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排序方式: 共有316条查询结果,搜索用时 15 毫秒
51.
Yvonne Csányi 《欧洲特需教育杂志》2013,28(3):301-308
The purpose of this study was to examine the effect of a rhythmic gymnastics programme on the dynamic balance ability of a group of children with deafness. The sample consisted of 29 children with deafness. The subjects met the same criteria in terms of age, aetiology, hearing level, intelligence, school placement and socioeconomic status, and in this way, they were assigned to two groups of 12 and 17 children, for the control and experimental groups respectively. The experimental group received a 16-week rhythmic gymnastic programme at a frequency of three lessons per week, for 40 minutes, whereas the control group adhered to its regular school routine. The methods of data collection included pre-/post-test measurements of the dynamic balance for all participants of both groups. The dynamic balance ability was measured by means of a balance deck (Lafayette) in duration of 30, 45 and 60 s intervals. The findings of this study provide evidence that the specific rhythmic gymnastic programme facilitates significant improvement in the dynamic balance ability of this sample of children with deafness. 相似文献
52.
The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students. 相似文献
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Jacob Yuichung Chan Annis L. Fung Lawrence H. Gerstein 《Psychology in the schools》2013,50(2):181-192
Research on aggression in the West has focused mainly on the dichotomy between proactive and reactive aggression, but not the co‐occurring proactive–reactive aggression subtype, despite its prevalence. The authors investigated the differences in psychological and behavioral correlates among proactive, reactive, and proactive–reactive student aggressors and nonaggressors in Hong Kong, China, based on their scores on the Reactive and Proactive Aggression Questionnaire. Participants were 1,356 secondary school students (805 males and 551 females, aged 11 to 18 years). A one‐way multivariate analysis of covariance was conducted to examine group differences in aggression, attention deficits, anxiety/depression, and delinquency. Results showed that proactive–reactive aggressors were significantly more aggressive, less attentive, more anxious/depressed, and more engaged in delinquent behaviors. Reactive and proactive aggressors did not differ in three of these four behaviors. Implications for research and practice when working with proactive–reactive aggressors are discussed. 相似文献
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Yvonne J. Moogan 《Educational studies》2011,37(1):1-14
Through its “Aim Higher Project” and “Excellence Challenge Programmes”, the UK government is investing large sums of money into widening participation so that more school leavers stay on to study for higher education (HE) courses, especially those from lower social classes and ethnic groups. Universities are increasingly developing links with local schools and creating novel ways of enhancing these relationships. Nevertheless, as the costs of attending university rise, it may be difficult to widen access especially amongst those “less wealthy” young people which universities are desperate to attract and enrol, due to the more lucrative government funding that the universities will receive. The main aim of the research is to report research findings from a case study incorporating Year 11 pupils (n = 38) from an inner city school (placed second on the Aim Higher register for the most socially disadvantaged), focusing in the main on the programme of study. This exploratory work is longitudinal with the researcher entering the Roman Catholic High School every two weeks during the academic year (over a period of nine months). 相似文献
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Comparing two types of model progression in an inquiry learning environment with modelling facilities 总被引:2,自引:0,他引:2
The educational advantages of inquiry learning environments that incorporate modelling facilities are often challenged by students’ poor inquiry skills. This study examined two types of model progression as means to compensate for these skill deficiencies. Model order progression (MOP), the predicted optimal variant, gradually increases the specificity of the relations between variables, whereas model elaboration progression (MEP) gradually expands the number of variables in the task. The study utilized a between-subject design with three conditions: a MOP condition (n = 28), a MEP condition (n = 26), and a control condition without model progression (n = 30). Consistent with expectations, model progression enhanced students’ task performance; a comparison among the two model progression conditions confirmed the predicted superiority of the MOP condition. These results are discussed in relation to the inconsistent findings from prior research. Based on this discussion ways to optimize model order progression are advanced. 相似文献
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McNaughtan Jon García Hugo A. Garza Tiberio Harwood Yvonne R. 《Tertiary Education and Management》2019,25(1):83-99
Tertiary Education and Management - The rising cost of higher education has driven researchers and practitioners alike to identify areas of waste and search for practices associated with increasing... 相似文献