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This research explores a new web-based curriculum idea, that of having students write and publish critical web reviews of scientific resources as a means of both practicing critical evaluation of web resources, and of making an authentic value-added contribution to the web. This paper presents content analyses of selected sections of 63 web reviews published by eleventh grade students in a project-based science class. Two aspects of critical evaluation are focused upon: summarization of content and evaluation of credibility. Content analyses show that student summaries were usually accurate, but had room for improvement especially in areas of comprehensiveness and level of detail. An ideal model of a content review is developed from analysis of a second set of reviews. When asked to evaluate credibility, students struggled to identify scientific evidence of claims in web resources, but analysis of web documents shows that this is often because such evidence is missing. Students could accurately determine the publishing source of web documents, but challenges arose in identifying potential biases. Recommendations for future iterations of this curriculum idea are presented throughout. A companion paper that will appear in this journal will examine how student reviews serve the function of social filtering on the web. 相似文献
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The scholarship regarding faith integration practice has largely focused on faculty work; however, the field faces a paucity of data-supported approaches to understanding faith integration in the work lives of administrators. In this qualitative study, we developed a conceptual model that employs the concept of praxis to analyze the process by which mid-level student affairs administrators integrate their faith in their professional work lives. Findings show that the praxis model illuminates the sources of religious commitment that student affairs administrators drew upon when merging their faith commitments with their work lives. The model also highlights the introspective nature of faith integration, the power dynamics inherent in their interactions with students and superiors, and the individual and systemic change that resulted. Participants' religious habitus, reflective of personal experience as well as professional socialization, were both unconsidered and deliberate. Despite participants' claims that integration occurred organically and reflexively, intentionality before, during, and after integration situations was a hallmark of these exemplars' professional practice. The praxis model may be a valuable professional development tool for individuals, institutions, and graduate programs. 相似文献
106.
Beth A. Cloud James W. Youdas Nathan J. Hellyer David A. Krause 《Anatomical sciences education》2010,3(3):144-147
The action of muscles about joints can be explained through analysis of their spatial relationship. A functional model of these relationships can be valuable in learning and understanding the muscular action about a joint. A model can be particularly helpful when examining complex actions across multiple joints such as in the digital extensor mechanism of the hand. A functional model using two hair bands representing the components of the digital extensor mechanism is described. Through superimposition of the model over one's digit, the combined actions of metacarpophalangeal joint flexion and interphalangeal joint extension are clearly demonstrated. The model provides a conceptual demonstration to enhance understanding of this unique combination of muscle actions about multiple joints. Anat Sci Educ, 2010. © 2010 American Association of Anatomists. 相似文献
107.
The aim of this largely pedagogical article is to employ pre-college physics to arrive at an understanding of a system as complex as a nuclear reactor. We focus on three key issues: the fuel pin, the moderator, and lastly the dimensions of the nuclear reactor. 相似文献
108.
The onset of exercise facilitates an improvement in psychomotor performance until the second ventilatory threshold, after which performance is reduced. This inverted-U relationship appears valid for incremental and steady-state exercise, however, not for intermittent exercise. This study examined changes in psychomotor performance of team sport officials during a laboratory-based match simulation. Twelve elite Australian football (n = 5) and rugby league (n = 7) officials (32.5 ± 5.5 years; 180.0 ± 6.8 cm; 78.8 ± 7.6 kg) completed the match simulation on a non-motorised treadmill. Physiological measures were routinely taken, while psychomotor performance was assessed using the Eriksen flanker task (multiple-choice response time). Significant reductions (P < 0.05) were observed in distance covered and high-speed running during the second half when compared to the first. No significant differences (P > 0.05) in psychomotor performance at different time points were observed. Response time was significantly improved when running above 65% of maximal sprinting speed (P < 0.01). This data questions the application of the inverted-U hypothesis for intermittent exercise and suggests that the short high-intensity efforts may not result in the same physiological events that limit psychomotor performance during sustained high-intensity exercise. More so, the high-intensity efforts during the match protocol appeared to promote psychomotor performance during the intermittent exercise. 相似文献
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Introducing students to the application of statistics and investigative methods in political science
This exercise introduces students to the application of statistics and its investigative methods in political science. It helps students gain a better understanding and a greater appreciation of statistics through a real world application. 相似文献
110.
The study of social reticence in early childhood has focused primarily on those dispositional, intra-individual factors that might account for its demonstration among peers. Little is known, however, about the relations between social reticence and its association with the quality of parenting behaviors. Indeed, the independent and interactive “contributions” of dispositional and parenting factors to children's demonstration of socially reticent behavior have not received adequate attention. In this study, 188 preschool children and their mothers were observed during unstructured Free-play and a structured Lego-building teaching task. Additionally, the children were observed in quartets of same-sex, same-age unfamiliar peers. Results indicated that children's shy, socially reticent behavior was predicted by the extent to which mothers were over-solicitous during Free-play. In addition, preschooler's expressions of reticent behavior were predicted by the interactions between emotion dysregulation and the lack of maternal guidance and control during a teaching task. Emotionally dysregulated children whose mothers provided little control in this putatively stressful teaching task were more likely to be shy and reticent. This relation was non-significant for dysregulated children with mothers who provided high levels of guidance. The results suggest that early childhood educators offer reticent/shy children opportunities to explore their impersonal and social milieus and to warmly encourage such exploratory activities. Without such encouragement and opportunity building, reticent preschoolers may suffer from not having experienced sufficient exploration-to-play sequences thereby stifling the problem-solving competencies derived from such experiences. 相似文献