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Equivocal results of the psychophysical effects of music have been explained in part by the insensitivity of researchers to important personal and situational variables when selecting music. The aim of the present study was to operationalize a conceptual framework for the prediction of psychophysical responses to music into a music rating inventory to assess the motivational qualities of music in exercise and sport environments. An initial item pool was developed and administered to 334 aerobics instructors. Exploratory factor analysis produced a 13-item, four-factor structure (association, musicality, cultural impact and rhythm response), which accounted for 59.2% of the variance. This model demonstrated acceptable fit indices when tested using confirmatory factor analysis on 314 exercise-to-music participants, and was better than an alternative two-factor model. When cross-validated using multisample confirmatory factor analysis, the model also showed an acceptable fit overall, although some invariance in the rhythm response factor was evident that can be attributed to the exclusive use of synchronous music by aerobics instructors. The Brunel Music Rating Inventory appears to be a valid and reliable tool for both researchers and practitioners to assess the motivational qualities of music in exercise and sport environments. 相似文献
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ANDREW STABLES 《Journal of Philosophy of Education》2019,53(4):773-787
Colin Koopman identifies a longstanding tension between experiential givenism and linguisticism in forms of pragmatism, and offers semiotics as a candidate for resolving this. In this paper, I offer a pansemiotic account that construes the universe as events, and experience as implication in events. This process account resonates strongly with most of Koopman's aspirations for transitionalist pragmatism, but with one notable exception: it is strongly post‐humanist. The argument is in three stages. The first sketches out a semiotic process metaphysics that construes the sign as ubiquitous and evolutionary (qua Peirce) and as deferred (qua Derrida) and also as non‐quantifiable (thus addressing another problem besetting modern philosophy: mathematisation, cf. scientisation), while denying raw quality (contra Peirce) and the primacy of language in any form (contra Derrida). The second stage fleshes out this anti‐Cartesian world picture in terms of its inherent transitionalism, implicit meliorism and inevitable post‐humanism. The nature and role of the human on this account is considered briefly. The final stage considers the semiotics of the encounter on this account, and concludes with some thoughts about the teaching‐and‐learning encounter, taken as emblematic of the human role in taking things forward through explicitly social interaction. Such encounters can only be evaluated contextually, with respect to contestable considerations of significance and of progress. 相似文献
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ANDREW DAVIS 《Journal of Philosophy of Education》2007,41(4):811-827
The Common School should promote a sense of the distinctive worth of all human beings. How is the respect thus owed to every individual to be properly understood? This familiar question is explored by discussing ‘lookism’, a form of discrimination on the grounds of appearance. The treatment is located within a wider analysis of stereotyping. Ultimately stereotyping overlooks persons as sources of actions with moral significance and as potential owners of moral virtues. The Common School could profitably approach traditionally emotive issues such as racism indirectly by helping students to understand in some depth how ‘lookist’ attitudes deny agency. It could then encourage students to apply these insights to traditional forms of discrimination. 相似文献
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ANDREW WILKINSON 《English in Education》1969,3(3):102-105