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排序方式: 共有105条查询结果,搜索用时 62 毫秒
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ResumenSe analizan dos modelos de los procesos de composición escrita Decir el conocimiento y Transformar el conocimiento con el propósito de captar las diferencias esenciales entre escritores expertos y novatos. La idea básica que subyace a estos modelos es que la principal diferencia entre los procesos de composición de expertos y novatos radica en la manera que el conocimiento es introducido en el proceso de composición y en lo que posteriormente le sucede a ese conocimiento. Se presentan además investigaciones educativas, cuya finalidad fue la de fomentar el desarrollo del modelo Transformar el conocimiento. Se supone que la tarea del científico cognitivista debe ser no sólo la de describir los procesos cognitivos sino la de encontrar aquellas diferencias que son significativas desde un punto de vista educacional. Si queremos ayudar a los alumnos a adquirir una estructura de «transformar el conocimiento» en los procesos de composición, es necesario llegar a modelos explícitos de competencia madura y poder diseñar procedimientos que transformen la competencia que los alumnos traen a la tarea espontánea. Los resultados de aplicar diversas estrategias educacionales sugieren que es posible transmitir los procedimientos complejos de solución de problemas que poseen los expertos, y que al hacerlo se pueden ampliar las facultades de los alumnos para escribir. Sin embargo, los estudios educativos también indican que pasar de «decir el conocimiento» a «transformar el conocimiento» en la composición, no es un proceso de crecimiento sino de reconstrucción de una estructura cognitiva. 相似文献
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John Rinard Priscilla M. Clarkson Lucille L. Smith Marlene Grossman 《Journal of sports sciences》2013,31(4):229-236
It has previously been shown that females incur less muscle damage than males after strenuous exercise, but limited data are available for humans. To determine possible differences between the sexes in humans, the response to high-force eccentric exercise was examined in a large sample of women (n = 83) and men (n = 82). The participants performed a bout of eccentric exercise of the elbow flexors consisting of 70 maximal repetitions. Isometric strength, resting elbow angle and muscle soreness were measured before, immediately after (except soreness) and then daily for 7 days after exercise. There was a significant loss in strength among both groups (69% for women and 63% for men) (P?0.01) immediately after exercise; at 168 h post-exercise, women still had a 27% strength loss and men had a 24% strength loss. No significant difference in strength loss or recovery rate was found between men and women. Soreness reached peak values 32-48 h post-exercise (P?0.01), with no significant difference between men and women. Range of motion decreased significantly until 3 days after exercise (14.6° or 0.255 rad loss for women; 12.2° or 0.213 rad loss for men) (P?0.01); at 168 h post-exercise, the women and men still showed a loss of 4.8° (0.084 rad) and 4.0° (0.07 rad), respectively. There was a significant interaction of sex x time (P?0.01); a post-hoc test indicated that the women experienced a greater loss in range of motion at 72 h than men and this difference was maintained to 168 h post-exercise (P?0.01). Thus, our results do not support the contention that women have a lower response to eccentric exercise than men. 相似文献
95.
Joyce O. Olushola D. Floyd Jones Marlene A. Dixon B. Christine Green 《Sport Management Review》2013,16(2):211-225
Sport participation has the capacity to enhance the athletic and academic performance of adolescents. However, African-American participants have not enjoyed the positive academic benefits that are common among other populations. Sport is a popular developmental intervention for African-American youth, yet sport programs do not always render the intended benefits (Coalter, 2007). The purpose of this study was to determine the components of school-based sport programs that create long-term benefits for African-American girls. A high school basketball program based on positive youth development served as the program site. Data were collected through semi-structured interviews with current and former players and program stakeholders. Four key values underpin the success of the program: family, education, discipline, and civic engagement. The results indicate that successful programs need flexible—not standard—design commitment to program values, and consistency in mission and implementation. Implications for the design and implementation of sport programs to improve the athletic and academic performance of African-American girls are discussed. 相似文献
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Productive knowledge work and high-level literacy are essential for engagement in a Knowledge society.
In the research reported in this article, students were engaged in sustained collaborative knowledge building in science and
social studies. The vocabulary growth of 22 students over Grades 3 and 4 was traced, based on their entries to Knowledge Forum—a
knowledge building environment used as an integral part of classroom work. It is the communal space where knowledge work–ideas,
reference material, results of experiments, and so forth–is entered and continually improved. Analysis of lexical frequency
profiles indicated significant growth in productive written vocabulary, including academic words. In a Grade 4 inquiry, students
incorporated almost all the domain-specific terms at and below their current grade level, and most of those expected for upper
grade levels (5–8) based on the curriculum guidelines. Domain-specific and academic words were correlated with depth of understanding.
High correlations between student engagement in knowledge building and vocabulary growth suggest that productive vocabulary
can be developed through sustained knowledge building in subject areas. 相似文献
98.
Marlene Morrison 《Journal of educational administration and history》2010,42(1):55-74
How do researchers and practitioners understand and interrogate education reform when it is heralded as the solution to many problems, not all of which are educational? As importantly, how can applied educational researchers delve ‘beneath the skin’ of ‘given’ problems to solve or report, and suggest a range of explanations? In this article, the issue is leadership for ‘citizenship’ and the research project, conducted in 2007–2008, refers to participants’ understandings about 14–19 Reforms to ‘produce’ confident and responsible citizens. From contested theoretical and policy as well as research perspectives, this paper explores how citizenship is being framed and understood. Specific attention is given to students’ voices. Findings suggest that educating for citizenship is far from uppermost in the minds and reported activities of many who work or study in the organisations sampled. Implications for practitioner and academic communities are considered, not least the appropriate promotion of education for citizenship that is coherent, holistic, and feasible rather than peripheral or rhetorical. 相似文献
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