that surface within young men’s accounts. We focus in particular on contradictions between what is learned about sex through formal curricula, and what is learned through peers and older men, including within ulwaluko (a rite of passage of traditional initiation and circumcision for Xhosa men). 相似文献