全文获取类型
收费全文 | 996篇 |
免费 | 16篇 |
专业分类
教育 | 808篇 |
科学研究 | 22篇 |
各国文化 | 4篇 |
体育 | 99篇 |
文化理论 | 14篇 |
信息传播 | 65篇 |
出版年
2024年 | 2篇 |
2023年 | 11篇 |
2022年 | 15篇 |
2021年 | 19篇 |
2020年 | 36篇 |
2019年 | 52篇 |
2018年 | 91篇 |
2017年 | 74篇 |
2016年 | 64篇 |
2015年 | 36篇 |
2014年 | 61篇 |
2013年 | 210篇 |
2012年 | 21篇 |
2011年 | 19篇 |
2010年 | 39篇 |
2009年 | 23篇 |
2008年 | 24篇 |
2007年 | 22篇 |
2006年 | 20篇 |
2005年 | 9篇 |
2004年 | 18篇 |
2003年 | 13篇 |
2002年 | 5篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 13篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1985年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1974年 | 3篇 |
1973年 | 2篇 |
1972年 | 2篇 |
1919年 | 1篇 |
1918年 | 1篇 |
1904年 | 1篇 |
1890年 | 1篇 |
排序方式: 共有1012条查询结果,搜索用时 15 毫秒
231.
Kärbla Triinu Uibu Krista Männamaa Mairi 《European Journal of Psychology of Education - EJPE》2021,36(3):553-572
European Journal of Psychology of Education - Good readers use various comprehension strategies to understand texts. However, many students lack knowledge on how to purposefully and effectively use... 相似文献
232.
Maike Tietjens Lisa M. Barnett Dennis Dreiskämper Benjamin Holfelder Till Onno Utesch Natalie Lander 《Journal of sports sciences》2020,38(17):1984-1996
ABSTRACT Previous studies investigating the relationship between motor skill, physical activity and fitness in children have not thoroughly considered the role of self-perception. Therefore, the study aim was to test a theoretical framework, which considered both actual and perceived motor skill as well as actual and perceived fitness. Potential moderating effects of sex and country were considered. Data on motor skill, fitness, as well as self-perception of motor skill and fitness were collected from 145 Australian children and 214 German children (age range 7 to 10 years). For actual motor skill and fitness, mean differences for sex, age and country were found. For perceived motor performance (perceived motor skill and perceived fitness) no mean differences were found for age. Path analyses were performed. The final model showed significant relations between actual performance (object control skill, fitness) and perceived performance (object control skill, fitness). All model paths had low to moderate regression weights with the lowest relationship reported between actual and perceived fitness. Sex and country showed no effects. This integrated approach has led to a better understanding of the relationship between children’s perceived and objective performance, and cultural differences within them. 相似文献
233.
Research on self-regulated learning has focused predominantly on a static individual level to explain various strengths and weaknesses of learners. However, much learning today is highly interactive and technologically enhanced, which an individually oriented perspective to regulated learning does not consider. In this article we discuss regulation by bringing situational and contextual variation of regulated learning into focus. We introduce a situative perspective on regulation of learning and give arguments and examples on how it can offer a way to conceptually and empirically grasp multiple layers of regulated learning in social contexts. We also compare the given perspective with sociocognitive and sociocultural perspectives to regulated learning. We conclude that the situative perspective can significantly enrich understanding about individual and group learning as a regulated activity, because it offers a way to examine regulation beyond the individual while not losing sight of learners as individual subjects. 相似文献
234.
We report results of two studies on metacognitive accuracy with undergraduate education students. Participating students were asked to judge their personal performance in a multiple-choice exam as well as to state their confidence in their performance judgement (second-order judgement [SOJ]). In each study, we compared four conditions that differed in the type of the presented 5-point confidence scale for SOJs. In Study 1, four bipolar scales with different labels were applied; in Study 2, unipolar and bipolar scales were implemented. The results of Study 1 with N?=?420 students show that undergraduates on average provided accurate performance estimations. However, students were not aware of their judgement accuracy, shown by a low fit of SOJ and judgement accuracy. In addition, the type of provided scale significantly influenced the SOJs. Study 2 with N?=?348 students replicated the findings of the first study and gave further insight into the effects of uni- vs. bipolar response scales. 相似文献
235.
Children's Temperament and Academic Skill Development During First Grade: Teachers' Interaction Styles as Mediators
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Jaana Viljaranta Kaisa Aunola Sari Mullola Johanna Virkkala Riikka Hirvonen Eija Pakarinen Jari‐Erik Nurmi 《Child development》2015,86(4):1191-1209
The present study followed 156 Finnish children (Mage = 7.25 years) during the first grade of primary school to examine to what extent parent‐ and teacher‐rated temperament impacts children's math and reading skill development during the first grade, and the extent to which this impact would be mediated by teachers' interaction styles with the children. The results showed that the impact of children's low task orientation and negative emotionality on their math skill development was mediated via teachers' behavioral control and, among girls, also by psychological control. The negative impact of children's inhibition on math skill development, in turn, was not mediated via teachers' interaction styles. Temperament did not predict the children's reading skill development during first grade. 相似文献
236.
Alexander Häfner Armin Stock Verena Oberst 《European Journal of Psychology of Education - EJPE》2015,30(1):81-94
The aim of this study was to examine the effects of a time management training program on perceived control of time and perceived stress in the context of higher education. Twenty-three undergraduate students attended a time management training intervention and reported demands, perceived stress and perceived control of time directly before 2 and 4 weeks after training. We used a “non-equivalent dependent variable design” (Cook and Campbell, Quasi-experimentation: design and analysis for field settings, p. 118, 1979) with perceived stress and perceived control of time as dependent variables, which should be influenced by the training, and demands as control variable, which should not be changed. As expected, perceived stress decreased and perceived control of time increased after training, whereas demands did not change. Therefore, time management training might be beneficial for undergraduate students’ well-being. Nevertheless, more intervention studies in this field are necessary, especially with lager samples, to contribute to more robust results and conclusions. 相似文献
237.
Sanna Järvelä 《Infancia y Aprendizaje》2015,38(2):279-294
AbstractLearning in and for the twenty-first century requires motivational competence and effective learning strategies in individual and collaborative learning settings. Being able to strategically regulate one’s own learning and that of others is a vital and increasingly important skill. Most learners are not equipped to regulate and direct their own learning or might lack the motivation to do so. Additionally, if self-regulation of learning is difficult at the individual level, it becomes even more difficult when interacting with peers and in teams, known as co-regulation and shared regulation. Fortunately, recent research has shown that regulation can be both learned and also often supported with self-regulation tools and/or environments. This paper discusses recent trends in self-regulated learning research, focusing especially on regulating learning in computer supported collaborative learning. It is concluded that today’s education should help learners become aware of their strengths and weaknesses in a learning situation, so as to help them develop skills and strategies to continue to learn throughout their lives. 相似文献
238.
This article presents a “telling case” of an interdisciplinary, team-teaching experience that explores how participants eschewed ethnocentricism of their fields of study in order to learn from each other, while providing instruction to students and analysing data collected from the class (a graduate course on literature and pedagogy). Through the process, the participants (a professor of English education and a professor of literature) ground the perspectives of literary interpretation in their field of study and languaculture, and developed a conceptual framework that guided their interactions and analysis of the discursive actions of the class. An ethnographic perspective served as the conceptual frame and informed how the participants observed, described, and developed claims about classroom interactions. Through this study, the participants answer calls for more examples of how faculty in higher education engage in interdisciplinary teaching and research and the need for faculty to develop conceptual ethnographic frameworks for their collaborations. 相似文献
239.
240.
Sanna Palomäki Pilvikki Heikinaro-Johansson Pertti Huotari 《Journal of sports sciences》2015,33(6):588-596
We investigated changes in cardiorespiratory performance, BMI and leisure-time physical activity among Finnish adolescents from 2003 to 2010. In addition, we compared cardiorespiratory performance levels between normal weight and overweight adolescents, grouped according to their physical activity. Participants were a national representative samples of 15–16-year-old adolescents in their final (ninth) year of comprehensive school in 2003 (n = 2258) and in 2010 (n = 1301). They performed an endurance shuttle run test and reported their height and weight and leisure time physical activity on a questionnaire. Results showed no significant secular changes in cardiorespiratory performance from 2003 to 2010. The mean BMI increased in boys. Leisure-time physical activity increased among normal weight girls. Adolescents of normal weight had better cardiorespiratory performance than those classified as overweight at both assessment points. BMI-adjusted physical activity was a significant determinant for cardiorespiratory performance among overweight adolescents, and very active overweight adolescents had similar cardiorespiratory performance levels as moderately active adolescents of normal weight. The results of the present study support the idea that the physical activity has the great importance for the cardiorespiratory performance in adolescents. Overweight adolescents, in particular, benefit from higher levels of physical activity. 相似文献