全文获取类型
收费全文 | 412篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 268篇 |
科学研究 | 38篇 |
各国文化 | 9篇 |
体育 | 48篇 |
文化理论 | 4篇 |
信息传播 | 51篇 |
出版年
2023年 | 8篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 23篇 |
2018年 | 27篇 |
2017年 | 28篇 |
2016年 | 27篇 |
2015年 | 16篇 |
2014年 | 15篇 |
2013年 | 98篇 |
2012年 | 14篇 |
2011年 | 11篇 |
2010年 | 14篇 |
2009年 | 10篇 |
2008年 | 14篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 3篇 |
2004年 | 6篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 3篇 |
1998年 | 3篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1991年 | 2篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1984年 | 1篇 |
1982年 | 8篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1915年 | 1篇 |
1910年 | 1篇 |
1895年 | 1篇 |
1890年 | 1篇 |
1872年 | 1篇 |
1870年 | 1篇 |
1866年 | 2篇 |
排序方式: 共有418条查询结果,搜索用时 15 毫秒
411.
Robert W. Schutz Frank L. Smoll F. Alex Carre Richard E. Mosher 《Research quarterly for exercise and sport》2013,84(3):256-265
Abstract This paper summarizes the development of an inventory for the assessment of children's attitudes toward physical activity (CATPA), including an overview of its psychometric properties. Through a series of studies, an original and frequently used attitude inventory was restructured, resulting in a revised inventory which is both shorter and psychometrically superior to the original. This instrument, which assesses attitudinal dispositions toward each of seven physical activity subdomains, is shown to possess high internal consistency and strong factor validity. In addition, a new CATPA inventory suitable for grade 3 children is introduced. The two inventories are presented, along with instructions for their administration and scoring. Norms, based on samples of approximately 500 children of each grade and sex, are provided for boys and girls in grades 3, 7, and 11. Throughout the paper consideration is given to research applications, as well as cautions relative to the use and interpretation of the two CATPA inventories. 相似文献
412.
The Urban Review - This study examines teachers’ cultural awareness of Black immigrants and the pedagogical strategies they implemented that aided in the academic success of Black immigrant... 相似文献
413.
This study contributes to proactivity theory and debate on how universities meet competing stakeholder demands in an increasingly marketized higher education environment. We explore how the interplay between the stable facet of proactive personality and the situated behaviour of personal initiative influence academic performance. We hypothesized and found that students high on both these facets of proactivity achieve better academic grades than those low on both, or high in just one. Unexpectedly, high proactive personality with low personal initiative behaviour was the worst combination. Proactivity can be a valuable employability asset, which alongside academic grades is important to some employers as well as students and universities. We argue that nurturing student proactivity can therefore produce multiple benefits but with focus on the more trainable dimension of personal initiative behaviour. To this end we provide practical guidance for university curriculum design to simultaneously enhance graduate employability and academic performance. 相似文献
414.
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness 总被引:1,自引:0,他引:1
Jeff Allen Steven B. Robbins Alex Casillas In-Sue Oh 《Research in higher education》2008,49(7):647-664
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and
dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical
multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included
6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research
by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college,
(2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect,
or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for
retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic
self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention
and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led
to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical
implications of these findings and directions for future research are discussed.
A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New
Mexico, October 2006. 相似文献
415.
Ton de Jong Armin Weinberger Isabelle Girault Anders Kluge Ard W. Lazonder Margus Pedaste Sten Ludvigsen Muriel Ney Barbara Wasson Astrid Wichmann Caspar Geraedts Adam Giemza Tasos Hovardas Rachel Julien Wouter R. van Joolingen Anne Lejeune Constantinos C. Manoli Yuri Matteman Tago Sarapuu Alex Verkade Vibeke Vold Zacharias C. Zacharia 《Educational technology research and development : ETR & D》2012,60(5):883-901
Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socio-scientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form of what are called pedagogical scenarios. A SCY pedagogical scenario presents the learning process as an organized assembly of elementary learning processes, each associated with a specific learning object and a tool for creating this learning object. Designing a SCY learning environment is basically a two-step procedure: the first step is to select one of the available scenarios, and the second step is to define the domain content. The SCY technical infrastructure then handles the instantiation of the scenario as a SCY computer-based learning environment. In this article we describe the SCY pedagogical design scenarios and report on our experiences in designing four different SCY learning environments. 相似文献
416.
Alex de Voogt 《Learning & behavior》2017,45(4):406-413
Three strategic games played by the Ju|’hoan—a board, a card, and a gesture game—complicate the rhetorics that suggest an evolutionary or psychological significance of play. They are mostly played by adults, although every individual adult does not necessarily engage in each game. The Ju|’hoan card and board game practices were transmitted through contact across large parts of Botswana and Namibia, while the gesture game n!àì has been known in other San communities. It suggests that the significance of strategic games is more likely found in its potential for social interaction (i.e., allowing to overcome cultural divides) than in evolution and psychology. Within the anthropological literature, strategy games were thought to be absent in egalitarian societies, such as that of the Ju|’hoan. Here, the roles of power, competition, and winning were thought to be disruptive and unwanted. A closer examination of the details behind the Ju|’hoan games shows that not only were strategy games adopted and adapted from neighboring societies but that the game of n!àì was developed by the Ju|’hoan into a competitive one. The evolutionary or psychological significance of play is informed by studies on individual play, children’s play, and games with informal rules. When considering strategic games throughout history, it is their role of facilitator rather than the playing practice itself that makes games relevant across languages, cultural divides, and sociopolitical boundaries. 相似文献
417.
418.