全文获取类型
收费全文 | 382篇 |
免费 | 6篇 |
专业分类
教育 | 287篇 |
科学研究 | 15篇 |
各国文化 | 11篇 |
体育 | 28篇 |
文化理论 | 4篇 |
信息传播 | 43篇 |
出版年
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 13篇 |
2019年 | 8篇 |
2018年 | 20篇 |
2017年 | 15篇 |
2016年 | 14篇 |
2015年 | 6篇 |
2014年 | 13篇 |
2013年 | 96篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 7篇 |
2009年 | 11篇 |
2008年 | 7篇 |
2007年 | 8篇 |
2006年 | 12篇 |
2005年 | 12篇 |
2004年 | 9篇 |
2003年 | 3篇 |
2002年 | 3篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 3篇 |
1998年 | 7篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 5篇 |
1989年 | 2篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1979年 | 2篇 |
1973年 | 1篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1970年 | 1篇 |
1969年 | 2篇 |
1967年 | 1篇 |
1964年 | 5篇 |
1962年 | 1篇 |
1935年 | 1篇 |
1916年 | 1篇 |
排序方式: 共有388条查询结果,搜索用时 15 毫秒
161.
Thomas George Meyer 《Critical Studies in Education》2020,61(1):17-36
ABSTRACTWhile global human rights knowledge has become a central facet of curricula used to shape multicultural societies and develop cosmopolitan citizenry, such knowledge is shaped by sociopolitical context. Japan has a long history of incorporating human rights concepts into its citizenship curriculum; however, this curriculum is produced in a political context where there is resistance to extending rights to minorities and the disadvantaged, and where there are renewed attempts to emphasise traditional Japanese cultural values through education. Potential tensions have been recognised, yet little has been written about educational knowledge as end product. Based partially on Basil Bernstein’s concepts, a mixed-method approach utilising computer-based analytical techniques was used to examine the structure and content of human rights knowledge within upper-secondary Contemporary Social Studies textbooks representing Japan’s official curriculum. This article will argue that the curriculum establishes an inconsistent standard toward rights that undermines respect for individuals. 相似文献
162.
Enhancing Teachers' Knowledge and Use of Inquiry Through Environmental Science Education 总被引:1,自引:0,他引:1
Bell Cheryl Shepardson Daniel Harbor Jon Klagges Hope Burgess Willie Meyer Jason Leuenberger Ted 《Journal of Science Teacher Education》2003,14(1):49-71
Journal of Science Teacher Education - 相似文献
163.
J. H. F. Meyer 《Higher Education》1995,29(2):201-215
This study explores the existence of structural gender differences in the learning behaviour of first-year students on entry to university, based on responses to an extended form of the Approaches to Studying Inventory. The focus is on underlying dimensions of variation, that distinguish between the manner in which male and female students recalled and reported on their most recent experience of studying Science in their final secondary school year. Such differences as emerge are only partially interperatble in terms of classic deep or strategic structures. It is argued that gender-sensitive sources of variation, as manifested, are worth of further investigation and are of potential strategic value to university departments insofar as they are able to locate difficulties that students bring with them early in their undergraduate studies. 相似文献
164.
165.
Daniel Hammes Karen aus der Fünten Mario Bizzini Tim Meyer 《Journal of sports sciences》2016,34(14):1371-1379
ABSTRACTThe Functional Movement Screen? (FMS?) is aimed at assessing fundamental movements and is often used to identify players’ injury risk. The purpose of this study was to determine whether the FMS? can be used to predict injuries in veteran footballers (aged > 32 years). Eighteen veteran football teams (n = 238) were recruited and prospectively followed for 9 months. The players (44 ± 7 years; 178 ± 7 cm, 84 ± 11 kg) performed the FMS? at the start of the study period. Players’ exposure hours and injuries were recorded. The difference of FMS? overall score between injured and uninjured players was not significant (11.7 ± 2.9 vs 12.2 ± 2.8 points; Mann-Whitney U-test P = 0.17). Players scoring <10 (score < 1 standard deviation [SD]) below the mean) had a significantly higher injury incidence (z-statistics P < 0.05) compared to an intermediate reference group (mean ± 1 SD; scores of 10–14). No lower injury incidence for players with scores of >14 (score > 1 SD above the mean) was found. Further analyses of potential risk factors suggest higher age, lower body mass and a longer football career to be risk factors for injuries. The findings of this study suggest that the suitability of the FMS? for injury prediction in veteran footballers is limited. 相似文献
166.
D. Jake Follmer Shin-Yi Fang Roy B. Clariana Bonnie J. F. Meyer Ping Li 《Reading and writing》2018,31(1):185-214
The current study examined the relations among key variables that underlie reading comprehension of expository science texts in a diverse population of adult native English readers. Using Mechanical Turk to sample a range of adult readers, the study also examined the effect of text presentation on readers’ comprehension and knowledge structure established after reading. In Study 1, ratings of situational interest, select reading background variables, and select measures of readers’ knowledge structure accounted for significant variance in comprehension. In Study 2, the knowledge structure metrics of primacy, recency, and node degree as well as several text ratings were found to be comparable across text presentation formats. Participants who read the text sentence-by-sentence obtained higher scores on measures of comprehension and provided higher ratings of situational interest than those who received the whole paragraph text at once. Knowledge structure measures for the sentence-by-sentence and paragraph formats were similar (68% overlap). We discuss implications for future research examining factors that underlie the successful comprehension of science texts. 相似文献
167.
Meinert A. Meyer 《Zeitschrift für Erziehungswissenschaft》2001,4(3):381-403
Zusammenfassung In diesem Beitrag geht es darum, die Bedeutung des Fachunterrichts aus Schülersicht herauszustellen und dabei zugleich unterschiedliche
Arten der Beteiligung der Schüler an eben diesem Unterricht zu beschreiben. Dafür liefere ich Auszüge aus einem Unterrichtsprotokoll
und dazugeh?rigen Lehrer-und Schülerkommentaren und interpretiere sie. Das Beispiel stammt aus dem Geschichtsunterricht der
gymnasialen Oberstufe, Jahrgangsstufe 11. Abschlie?end versuche ich, Bausteine einer Theorie der Partizipation im Fachunterricht
zu identifizieren.
Summary A Subject and its Pupils: Lesson analyses and preparatory notes on a theory of participation The aim of this paper is to show the importance of lessons in particular subjects from the perspective of the pupils and, at the same time, to describe the different ways in which pupils participate in these lessons. To this end, I will present and then interpret excerpts from records of particular lessons along with teachers’ and students’ comments on these lessons. The example comes from a History class in year 11 of the German Gymnasium. To conclude, I will attempt to identify the building blocks of a theory of participation in subject lessons.相似文献
168.
This key paper is intended to produce a comparison of Bildung and globalization, acknowledging that Bildung and globalization are both fuzzy concepts. Our comparison of globalization and Bildung therefore is to be seen as a construction. To reach this objective, we start with the identification of dimensions of the concept of globalization based predominantly on sociological research. This analysis is followed by explication of dimensions of the concept of Bildung as they can be identified before a frame of globalization. We want to find out whether it makes sense to see globalization as one part of a new model of Bildung. In the conclusion, we demonstrate the normativity of each and any theory of Bildung in globalizing times, and we explain why it is necessary to reflect on the normativity of the different concepts. We indicate where we see connections with the other papers of this special issue of “Zeitschrift für Erziehungswissenschaft”. 相似文献
169.
Alexis C. Collier Joelle Mast Donald R. Meyer Carrie-Ellen Jacobs 《Learning & behavior》1979,7(4):514-520
Ten- and 15-day-old rat pups were trained with two procedures to approach an anesthetized mother, and then were punished for approaching. Both ages of subjects exhibited increased latencies to reapproach the mother, indicating passive inhibitions, but only the older pups retreated. All but one of the younger pups eventually reached the mother within 3 min after the punishment, while only half of the older pups did so. In a second experiment examining the development of locomotor avoidance reactions, 5- to 20-day-old rats were shocked without the mother present. Fifteen- and 20-day-old rats significantly decreased their activity patterns in reaction to shock and spent significantly less time in the shock area than either of the younger aged pups. These results suggest that flight reactions are components of a rat’s defensive repertoire that appear very rapidly between 10 and 15 days of age. 相似文献
170.
ABSTRACTEarly career academics (ECAs) represent the future of the academic workforce, but competition and career uncertainty is resulting in disengagement and burnout. In professions outside academia, increased engagement is associated with perceived organisational support and fair recognition and rewards, as well as opportunities to meet basic psychological needs of autonomy, competence and relatedness. In contrast, decreased engagement is linked with increasing demands on effort and over-commitment to work. The current study used multiple linear regression to test whether comparable relationships were observed in a sample of 151 ECAs in an Australian university. Opportunities to build and demonstrate competence at work, the presence of meaningful relationships and perceived organisational support were independent and statistically significant predictors of engagement. The need for autonomy and fair rewards and recognition appeared to be correlated but not statistically significant predictors of engagement. Contrary to prediction, increasing effort and over-commitment to work did not predict decreases in engagement. These results are discussed in light of implications for programs designed to support the development of ECAs into various career pathways. 相似文献