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101.
The study examined the role of action research in promoting critical reflective thinking among twenty preservice teachers engaged in a year-long middle level program. Data from collaborative discussions, final written documents, presentations, and follow-up surveys revealed that conducting action research (a) engaged them in inquiry into their own practice, (b) was a means to reflect upon and determine ways to change their teaching practices, and (c) promoted critical reflection in a collaborative learning environment. Results underscore the importance of preservice teachers critically reflecting to gain insights into teaching and student learning as they are engaged in action research. 相似文献
102.
Nadine M. Kalin Daniel T. Barney Rita L. Irwin 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):353-367
In this article we articulate a view of mentoring that extends into interactive and relational forms, fostering a redefinition of traditional roles and practices within mentor‐protégé models. From the perspectives of a senior administrator and two assistant professors, we revisit the mentoring spaces and relations within which we were engaged while working in an approach to arts‐based educational research known as a/r/tography during dissertation research projects. From our interconnected experiences, we propose a framing of the intersections between a/r/tographic research and mentorship informed by complexity thinking. We analyzed our work together while deconstructing the ways in which we have supported and unsettled each other. Through narrative inquiry we share reflections from dissertation research experiences, while also describing patterns of an emerging pedagogy of mentoring within higher education that we term complexity thinking mentorship. Borrowing from complexity theory, this conception of mentorship attends to the specific conditions of redundancy, decentralized control and diversity as being facilitative of evolving change and insight within graduate student research development. 相似文献
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Rats exposed for 60 sec to a flashing light stimulus following one-trial fear conditioning showed enhanced retention performance relative to controls not exposed to the flashing light. The results of a second experiment demonstrated a time-dependent gradient of the enhancement effect. In view of additional data indicating that the flashing light is not aversive, these results suggest that the presentation of an exteroceptive stimulus can influence memory processing. 相似文献
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Monica W. Tracey Rita C. Richey 《Educational technology research and development : ETR & D》2007,55(4):369-390
This is a report of a developmental research study that aimed to construct and validate an instructional design (ID) model
that incorporates the theory and practice of multiple intelligences (MI). The study consisted of three phases. In phase one,
the theoretical foundations of multiple Intelligences and ID were examined to guide the development of such model. In phase
two the model components were determined and an initial model was constructed. In phase three, the model was reviewed and
validated by experts in the field of ID through a three-round Delphi study. The result was a revised and validated Multiple
Intelligences Design Model. This paper presents the decision-making processes and procedures used in model development, and
provides a framework for the internal validation of ID models using expert review procedures. 相似文献
108.
Silva RP Mündel T Natali AJ Bara Filho MG Lima JR Alfenas RC Lopes PR Belfort FG Marins JC 《Journal of sports sciences》2011,29(7):725-732
In this study we investigated pre-training hydration status, fluid intake, and sweat loss in 20 elite male Brazilian adolescent soccer players (mean?±?s: age 17.2?±?0.5 years; height 1.76?±?0.05?m; body mass 69.9?±?6.0?kg) on three consecutive days of typical training during the qualifying phase of the national soccer league. Urine specific gravity (USG) and body mass changes were evaluated before and after training sessions to estimate hydration status. Players began the days of training mildly hypohydrated (USG?>?1.020) and fluid intake did not match fluid losses. It was warmer on Day 1 (33.1?±?2.4°C and43.4?±?3.2% relative humidity; P?0.05) and total estimated sweat losses (2822?±?530 mL) and fluid intake (1607?±?460 mL) were significantly higher (P?0.001) compared with Days 2 and 3. Data also indicate a significant correlation between the extent of sweat loss and the volume of fluid consumed (Day 1: r?=?0.560, P?=?0.010; Day 2: r?=?0.445, P?=?0.049; Day 3: r?=?0.743, P?=?0.0001). We conclude that young, native tropical soccer players arrive hypohydrated to training and that they exhibit voluntary dehydration; therefore, enhancing athletes' self-knowledge of sweat loss during training might help them to consume sufficient fluid to match the sweat losses. 相似文献
109.
The curiosity of 120 elementary school children, aged five through thirteen years, was assessed by three measures: (1) the amount of coordinated sensory-motor activity directed toward designated objects in a waiting room environment during a 10-minute waiting period, (2) the number of unsolicited questions asked within the same time period and environment, and (3) teacher ratings, where classroom teachers estimated children's curiosity based on their normal classroom behavior. In a three-way analysis of variance, the amount of curiosity expressed through motor activity was found significantly related to groups based on racial-ethnic origins, but not to groups based on age or sex. The amount of curiosity expressed through motor activity was negatively correlated with teacher ratings in one class but not significantly correlated in three other classes. Children who asked most questions were rated highest in curiosity by their teachers, but exhibited least curiosity through motor activity in the waiting room. 相似文献
110.