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61.
High-level athletes are accorded deferential treatment by the French state. They enjoy the status of ‘high-performance athletes', which entitles them to assistance from the state and a set of special provisions. This paper provides an overview of the political circumstances in which this status was originated and developed, from its initial recognition under the 1975 Sports Law to the paradoxical social effects that this state policy has had on its beneficiaries: the athletes themselves. The first part of the paper is based largely on a search of parliamentary archives relating to the adoption of this law, known as the Mazeaud law, while the second part is based on a survey and interviews conducted with a number of French athletes who were selected for the 1972 and 1992 Olympic Games in Munich and Barcelona respectively. In addressing these two key phases in the recognition of athlete status, its political development and its subsequent reception, the article illustrates the changes in both status and condition of high-performance athlete, based on very different time scales and inspired by fairly different expectations. Given that the present system aims to improve the position of athletes in terms of their post-competitive lives, the long-term benefit of representing France under these circumstances remains questionable. 相似文献
62.
Hector Hernández-Davo Tomás Urbán Jose Manuel Sarabia Casto Juan-Recio Francisco Javier Moreno 《Journal of sports sciences》2013,31(14):1383-1388
AbstractVariable practice has been shown to be an effective strategy to improve open motor skills. However, the usefulness of this procedure in closed motor skills remains controversial. The following study has the objective of analysing the effects of variability practice in the improvement of a closed skill. The skill studied has been the tennis serve. Thirty young tennis players (13 ± 1.52 years), divided in two groups, took part in this study. One group practiced in variable conditions and the other group in consistency conditions. Both groups performed 12 training sessions (60 serves/session). The variable practice group improved their accuracy significantly compared with the consistency group (F3.25 = 3.078; P = 0.035). The velocity of serve increased after training in both groups (F3.25 = 15.890; P = 0.001). The practice in variable conditions seems to be effective in improving the performance of the tennis serve. 相似文献
63.
Pedro Pérez-Soriano Salvador Llana-Belloch Gaspar Morey-Klapsing Jose Antonio Perez-Turpin Juan Manuel Cortell-Tormo 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):245-257
Shock absorption and stability during landings is provided by both, gymnast ability and mat properties. The aims of this study were to determine the influence of different mat constructions on their energy absorption and stability capabilities, and to analyse how these properties affect gymnast's plantar pressures as well as subjective mat perception during landing. Six mats were tested using a standard mechanical drop test. In addition, plantar pressures and subjective perception during landing were obtained from 15 expert gymnasts. The different mats influenced plantar pressures and gymnasts' subjective perception during landing of gymnasts. Significant correlations between plantar pressures at the medial metatarsal and lateral metatarsal zones of the gymnasts' feet with the different shock absorption characteristics of the mats were found. However, subjective perception tests were not able to discriminate mat functionality between the six mats as no significant correlations between the mechanical mat properties with the subjective perception of these properties were found. This study demonstrated that plantar pressures are a useful tool for discriminating different landing mats. Using similar approaches, ideally including kinematics as well, could help us in our understanding about the influences of different mats upon gymnast-mat interaction. 相似文献
64.
Larry Ludlow Joseph Pedulla Sarah Enterline Marilyn Cochran‐Smith Fran Loftus Yves Salomon‐Fernandez 《欧洲师范教育杂志》2008,31(4):319-337
In an effort to make decisions about teacher education policy and practice that were informed by research and evidence, participants in Boston College's ‘Teachers for a New Era’ Evidence Team (http://www.teachersforanewera.org) designed a portfolio of assessments and studies. This article describes one project in the portfolio – a series of surveys that trace teacher candidates' experiences over time and track shifts in these experiences as respondents progress from students during the pre‐service period to teachers in the first few years of work in the profession. The article illustrates how various constituencies in the teacher education programme and the larger university used survey data to guide practice, shape policies, and raise new questions about the curriculum, relationships with schools, and the performance of teachers and their pupils. The article argues that these surveys helped to create a new ‘culture of evidence and inquiry’ within which decisions about local policy and practice were made in the teacher preparation programme and the larger university. 相似文献
65.
Manuel Salas-Velasco 《Higher Education》2007,54(2):227-246
The purpose of this article is to obtain an understanding of which factors determine whether an university graduate receives
formal on-the-job training or not and the amount of informal training received. Using a cross-sectional survey of Spanish
graduates, this paper confirms that the informal training graduates receive in their jobs is more intense among doctors and
lawyers – professions that require a more extensive period of learning before reaching the required level of skills. Likewise,
those graduates that hold jobs requiring greater know-how than they can actually provide (infra-educated) also receive more
informal training. In the case of formal training, the likelihood of taking part in in-house training programs is greater
among civil servants and the employees of large private firms. However, the belief that workers with higher ability (a positive
signal of a worker’s trainability) should have higher chances of receiving employer-provided formal training is not confirmed
in this study. 相似文献
66.
Comparative analysis of expectancies of efficacy in in-service and prospective teachers 总被引:1,自引:0,他引:1
This study examines the beliefs about effective teaching in student teachers and inservice teachers. We constructed a measurement composed of an adaptation in Spanish of the Gibson and Dembo's (1984. Teacher efficacy: A construct validation. Journal of Educational Psychology, 76, 569–582). Teacher Efficacy Scale and of the items included in Emmer and Hickman's (1991. Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51, 755–765) “classroom management/discipline efficacy” dimension. A total of 339 participants took part in the study. The factor analysis carried out of the results obtained showed three principal factors: classroom management/discipline efficacy, personal teaching efficacy and general teaching efficacy. Analyses which compared efficacy expectancies showed significant differences in the management and discipline dimension in favour of the group of working teachers, whereas an opposite pattern emerged in the general teaching dimension. In addition, there were differences in the management/discipline dimension in terms of the number of years’ experience in the group of inservice teachers. The interpretation of the results is expressed in terms of the Bandura's perceived self-efficacy theory. We also indicate some implications that the analysis of these expectancies may have for the training and professional development of teachers, and we suggest lines for future research. 相似文献
67.
Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of ‘student-led’ teaching awards schemes within higher education institutions. What teaching staff say about such schemes have largely been ignored. This article attempts to address this gap in knowledge by accounting for the extent that academic teaching staff at one higher education institution in the UK value and perceive their teaching awards scheme. At the same time, this article presents some challenges in implementing a student-led teaching awards scheme for higher education institutions. 相似文献
68.
Manuel Souto-Otero 《Compare》2012,42(1):91-111
Coherence of national education and training systems is increasingly tabled in European policy debates. Leaning on literature about the emergence and consolidation of national education systems, this article explores the rationale for VET reforms in Norway and Spain by scrutinising attempts to strengthen the coherence of their VET systems. Coherence has been sought through the unification of different strands of vocational education; initial, continuing and active labour market policies (what we call ‘horizontal coherence’) and the mainstreaming of VET curricular elements; plus the systematisation of VET practices across educational levels (‘vertical coherence’). While both countries looked for coherence, their motivations, how they operationalised the term and the emphasis of their actions differed substantially. Spain has experienced a move from the three largely unrelated strands into a more unified system; Norway from a fragile VET system to the availability of more VET courses and apprenticeship arrangements at all educational levels. 相似文献
69.
Sandra Fernandes Maria Assunção Flores Rui Manuel Lima 《Assessment & Evaluation in Higher Education》2012,37(2):163-178
According to the demands of the Bologna process, new educational methods and strategies are needed in order to enhance student-centred learning. Project work is one of those approaches. This paper aims to evaluate the impact of project-led education (PLE) on students’ learning processes and outcomes, within the context of a first-year engineering programme. It explores students’ perceptions about assessment procedures and processes. Data collection was based on individual surveys at the end and the beginning of each PLE edition and through focus groups, after a period of six months. Findings are presented according to emerging themes from the data analysis, focusing mainly on students’ perspectives of learning and assessment, the role of formative and summative assessments in PLE and their impact on learning. Implications for improving assessment practices are discussed. 相似文献
70.
This article focuses on the wide variety of channels through which the process of knowledge transfer occurs. The overall objective is to show the complexity of relationships between researchers and firms in a university system, and to identify some specific factors that influence such interactions. Our case study involves a face-to-face survey of 765 heads of research teams in a regional system to contrast the multiple forms of university?Cindustry collaborative linkages. Drawing on the exploitation of a data set developed for the purpose, we show that for a majority of universities the thrust of their collaborative experiences is devoted to tacit knowledge rather than to intellectual property rights. Researchers actively engage in the provision of different services to firms such as consulting work, commissioned or joint research projects, and human resources training. Research teams also participate in non-academic knowledge dissemination and informal networking. The results of our study enable us to draw some policy implications for university administrators and policymakers. A focus on patents and spin-offs as indicators of collaborative research ignores the limits of many of the economic and productive contexts in which universities are embedded. It may also be detrimental to the strengthening of emerging trends that are oriented towards softer collaborative experiences and other forms of knowledge transfer. 相似文献