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排序方式: 共有356条查询结果,搜索用时 15 毫秒
311.
This study examined the developmental sporting activities of 52 German football first Bundesliga professionals (including 18 senior national team members) and 50 fourth to sixth league amateur players. They reported their volumes of organised football practice/training, including its “microstructure” (proportions of physical conditioning, skill exercises and playing forms), non-organised leisure football play and engagement in other sports through their career, respectively. Analyses revealed that the Bundesliga professionals performed moderate amounts of organised football practice/training throughout their career. They accumulated 4264 (mean value) hours over ~16 years before debuting in 1st Bundesliga; senior National Team debut was preceded by 4532 hours (mean) over ~17 years. Within the “microstructure” of organised practice/training, the proportion of playing forms developed from ~52% (childhood) to ~45% (adolescence) and ~40% (adulthood) and physical conditioning from ~13% to ~14% and ~23%. Outside organised involvement, these players engaged in extensive non-organised leisure football play making ~68%, ~54% and ~9% of all football involvement. Subsuming organised and non-organised football, ~86% (childhood), ~73% (adolescence) and ~43% (adulthood) of all activity was game play (exclusive matchplay). National Team differed from amateurs in more non-organised leisure football in childhood, more engagement in other sports in adolescence, later specialisation, and in more organised football only at age 22+ years. Relative to numerous other studies, these players performed less organised practice, particularly less physical conditioning, but greater proportions of playing activities. The findings are discussed relative to the significance of playing forms and variable involvements and are reflected against the deliberate practice and Developmental Model of Sport Participation (DMSP) frameworks. 相似文献
312.
André Seabra Peter Katzmarzyk Maria José Carvalho Ana Seabra Manuel Coelho-E-Silva Sandra Abreu 《Journal of sports sciences》2016,34(19):1822-1829
Physical activity is important in obesity prevention, but the effectiveness of different physical activity modalities remains to be determined among children. The main purpose of this study was to compare the effects of a 6-month soccer programme and a traditional physical activity programme on changes in body composition, cardiometabolic risk factors, inflammatory and oxidative markers, cardiorespiratory fitness and perceived psychological status in obese boys. Eighty-eight boys (8–12 years; BMI > +2 standard deviations of WHO reference values) participated in one of three groups: soccer, traditional activity and control. Soccer and traditional activity programmes involved 3 sessions per week for 60–90 min at an average intensity of 70–80% of maximal heart rate. Control group participated in activities of normal daily living. All boys participated in school physical education, two sessions per week of 45–90-min. Measurements were taken at baseline and after 6 months, and included body size and composition, cardiometabolic risk factors, inflammatory and oxidative markers, cardiorespiratory fitness and perceived psychological status. Physical activity and dietary intake were assessed before and immediately following the intervention. The three groups had similar characteristics at baseline. After 6 months, both intervention groups had significantly lower relative fatness (% fat), waist circumference and total cholesterol, and higher cardiorespiratory fitness, self-esteem, perceived physical competence and attraction to physical activity compared with control group. In conclusion, physical activity interventions over 6 months positively influenced several indicators of health status among obese boys. The results also suggested that soccer has the potential as an effective tool for the prevention and reduction of childhood obesity and associated consequences. 相似文献
313.
Luis R. Murillo-Zamorano Manuel Montanero 《Assessment & Evaluation in Higher Education》2018,43(1):138-150
In this paper the authors analyse the competency of a sample of economics and business students in orally presenting academic content, as well as the changes that occurred after receiving feedback. The students’ presentations were videotaped, and a total of 96 were analysed at three stages: pre-test, post-test and follow-up. The participants were divided into two groups. In one, each student received feedback from a peer as part of a peer assessment with rubric activity. In the other, they received feedback from the teacher immediately after their presentation. In the post-test, the peer assessment with rubric students improved by 10% in the valuation of their presentation, while the teacher feedback students only improved by 5%. These results support the idea that undergraduates’ evaluations of their peers can be effective in improving oral presentation skills, especially when they are provided with some support instruments (videos and rubrics). However, the improvements in the peer assessment with rubric group were not maintained in the follow-up re-test. This suggests that a single session of peer assessment with rubric is insufficient to generalise any improvements in the said competency. The implications of these results with regard to the implementation of methods of formative peer assessment in higher education are discussed. 相似文献
314.
Manuel Förster Sebastian Brückner Klaus Beck Olga Zlatkin-Troitschanskaia Roland Happ 《Zeitschrift für Erziehungswissenschaft》2016,19(2):375-393
In our study, we examine some theoretically relevant personal factors as predictors of students’ acquisition of knowledge of management accounting, a key area of business and economics studies in higher education. We modeled and assessed business and economics students’ knowledge of management accounting in Germany using an internationally proven accounting test that has been translated and adapted and comprehensively validated for higher education in Germany. A review of the international literature showed that potential predictors might include not only learning opportunities students have used during and prior to higher education, but also students’ socio-cultural background and gender. These factors were assessed in a survey of 1012 students studying at 23 institutions of higher education. Not surprisingly, a multilevel analysis confirmed that among the learning opportunities a course in management accounting has the greatest effect on students’ knowledge of management accounting. But when other potential predictors are controlled, completion of a commercial vocation training prior to university studies shows a positive effect, as well. 相似文献
315.
Mikel?CeberioEmail author José?Manuel?Almudí ángel?Franco 《Journal of Science Education and Technology》2016,25(4):590-609
In recent years, interactive computer simulations have been progressively integrated in the teaching of the sciences and have contributed significant improvements in the teaching–learning process. Practicing problem-solving is a key factor in science and engineering education. The aim of this study was to design simulation-based problem-solving teaching materials and assess their effectiveness in improving students’ ability to solve problems in university-level physics. Firstly, we analyze the effect of using simulation-based materials in the development of students’ skills in employing procedures that are typically used in the scientific method of problem-solving. We found that a significant percentage of the experimental students used expert-type scientific procedures such as qualitative analysis of the problem, making hypotheses, and analysis of results. At the end of the course, only a minority of the students persisted with habits based solely on mathematical equations. Secondly, we compare the effectiveness in terms of problem-solving of the experimental group students with the students who are taught conventionally. We found that the implementation of the problem-solving strategy improved experimental students’ results regarding obtaining a correct solution from the academic point of view, in standard textbook problems. Thirdly, we explore students’ satisfaction with simulation-based problem-solving teaching materials and we found that the majority appear to be satisfied with the methodology proposed and took on a favorable attitude to learning problem-solving. The research was carried out among first-year Engineering Degree students. 相似文献
316.
Manuel Fernández-Alcántara Cayetana Correa-Delgado Ángela Muñoz María Teresa Salvatierra Tadeo Fuentes-Hélices Carolina Laynez-Rubio 《International Journal of Disability, Development & Education》2017,64(5):526-543
The present study describes experiences associated with parenting children diagnosed with learning disabilities. Parents whose children were diagnosed with Attention Deficit Hyperactivity Disorder, dyslexia/language problems, and Asperger syndrome, related to poor performance at school, took part in the study. A qualitative study design was implemented, using three focus groups. The data obtained were analysed following an inductive thematic approach. Five major themes were identified: parenting emotions, diagnosis and cause, daily experiences, social relationships and concerns about the future. The parents in this study experienced a range of emotions, and assigned different explanations to the learning disability, depending on the diagnosis (attention, verbal or non-verbal). Daily experience, both at home and at school, was influenced by the child’s specific impairment. All parents, independently of the diagnosis, believe a central role is played by social relationships and expressed concerns about their child’s future development. Emotional interventions targeting these parents should take these considerations into account and address the specific type of learning disability. 相似文献
317.
Llinás Julia Gil Macías Francisco Solano Márquez Luis Manuel Tobaja 《Research in Science Education》2020,50(5):1789-1804
Research in Science Education - The aim of the present research was to explore the use of concept maps as an assessment tool. The research question posed was: can concept maps be used to... 相似文献
318.
Noguera-Solano Ricardo Rodríguez-Caso Juan Manuel Ruiz-Gutiérrez Rosaura 《Science & Education》2021,30(4):909-929
Science & Education - The name Lamarck is very well known in the teaching of biology, being associated with an early effort to explain evolution. Nevertheless, when evolution is taught in the... 相似文献
319.
This paper analyses the intensification of university–industry relationships and its impact on university research. The paper
consists of recent follow-up research to an international comparative research project conducted in the 1990s. It deals specifically
with the Québec (Canada) situation. Twenty-eight in-depth interviews were conducted in the winter of 2003 with university
researchers and an additional five interviews with technology transfer officers. The interviews were conducted in six francophone
higher education institutions in Québec. With regard to university–industry relationships, the interviews revealed that university
researchers in scientific and technological fields conducted innovation-oriented research, which benefits their graduate students
and the institution itself. Freedom of publication is somewhat conditioned by intellectual property constraints. Thus, a majority
of university researchers adopt an “entrepreneurial ethos” which they find compatible with their academic values. The intensification
of university–industry relationships may also have latent dysfunctional effects with regard to conflicts of interest, as some
university researchers have created start-up companies which act both as research funding sources and as beneficiaries of
research results. Thus, intellectual property and conflict of interest issues evolve in a grey zone and are often sources
of stress and tension for researchers. However harsh some disputes may become over these issues, they are resolved, at least
in the context analysed in this research, in ways that satisfy both the researcher and the institutions.
相似文献
Manuel CrespoEmail: |
320.
Bettina Lamm Heidi Keller Johanna Teiser Helene Gudi Relindis D. Yovsi Claudia Freitag Sonja Poloczek Ina Fassbender Janina Suhrke Manuel Teubert Isabel Vöhringer Monika Knopf Gudrun Schwarzer Arnold Lohaus 《Child development》2018,89(3):e261-e277
The development of self‐regulation has been studied primarily in Western middle‐class contexts and has, therefore, neglected what is known about culturally varying self‐concepts and socialization strategies. The research reported here compared the self‐regulatory competencies of German middle‐class (N = 125) and rural Cameroonian Nso preschoolers (N = 76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4‐year‐old Nso children showed better delay‐of‐gratification performance than their German peers. Study 2 revealed that culture‐specific maternal socialization goals and interaction behaviors were related to delay‐of‐gratification performance. Nso mothers’ focus on hierarchical relational socialization goals and responsive control seems to support children's delay‐of‐gratification performance more than German middle‐class mothers’ emphasis on psychological autonomous socialization goals and sensitive, child‐centered parenting. 相似文献