全文获取类型
收费全文 | 109篇 |
免费 | 2篇 |
专业分类
教育 | 63篇 |
科学研究 | 20篇 |
各国文化 | 1篇 |
体育 | 13篇 |
文化理论 | 4篇 |
信息传播 | 10篇 |
出版年
2023年 | 1篇 |
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 4篇 |
2019年 | 2篇 |
2018年 | 7篇 |
2017年 | 3篇 |
2016年 | 8篇 |
2015年 | 5篇 |
2014年 | 1篇 |
2013年 | 15篇 |
2012年 | 3篇 |
2011年 | 6篇 |
2010年 | 1篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 4篇 |
2006年 | 6篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1859年 | 2篇 |
1850年 | 2篇 |
1847年 | 2篇 |
1844年 | 1篇 |
1843年 | 1篇 |
排序方式: 共有111条查询结果,搜索用时 15 毫秒
101.
Estelle Michinov Nicolas Michinov Pascal Huguet 《European Journal of Psychology of Education - EJPE》2009,24(2):155-168
This experiment was designed to examine the effects of gender role and task content on performance in learning dyads and to
test the potential mediator effect of an intragroup process related to transactive memory. A total of 44 same-gender dyads
participated in the study and were asked to collaborate on a stereotypically masculine or feminine task in a laboratory setting.
Collective performance and transactive memory were measured. As predicted, the results showed an interaction between group
gender and task content on group performance, with male dyads showing poorer performance on a masculine task than female dyads.
However, contrary to expectations, this moderation effect was not mediated by transactive memory, which appeared as a simple
mediator of the relationship between group gender and performance. The results are discussed in the framework of the social
role theory, and implications for future research in small learning groups are proposed. 相似文献
102.
Bio-electrosprays (BESs) provide a means of precisely manipulating cells and thus have the potential for many clinical uses such as the generation of artificial tissues∕organs. Previously we tested the biological safety of this technology with a variety of living cells and also embryos from the vertebrate model organisms Danio rerio (zebrafish) and Xenopus tropicalis (frog). However, the viability and fertility of the treated embryos could not be fully assessed due to animal licensing laws. Here we assay the viability and fertility of Drosophila melanogaster (fruit fly) embryos in conjunction with the bio-electrospray procedure. Bio-electrosprayed Drosophila embryos developed into fully fertile adult flies that were indistinguishable from wild-type. Thus, we demonstrate that the bio-electrospray procedure does not induce genetic or physical damage that significantly affects the development or fertility of a multicellular organism. This study along with our previous investigations demonstrates the potential of this approach to be developed for the precise manipulation of sensitive biological materials. 相似文献
103.
The aim of this study was to examine the potential motivational and behavioural benefits of two peer tutoring programmes for tutors in a sport setting. Differences between the sexes were also explored. Thirty two college-age males and females, all novices on a French boxing task, were assigned to a 2 x 2 [sex x training type: physical practice associated with trained peer tutoring (TPT) vs physical practice associated with untrained peer tutoring (UPT)] factorial design. All participants were given six French boxing lessons of 2 h each. The TPT programme included structured methods to prepare the participants to fulfil their role of tutors, whereas the UPT programme did not. The results demonstrated that the TPT programme resulted in higher scores for coaching skills. Furthermore, interaction effects revealed that the TPT programme yielded better offensive outcomes for males and better defensive outcomes for females. Although the UPT participants expressed higher self-efficacy, no differences emerged for intrinsic motivation and causal attributions. Finally, male tutors displayed higher self-efficacy and offensive outcomes than female tutors. The results are discussed in the light of previous findings in the educational and sport psychology literature. 相似文献
104.
105.
This shortnote deals with measuring normative clearsightedness about internality and assessing its effects. After raising
the issue of how to measure normative clearsightedness, another operationalization of this concept is proposed based on a
multilevel model. In an attempt to understand the relationship between pupils’ clearsightedness about internality and their
teachers’ judgments of them, empirical data was collected from 404 third-grade pupils and their 19 teachers. The estimates
obtained point out the heuristic value of the proposed model. 相似文献
106.
107.
Hans Vangrunderbeek Pascal Delheye 《Paedagogica Historica: International Journal of the History of Education》2014,50(3):338-355
During the 1960s and 1970s, “traditional” secondary educational systems in various Western European countries made way for comprehensive education curricula. In contrast to the reforms within the “intellectual” subjects, the field of physical education (PE) remained largely underexposed in research. This study focuses on PE reform in Belgium, the first country in the world (apart from Sweden itself) to introduce, in 1908, so-called “Swedish gymnastics” in all levels of state public education and, in 1968, the last country apart from Portugal to abandon it. The question arises as to who was responsible for Swedish gymnastics being applied for so long and, ultimately, how and by whom reform was implemented. The results show that the power of the past and the positions of “Swedists” in the Government Inspectorate, universities and professional associations, perpetuated the domination of Swedish gymnastics in Belgian education. The final “dynamisation” of the subject of PE around 1968 did not come about through “revolution” but a “natural” generational transition, whereby a new guard of young government inspectors with a drive for reform took over from their Swedish-minded predecessors. The educational climate prevailing in Belgium at the end of the 1960s facilitated this reform. The state university PE institutes lost their position as pedagogical profile keepers during this process of transformation, while the hidden curriculum of the (Catholic) university institute in Leuven implicitly shaped the educational climate. Further comparative international research into the (changed) profile, position and power of school inspectors in educational reform appears necessary. 相似文献
108.
Pascal Mallet Benjamin Paty 《International journal for the advancement of counseling》1999,21(4):279-300
This article explores characteristics of school violence inFrance and the privileged means by which school counsellors can address this increasinglywidespread problem. In the first section, the status of counsellors in theFrench schools is outlined, and it is shown that counselling activities are reallyonly undertaken for students in junior high or high school. Two importantcharacteristics of the French view of school violence are: The experts in psychology takelittle interest in problems of school violence; and adults, rather than students,are seen as the primary victims. In this context, counsellors try to reduceschool violence primarily through training and reflecting with school staff. Severalempirical arguments suggest, in effect, that the adults' perceptions of the students is adetermining factor in the social regulation of school violence. This violence consistsmostly of incivilities that are only slightly reprehensible but oftenunbearable for certain teachers. Depending on whether the school staff try to understandthe incivilities or can only see them as pure savagery, they either try to controlthem through education or they lose confidence in their professional mission.The goal of counsellors is both to help the personnel develop theircapacities and motivate them to analyze the students' behavior, and to engender a senseof team spirit. 相似文献
109.
Pascal Marquet Elke Nissen Frindte Wolfgang Köhler Thomas 《Educational Media International》2013,50(2-3):159-164
La forte incitation actuelle de la part des autorités scolaires À recourir aux médias numériques en classe pose une nouvelle fois la question des arguments mis en avant. Et comme À l'occasion d'incitations antérieures (télévision scolaire, audiovisuel, informatique éducative), partisans et détracteurs s'appuient sur différents travaux qui attestent ou non de telle ou telle amélioration ou dégradation. Cette contribution se propose de montrer que les concepts et les modèles convoqués dans certains travaux, y compris les nÔtres et notamment le programme IN-TELE (Internet-Based Teaching and Learning), établissent entre les situations d'enseignement-apprentissage considérés comme classiques et celles qui sont supposées innovantes des distinctions parfois non pertinentes, qui se traduisent par des résultats outrageusement significatifs ou non significatifs. C'est donc le schéma modèle-observation-interprétation que nous interrogeons en suggérant que les outils de pensée disponibles et les procédés d'observation mis en m uvre aujourd'hui dans les différentes disciplines académiques qui s'intéressent aux usages pédagogiques des TIC contraignent, voire altèrent, notre compréhension des phénomènes éducatifs induits par les 'nouveaux' médias. Measuring the pedagogic effects of CIT: traps and illusions of cutting out actuality, and the administration of proof. The strong current encouragement of school authorities to have recourse to digital media in the classroom poses once again the question of the arguments that have been advanced. And, as at the tine of earlier encouragement, (for school television, audiovisual, educational informatics), partisans and detractors rely on different works which support, or not, such-and-such a praise or detraction. This contribution attempts to show that the concepts and the models brought together in certain works, including our own and notably the IN-TEL (Internet-Based Teaching and Learning) programme, which establish between the teaching-training situations considered as classic and those which are supposed to be innovative, distinctions which sometimes are not pertinent, which are translated into results which are outrageously significant – or non-significant. It is, then, the schema of model-observation-interpretation that we question in suggesting that the mental tools available and the observational procedures used today in the different academic disciplines which are interested in the pedagogic use of CIT constrain us to see, may even, alter our understanding of the educational phenomenon introduced by the 'new' media. Analyse der pädagogischen Auswirkungen von ICT (Information and Communcation Technologies) : Fallen und Illusionen aus der Wirklichkeit, sowie die Beweisführung. Die gegenwärtig stark geförderte Umstellung des Unterrichtsmaterials auf digitale Medien durch die Schulbehörden, stellt erneut die bereits vorgebrachten Argumente in Frage. Und wie schon bei vorangegangenen Einführungen (von Schulfernsehen, Audiovision, pädagogische Informatik) beziehen sich Befürworter und Gegner auf verschiedene Studien, die den Nutzen oder Unnutzen attestieren. Dieser Beitrag versucht aufzuzeigen, dass herangezogene Konzepte und Modelle in verschiedenen Arbeiten - einschliesslich der unseren und insbesondere des Programms IN-TELE (Internet-Based Teaching and Learning) - sich zwischen klassischen Bildungssituationen und denen als innovativ angenommenen wiederfinden - auch wenn diese Unterscheidung nicht immer treffend ist. Wir stellen also das Schema Modell-Observation-Interpretation in Frage, indem wir suggerieren, dass die heute applizierten Denkmodelle und Observationsverfahren - der verschiedenen akademischen Disziplinen, die sich für den pädagogischen Gebrauch von ICT interessieren - für unser Verständnis des pädagogischen Einflusses durch Multimedia hinderlich sind, ja wenn nicht sogar deren Gebrauch nachteilig beeinflussen. 相似文献
110.
Beno?t Dompnier Pascal Pansu Pascal Bressoux 《European Journal of Psychology of Education - EJPE》2007,22(3):333-350
The aim of this article is to gain further insight into the determinants of scholastic judgments. On the basis of a previous
study (Dompnier, Pansu, & Bressoux, 2006), we propose a model of the processes underlying teachers’ judgments. In addition
to taking into account some of these determinants, the proposed model grants to pupils’ social utility, as perceived by their
teacher, the status of central mediator between scholastic judgments and their determinants (pupils’ actual academic achievement,
pupils’ scholastic history, classroom context, and internality perceived by teachers). The initial model was tested on a first
sample of 250 pupils (3rd grade) and their teachers, and then improved. Next, the modified model was validated on a second
sample of 249 pupils (3rd grade) and their teachers. The results obtained on this sample indicated that the modified model
fit the data to a satisfactory extent, and that it is more parsimonious that alternative nonhierachical models. 相似文献