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451.
Tim Gorichanaz 《体育哲学杂志》2016,43(3):365-379
In the United States, running as a leisure activity continues to grow in popularity. Healthism can explain some of this popularity, but it does not explain ultradistance running. Motivations for running can be seen through the framework of the Kantian beautiful and the sublime. Beauty arises through extrinsic motivation (e.g. products, physique, competition) and relates to an economy of form, while the sublime arises through intrinsic motivation (e.g. life meaning) and relates to confronting the challenge of infinity. The commercial, casual, and competitive aspects of distance running correspond to the beautiful, while its wilderness, serious, ultradistance aspects correspond to the sublime. This framework is used to explain the resistance of ultrarunning to the would-be detrimental effects of commodification, as well as ultrarunning’s ‘wild turn.’ 相似文献
452.
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Jennifer LoCasale-Crouch Tim Konold Robert Pianta Carollee Howes Margaret Burchinal Donna Bryant Richard Clifford Diane Early Oscar Barbarin 《Early childhood research quarterly》2007
In the past decade in the United States, pre-kindergarten programs for four year olds have expanded rapidly as a potentially powerful intervention intended to promote school readiness for children at-risk for future school failure. This paper describes in detail multi-dimensional profiles of observed quality across 692 classrooms in 11 states representing 80% of these available programs and examines teacher, program, and classroom characteristics associated in these profiles. Cluster analysis enabled the detection of patterns that fit profiles of high and low overall emotional and instructional support along with “mid-range” patterns in which emotional support is somewhat higher than instructional support. Associations between teacher characteristics and program characteristics were generally not significant. However, the poorest quality profile was associated with classroom poverty level, suggesting that the children who need the highest quality educational experiences have teachers who are struggling the most to provide it. 相似文献
455.
Teacher–student interpersonal relationships play an important role in education. The Questionnaire on Teacher Interaction (QTI) was designed to measure students’ interpersonal perceptions of their teachers. There are two Chinese versions of the QTI for student use, and that inherited the weaknesses of the previous English versions, such as items that focus on class behaviour, instead of teacher behaviour, or that include conditionals and negations. The present study aimed to develop an improved Chinese version of the QTI which is conceptually parallel with the original QTI and with the use of optimal item wording. The process contained several steps, including expert panels and student and teacher interviews. New items were also created based on the Chinese secondary classroom context, rather than only using translations of English items. The final version of the Chinese version of the QTI presented in this paper was evaluated with a sample of 2000 students from 4 secondary schools in mainland China who rated a total of 80 teachers. The resulting version of the Chinese QTI had adequate validity and reliability, and it distinguished clearly between teachers. The predictive validity was supported by the relation between the students’ perceptions of their teachers and their academic emotions in class. Although further improvement of the instrument is recommended, it can be used to study interpersonal teacher behaviour in China and to help to improve Chinese teachers’ teaching practices. 相似文献
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457.
Tim A. Grice Cynthia Gallois Elizabeth Jones Neil Paulsen Victor J. Callan 《Journal of Applied Communication Research》2006,34(4):331-348
The present study adopted an intergroup approach to information sharing and ratings of work team communication in a public hospital (N = 142) undergoing large-scale restructuring. Consistent with predictions, ratings of communication followed a double ingroup serving bias: while team members reported sending about the same levels of information to double ingroup members (same work team/same occupational group) as they did to partial ingroup members (same work team/different occupational group), they reported receiving less information from partial ingroup members than from double ingroup members and rated the communication that they received from partial ingroup members as less effective. We discuss the implication of these results for the management of information sharing and organizational communication. 相似文献
458.
Phonological difficulties characterize children with developmental dyslexia across languages, but whether impaired auditory processing underlies these phonological difficulties is debated. Here the causal question is addressed by exploring whether individual differences in sensory processing predict the development of phonological awareness in 86 English-speaking lower- and middle-class children aged 8 years in 2005 who had dyslexia, or were age-matched typically developing children, some with exceptional reading/high IQ. The predictive relations between auditory processing and phonological development are robust for this sample even when phonological awareness at Time 1 (the autoregressor) is controlled. High reading/IQ does not much impact these relations. The data suggest that basic sensory abilities are significant longitudinal predictors of growth in phonological awareness in children. 相似文献
459.
Tim Niclas Höffler Victoria Bonin Ilka Parchmann 《International Journal of Science and Mathematics Education》2017,15(5):817-836
Competitions are discussed as a measure to foster students’ interest, especially for highly gifted and talented students. In the current study, participants of a cognitive school competition in science were compared to non-participants of the same age group (14–15) who either did not participate in any competition or who participated in a non-cognitive sports competition. The study focused on goal orientations and competence beliefs and analyzed outcomes as a foundation for further improvements of enrichment measures and competitions with regard to fostering students’ interest especially in science. The results showed considerable differences (and some unexpected similarities) between groups: Science competition participants were more learning goal oriented, had less performance avoidance goals, and showed less work avoidance than non-participants. Social self-concept was higher but was moderated by GPA. Considerable gender differences were found as well. These findings are discussed with regard to further research and possibilities for improvement of science competitions. 相似文献
460.
Avril Loveless Tim Denning Tony Fisher Chris Higgins 《Education and Information Technologies》2008,13(4):345-355
The paper is a theoretical reflection on a research study of ‘Create-A-Scape’, a software resource for making mediascapes
to support learning in the primary and secondary school curriculum. Mediascapes are collections of location-sensitive texts,
sounds and images that are geo-tagged or ‘attached to’ the local landscape, and learners use mobile technologies, such as
PDAs, to roam in a space or landscape to detect and respond to these multimedia tags. The study, commissioned by Futurelab,
was conducted in the summer of 2007 in England. Its aims were to investigate the Create-A-Scape resource and present insights
into its use, perceptions of use, and the implications and potential of mediascape tools for learning, teaching and pedagogy.
A survey of all who had downloaded the software outlined early perceptions and use of the resource. Five selected case studies
were developed through visits, observations and interviews with teachers and pupils using the resources to create mediascape
activities. A cross-case analysis articulated three distinctive theoretical perspectives, namely creativity, teacher knowledge
and a sense of place. The paper presents the conduct and findings of the study, develops the discussion of the theoretical
framework, and considers the potential of such resources for mobile technologies in curriculum integration, and supporting
learning in meaningful physical places. 相似文献