全文获取类型
收费全文 | 174篇 |
免费 | 4篇 |
专业分类
教育 | 140篇 |
科学研究 | 9篇 |
各国文化 | 1篇 |
体育 | 8篇 |
文化理论 | 2篇 |
信息传播 | 18篇 |
出版年
2023年 | 1篇 |
2022年 | 7篇 |
2021年 | 1篇 |
2020年 | 2篇 |
2019年 | 5篇 |
2018年 | 15篇 |
2017年 | 4篇 |
2016年 | 10篇 |
2015年 | 8篇 |
2014年 | 14篇 |
2013年 | 36篇 |
2012年 | 5篇 |
2011年 | 3篇 |
2010年 | 9篇 |
2009年 | 8篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 7篇 |
2004年 | 2篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2001年 | 5篇 |
2000年 | 6篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 3篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1984年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
排序方式: 共有178条查询结果,搜索用时 0 毫秒
51.
The present study examined whether younger observers (kindergartners, second graders, and fourth graders) could extract relative weight information from collisions and also lifting events, and if they could judge whether collisions were natural (i.e., momentum conserving) or anomalous (non-momentum conserving). 20 children at each age and 20 adults viewed videotapes of 8 collisions (4 natural, 4 anomalous) and 6 sequences of lifting events. Observers also viewed sequences of static images taken from these events. Observers at all grade levels were able to reliably judge relative weight in both collisions and lifting events, and could differentiate between natural and anomalous collisions. Performance was much poorer when static sequences of the events were viewed, especially for the young children. A consistent age trend was noted across tasks: adults performed better than second and fourth graders who, in turn, performed better than kindergartners. In addition, there was evidence that younger children were differentially aided when the kinematics of the event made the kinetics more pronounced. 相似文献
52.
Transferring Personal and Social Responsibility of Underserved Youth to the Classroom 总被引:1,自引:0,他引:1
This report is an evaluation of an in-school mentoring program for 16 underserved elementary youngsters. The goals of the program are related to a Personal and Social Responsibility Model (Hellison, 1995), which focuses on the following: (1) self-control and respect for the rights of others; (2) effort and participation; (3) self-direction; and (4) helping others. Teacher and mentor journals, and student exit interviews, constituted the data sources. Data sources were reviewed and a program-goal matrix was developed to determine the level of performance of each participant. Results of the study indicated that the youngsters were able to apply the goal of effort to learning tasks in the classroom. The club members struggled, however, to transfer some of the other values to the classroom. One particular problematic area was the club members' inability to set personal goals in the classroom setting. 相似文献
53.
Zusammenfassung Mathematik ist ein polarisierendes Fach, ein Fach, das entweder geliebt oder abgelehnt wird. Der Beitrag fragt nach den Ursachen
für eine derartige Polarisierung und beschreibt dabei die Stellung des Fachs Mathematik in der Schule. In einem ersten Teil
werden unter Bezug auf die historische Entwicklung des Faches Mathematik die Zielsetzungen des Mathematikunterrichts beschrieben.
Dabei wird deutlich, dass im Mathematikunterricht über die historische Entwicklung hinweg für die gymnasiale Bildung st?rker
formale Ziele von Mathematik als Geistesbildung formuliert wurden, w?hrend für die Volks-und Realschulbildung st?rker materiale
Bildung der Bef?higung zur Umweltbew?ltigung gefordert wurden. In einem zweiten Teil werden Probleme und Defizite des Mathematikunterrichts
beschrieben wie die Dominanz von Regeln und Kalkülen und die einseitige Orientierung an einer deduktiv aufgebauten Fachsystematik.
In einem dritten Teil werden Konsequenzen und Ma?nahmen zur Behebung der Defizite vorgeschlagen wie die Orientierung an fundamentalen
Ideen. Auf der Ebene der Lehr-Lern-Formen wird die Bedeutung produktiver Lernumgebungen hervorgehoben sowie die St?rkung von
Eigenaktivit?ten und offenen Fragestellungen gefordert.
Summary Mathematics — a polarizing subject. Mathematics is a polarizing subject, a subject either beloved or condemned. This contribution asks for the reasons for such polarization and, at the same time describes the position of Mathematics as a school subject. In the first part, the aims of mathematics teaching are described in relation with the historical development of mathematics. It becomes obvious that beyond its historical development mathematics teaching at the Gymnasium (higher type secondary school) was laying stronger emphasis on formal goals of mathematics such as the cultivation of the mind, while at the Volksschule (lower type secondary school) and Realschule (intermediate type secondary school) goals related to the ability of mastering daily life were more strongly demanded. In the second part problems and deficits of mathematics teaching are described, such as the prevailing dominance of rules and calculations and the unilateral orientation towards a deductively constructed systematics of the subject. In the third part consequences and measures for remedying the deficits are suggested, for example an orientation on fundamental ideas. At the level of teaching-and-learning-modes productive learning surroundings are demanded and the support of individually initiated activities and open problems is stressed.相似文献
54.
Research in Science Education - Complex systems affect every part of our lives from the ecosystems that we inhabit and share with other living organisms to the systems that supply our water (i.e.,... 相似文献
55.
56.
Shirley Matile Ogletree Brad Mason Tammy Grahmann Paul Raffeld 《Communication Research Reports》2013,30(3):307-313
“Powerpuff Girls” (PPG) and “Johnny Bravo” (JB) are two recent additions to cartoon programming on the Cartoon Network. In Study 1 over three‐fourths of 187 elementary school children indicated that they had watched JB and PPG. These children perceived PPG to be significantly more aggressive than JB. In Study 2 two trained, independent raters scored JB, compared to PPG, as more likely to make appearance‐enhancing actions and more likely to use come‐ons while the PPG were more aggressive and more likely to giggle/laugh. Johnny was more likely to be the recipient of aggressive behaviors, rather than be aggressive himself. 相似文献
57.
58.
Tammy Kolbe Peter Kinsley Rachel Carly Feldman Sara Goldrick-Rab 《Journal of Education for Students Placed at Risk》2013,18(4):304-335
AbstractDespite overall increases in college-going, college enrollment rates remain inequitable. Many programs attempt to address these persistent racial/ethnic and social class disparities in college attendance by intervening in the high school curriculum. Advancement Via Individual Determination (AVID) is among the longest standing and prevalent of these college access programs. In this paper, we present findings from a multi-year evaluation and cost analysis of the AVID/TOPS program – an enhanced AVID model – in place in Madison Metropolitan School District (Wisconsin). Taken together, the evaluation’s findings characterize AVID/TOPS as a promising program model that is associated with an increased likelihood for college readiness and matriculation, particularly for student groups underrepresented in higher education. We also report on the resources and costs required to implement the program, and show that the program’s benefits appear to exceed its costs. 相似文献
59.
Dawn Brewer Emily Dickens Alyson Humphrey Tammy Stephenson 《Educational gerontology》2013,39(11):771-784
ABSTRACTThe purpose of this study was to determine if the amount and variety of fruits and vegetables consumed increased among community-dwelling older adults participating in Kentucky’s congregate meal site program following a series of five nutrition education lessons. A convenience sample of older adults attending senior centers (n = 35)—two intervention (n = 19) and two control (n = 16) centers—participated in this quasi-experimental pilot study. Following the intervention there was a significant increase in actual fruit and vegetable intake in the intervention group (p < .05) as assessed by platewaste measurements of the congregate lunch meal. In addition, from pre- to post-intervention, a trend towards increased self-reported intake in the variety of fruit and vegetables was observed among the intervention group. As well, a significant increase in the number of days intervention participants self-reported consuming at least 4.5 cups of fruits and vegetables in the last 7 days (2.44 ± 2.09 days to 4.28 ± 1.99 days (p = .004)) was observed; and knowledge pertaining to phytochemicals increased (p < .05). The phytochemical index (PI) score of the lunch meal, taking into account that the older adults' consumption of meal components, including phytochemical-rich foods, was 26.9. Overall, study results indicated that a short theory-based nutrition education program offered to community-dwelling older adults was linked to an increase in fruit and vegetable consumption and phytochemical knowledge. 相似文献
60.
Sara B. Oswalt Tammy J. Wyatt Yesenia Ochoa 《Journal of College Student Psychotherapy》2018,32(2):93-109
With the advent of the “Dear Colleague” letter in 2011, higher education institutions have become focused on sexual assault and related policies, procedures regarding offenses, and prevention education. Institutions should consider using this spotlight on interpersonal dynamics to increase awareness about other types of relationship violence that may be more common. This secondary data analysis of 72,067 U.S. college students indicates stalking, emotional abuse, and physical abuse are very common. Along with relationship difficulties in general, these forms of relational violence occur more frequently than sexual assault. Implications for counseling and mental health services are provided. 相似文献