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101.
ABSTRACTPolicy and program language in the UK and Australian higher education sectors consistently deploys the term aspiration in ways that adhere to the hegemonic neo-liberal ideal of the entrepreneurial competitor-individual, de-meaning and de-valuing ‘other’ personhoods. University Equity and Widening Participation (EWP) outreach programs that engage with marginalised groups in school and community settings challenge people to perform particular aspirations from what can be a deeply uncertain present. This paper presents a cautionary tale from the Australian Equity and Widening Participation (EWP) context that emerged from a research-informed practice PhD, spanning two methodologically different phases. The paper argues that the discursive framing of certain aspirations as legitimate works in subtle ways to shape the perceptual horizons of EWP practitioners and participants. Specifically, the work takes issue with policy frames that create conditions for misrecognition(s) that are themselves difficult to re/cognise. A metaphorical pedagogical tool is developed using the Ames Room illusion. 相似文献
102.
This project explores conceptual continuity as a framework for understanding students’ native ways of understanding and describing. Conceptual continuity suggests that
the relationship between the use of words in one genre and the scientific genre can exist at varying levels of association.
This perspective can reveal the varied relationships between ideas explained in everyday or vernacular genres and their association
to scientific explanations. We conducted a 2-year study involving 15 high school baseball players’ understanding of the physics
involved in baseball. First, we conducted a quantitative assessment of their science understanding by administering a test
prior to season one (2006) and season two (2007). Second, we examined the types of linguistic resources students used to explain
their understanding. Third, we revisited our data by using conceptual continuity to identify similarities between students’ conceptual understanding in the informal contexts and their similarities to canonical
scientific ideas. The results indicated students’ performance on the multiple-choice questions suggested no significant improvement.
The qualitative analyses revealed that students were able to accurately explain different components of the idea by using
a diversity of scientific and non-scientific genres. These results call attention to the need to reconstruct our vision of
science learning to include a more language sensitive approach to teaching and learning. 相似文献
103.
Affordances and Limitations of Immersive Participatory Augmented Reality Simulations for Teaching and Learning 总被引:8,自引:2,他引:6
Matt Dunleavy Chris Dede Rebecca Mitchell 《Journal of Science Education and Technology》2009,18(1):7-22
The purpose of this study was to document how teachers and students describe and comprehend the ways in which participating
in an augmented reality (AR) simulation aids or hinders teaching and learning. Like the multi-user virtual environment (MUVE)
interface that underlies Internet games, AR is a good medium for immersive collaborative simulation, but has different strengths
and limitations than MUVEs. Within a design-based research project, the researchers conducted multiple qualitative case studies
across two middle schools (6th and 7th grade) and one high school (10th grade) in the northeastern United States to document
the affordances and limitations of AR simulations from the student and teacher perspective. The researchers collected data
through formal and informal interviews, direct observations, web site posts, and site documents. Teachers and students reported
that the technology-mediated narrative and the interactive, situated, collaborative problem solving affordances of the AR
simulation were highly engaging, especially among students who had previously presented behavioral and academic challenges
for the teachers. However, while the AR simulation provided potentially transformative added value, it simultaneously presented
unique technological, managerial, and cognitive challenges to teaching and learning. 相似文献
104.
Game-based training drills are popular in team sports. This study compared two game-based training conditions and official matches in team handball. Thirty-one women players wore inertial measurement units in five training sessions and five official matches. In training, 3vs3 and 6vs6 game-based training conditions were performed with a 5-min duration. PlayerLoad? and high-intensity events (HIEs; >2.5 m · s?1) were extracted from the raw data. Data were analysed using magnitude-based inferences and reported with effect sizes (ESs). PlayerLoad? · min?1 from all positions combined was 11.37 ± 0.49 (mean ± 90% confidence limits) and 9.71 ± 0.3 for the 3vs3 and 6vs6 conditions, respectively. Backs (ES: 1.63), wings (ES: 1.91), and pivots (ES: 1.58) had greater PlayerLoad? in 3vs3 than 6vs6. Substantially greater HIE · min?1 in 3vs3 occurred for all positions. There was substantially greater PlayerLoad? · min?1 in 3vs3 and 6vs6 than match play for backs, wings, and pivots. Wings (ES: 1.95), pivots (ES: 0.70), and goalkeeper (ES: 1.13) had substantially greater HIE · min?1 in 3vs3 than match play. This study shows greater PlayerLoad? and HIE in 3vs3 than 6vs6. Both game-based training conditions investigated in this study provide an overload in overall PlayerLoad?; however, additional exercises might be needed to overload HIE, especially for backs and pivots. 相似文献
105.
The goalkeeper’s difficulty in the soccer penalty kick originates from the extreme spatiotemporal constraints of the situation. The present review claims that the current understanding is biased toward attributing a goalkeeper’s success in saving a penalty kick to perceptual–cognitive skill. To investigate the goalkeeper’s skill, researchers have often adopted video tasks. In doing so, they studied perceptual skill in isolation from action. We use affordance-based control theory to propose an alternative understanding and research methodology. We argue that goalkeepers in the penalty kick situation should regulate their actions in ways that sustain the perception of stoppability. To capture this, we outline the building blocks for a required lateral velocity model, in which the goalkeepers’ required actions are scaled to their maximum capabilities. In doing so, we provide new directions for research. 相似文献
106.
107.
The 1973 Raising of the School Leaving Age from 15 to 16 has been used to identify returns to years’ schooling. However, because the first set of “high stakes” exams are taken in the UK at age 16, the reform affected the proportion with qualifications, as well as schooling length. In order to shed light on whether the returns reflect the extra length of schooling or the increase in qualifications, we exploit another institutional rule – the Easter Leaving Rule – which we argue only affected the probability of obtaining qualifications (and not the length of schooling). We find sizeable returns to academic qualifications – increasing the probability of employment by 40% points – and our results suggest that qualifications drive most of the returns to education. 相似文献
108.
The concept of “extended non-attendance” (“school phobia” or “school refusal”) was distinguished from truancy early in the twentieth century, and refers to children who fear school and avoid attending. Despite much subsequent research, outcomes for those affected remain poor, and their voices remain largely absent from the evidence base. The current study sought to address this by examining the experiences of four secondary-age children with extended attendance difficulties. Data consisted of semi-structured interviews conducted in participants’ homes, subsequently analysed using Interpretative Phenomenological Analysis. Although participants differed markedly in their perception of the causes of their non-attendance, their support experiences appear remarkably similar. Emergent themes include being disbelieved, experiencing fragmented support, and feeling blamed and punished. Implications for practitioners include the importance of ensuring early intervention, the need to consider the individual child, and the importance of making sure that local intervention practices are informed by the evidence base. 相似文献
109.
This research paper is framed by concerns about recent UK Government policy regarding the training of mathematics and science teachers in England and discusses how two cohorts of pre-service teachers negotiated the development of a professional identity while undertaking subject-specific training. The data reported upon were garnered in two ways; through an evaluation survey that received quantitative and qualitative responses from 159 teacher trainees and through focus groups conducted with 40 trainees. In the paper, the authors take the concept of ‘participation in communities of practice’ as a departure point to explore how trainees demonstrate their development of professional identities as chemistry, maths or physics teachers. In the conclusion, the authors consider the implications of the findings for pre-service teachers and teacher trainers given the current education climate of financial austerity being experienced across Europe. 相似文献
110.