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Although not a new discussion in the Irish context, the value of oral language development has recently gained prominence again in Irish Post‐Primary English classrooms. In this article we present how the recent introduction of Junior Cycle English, which now includes an Oral Communication Classroom Based Assessment (CBA) is renewing efforts to promote speaking and listening and has the potential to change teachers’ understanding of assessment in English. The rationale for this change is presented here from the perspectives of the different stakeholders in Irish Education; educational researchers, policymakers, the Inspectorate, teachers and students. To cite the Junior Cycle Framework: ‘until the examination changes, nothing else will’ (NCCA 2011: 6). However, past efforts to implement an oral assessment element illustrate how change is complex and fostering an awareness of the centrality of ‘classroom talk’ involves a cultural shift for the teachers implementing the Junior Cycle English Specification. 相似文献
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Maturity-associated variation in sport-specific skills of youth soccer players aged 13-15 years 总被引:1,自引:1,他引:0
Malina RM Cumming SP Kontos AP Eisenmann JC Ribeiro B Aroso J 《Journal of sports sciences》2005,23(5):515-522
The aim of this study was to estimate the contribution of experience, body size and maturity status to variation in sport-specific skills of adolescent soccer players. The participants were 69 players aged 13.2-15.1 years from three clubs that competed in the highest division for their age group. Height and body mass were measured and stage of pubic hair development was assessed at clinical examination. Years of experience in football was obtained at interview. Six football skill tests were administered: ball control with the body, ball control with the head, dribbling with a pass, dribbling speed, shooting accuracy and passing accuracy. Multiple linear regression analysis was used to estimate the relative contributions of age, stage of sexual maturity, height, body mass and years of formal training in soccer to the six skill tests. Age, experience, body size and stage of puberty contributed significantly but in different combinations to the variance in four of the six skill tests: dribbling with a pass (21%; age, stage of maturity), ball control with the head (14%; stage of maturity, height, body height x body mass interaction), ball control with the body (13%; stage of maturity, years of training) and shooting accuracy (8%; stage of maturity, height; borderline significance, P = 0.06). There were no significant predictors for the tests of dribbling speed and passing accuracy. In conclusion, age, experience, body size and stage of puberty contributed relatively little to variation in performance in four of the six soccer-specific skill tests in adolescent footballers aged 13-15 years. 相似文献
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This research compared course achievement in elementary statistics under Keller-plan Personalized Systems of Instruction and under other lecture methods of instruction incorporating only some of the basic components of Keller-plan teaching methods. The addition of content unitization and learning objectives to a lecture/midterm method resulted in course achievement below that found with Keller-plan methods. However, the addition of frequent testing (12 tests in a 14-week semester), content unitization, and learning objectives to a lecture method resulted in achievement at the same high level as achievement of students in a Keller-plan course. Both findings were replicated in two independent semesters. These results suggested that the achievement found in Keller-plan courses may be due to the frequent testing aspects of the mastery learning component of such methods and not to the personalization with proctors or allowance for individual rates present in Keller-plan methods. 相似文献
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Janine Delahunty Irina Verenikina Pauline Jones 《Technology, Pedagogy and Education》2014,23(2):243-265
This review focuses on three interconnected socio-emotional aspects of online learning: interaction, sense of community and identity formation. In the intangible social space of the virtual classroom, students come together to learn through dialogic, often asynchronous, exchanges. This creates distinctive learning environments where learning goals, interpersonal relationships and emotions are no less important because of their ‘virtualness’, and for which traditional face-to-face pedagogies are not neatly transferrable. The literature reveals consistent connections between interaction and sense of community. Yet identity, which plausibly and naturally emerges from any social interaction, is much less explored in online learning. While it is widely acknowledged that interaction increases the potential for knowledge-building, the literature indicates that this will be enhanced when opportunities encouraging students’ emergent identities are embedded into the curriculum. To encourage informed teaching strategies this review seeks to raise awareness and stimulate further exploration into a currently under-researched facet of online learning. 相似文献
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Pauline Irving David Dickson 《International journal for the advancement of counseling》2006,28(2):183-194
Rogers' core conditions remain influential in international counselling practice despite decades of equivocal research findings regarding their effectiveness. It has been argued that ambiguity and lack of clarity in Rogers' (1957) original definitions is a major factor in the development of misunderstanding and multiple operationalizations of the core conditions for research and training purposes. This paper presents an innovative re-conceptualization of the core conditions based on social psychological models of attitude. It is argued that this model has the potential to integrate existing work from a range of perspectives and provide a framework for future research and development. 相似文献