全文获取类型
收费全文 | 170篇 |
免费 | 5篇 |
专业分类
教育 | 123篇 |
科学研究 | 14篇 |
各国文化 | 4篇 |
体育 | 14篇 |
文化理论 | 3篇 |
信息传播 | 17篇 |
出版年
2023年 | 2篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 5篇 |
2019年 | 9篇 |
2018年 | 9篇 |
2017年 | 11篇 |
2016年 | 15篇 |
2015年 | 8篇 |
2014年 | 12篇 |
2013年 | 26篇 |
2012年 | 12篇 |
2011年 | 4篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2008年 | 3篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 1篇 |
2004年 | 8篇 |
2003年 | 2篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 3篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 1篇 |
1991年 | 2篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1980年 | 1篇 |
1975年 | 1篇 |
1956年 | 1篇 |
排序方式: 共有175条查询结果,搜索用时 15 毫秒
101.
102.
Elisabeth Rose Simone Lehrl Susanne Ebert Sabine Weinert 《Early education and development》2018,29(3):342-356
Research Findings: This study investigated the long-term interrelations among children’s language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and teachers reported on cooperative behavior, physical aggression, and emotional self-regulation. Language was assessed using established test instruments. HLE was operationalized by the number of books in the household, the frequency of shared book reading, and an observation during shared book reading. Path analyses supported effects of language and HLE at age 3 on all 3 indicators of socioemotional development over the 5-year period. An additional mediational analysis revealed different patterns of results depending on the aspect of socioemotional competency under study. Although the effect of early language and HLE at age 3 on cooperative and (low) aggressive behavior at age 8 was partially mediated by language at age 5, children’s early language at age 3 was the best predictor of the development of emotional self-regulation. Practice or Policy: Findings identify a rich HLE and proper language skills as protective factors for socioemotional development in not-at-risk children; these factors should be further established in social skills training. 相似文献
103.
Cassandra Colvin Farida Fozdar Simone Volet 《British Journal of Sociology of Education》2015,36(3):414-433
This research examines the understandings and experiences of mono-cultural, mono-lingual local students in relation to intercultural interactions within small group learning activities at university. Bourdieu’s concepts of field, habitus and capital are employed to illuminate a number of barriers to intercultural interaction. Using qualitative analysis of interviews with local students, the study revealed intercultural interactions to be co-shaped by multiple co-existing, interdependent and often competing structural and contextual elements, as well as the personal dispositions that students bring to the classroom. The field tends to privilege the capital held by local students (knowledge of small group work, verbal confidence, language), and imposes structural limits on interactions. While students' habitus mediates this effect, the overall result discourages interactions between local students and those from different cultural backgrounds. Implications for universities are discussed. 相似文献
104.
Caljouw SR Van der Kamp J Savelsbergh GJ 《Research quarterly for exercise and sport》2010,81(4):410-415
When hitting kicking, or throwing balls at targets, online control in the target area is impossible. We assumed this lack of late corrections in the target area would induce an effect of a single-winged Müller-Lyer illusion on ball placement. After extensive practice in hitting balls to different landing locations, participants (N = 9) had to hit a ball to a distant target specified by the vertex of a single-winged Müller-Lyer configuration. Impact velocity was not significantly "tricked" by the pictorial illusion, suggesting that, even when late corrections in the target area are absent, some motor behaviors are not susceptible to the influence of the visual environment surrounding the target. 相似文献
105.
G. Glombitza R. De Simone U. Mende M. Merdes R. Krempien D. Zerfowski C.H.F. Vahl H.P. Meinzer S. Hagl 《Informatik - Forschung und Entwicklung》1999,19(4):16-23
Die Verwendung der Ultraschalltechnik als bildgebendes Verfahren geh?rt in den unterschiedlichsten Bereichen der Medizin
zur klinischen Routine. In den letzten Jahren sind sowohl bei der Weiterentwicklung der Echoscanner selbst als auch auf der
Softwareseite im Bereich der computer-gestützten Auswertung von Ultraschalldaten enorme Fortschritte erzielt worden. Die Ergebnisse
der T?tigkeiten im Sonderforschungsbereich 414 “Rechner- und sensorgestützte Chirurgie” sind bedeutsame Beispiele der Fortschritte
in der klinischen Anwendung in unterschiedlichen medizinischen Fachrichtungen. Wir zeigen ein Beispiel aus der 3D-Echographie
(Diagnose von Knochentumoren und ihren Auswirkungen auf das umgebende Weichgewebe) und zwei Beispiele aus der Echokardiographie
(Vermessung von Herzklappenringen und Diagnose von Herzklappeninsuffizienzen durch Volumetrie und Visualisierung). Die echokardiographischen
Anwendungen unterscheiden sich dabei hinsichtlich der verwendeten Ultraschallinformation. W?hrend für die Vermessung von Herzklappenringen
die morphologische Information aus den Backscatterdaten gewonnen wird, wird bei der Bestimmung von Flu?volumen auf die Dopplerdaten
zurückgegriffen. 相似文献
106.
107.
Simone Scherger 《Cultural Trends》2009,18(1):23-45
Social science studies of cultural activity commonly focus on class, gender and ethnicity and often treat age as an unimportant background variable. This article demonstrates the central importance of age as a factor affecting cultural consumption, using data from the “Taking Part” Survey of England. As well as seeking to describe the main aspects of age differentiation, the article unpacks what is often called, in a simplified way, “age effects”. The socio-historical dynamics leading to the existence of age effects are examined, first theoretically, and second, through some empirical examples (doing sport, playing a musical instrument/singing, cinema, visiting exhibitions or collections of art/photography/sculpture, doing textile crafts). A number of influences are shown to account for the importance of age: health, the individual life course, the different socio-economic background of cohorts and other, more complex cohort effects. Possible interpretations of these cohort effects on cultural practices are discussed at the end of the article. 相似文献
108.
109.
Simone DeVore Robin Fox Lucy Heimer Brooke Winchell 《Early Years: An International Journal of Research and Development》2015,35(4):394-410
As a team of teacher educators at a university in the United States, we engage in participatory action research to reflect on how reflective tools which we design engage teacher candidates (TCs) in their reflecting on teaching. In this paper, we describe how we invite TCs to write in-class reflections, respond to self-assessment probes, and practice problem-solving processes. We critically analyze our approaches and identify further intentional approaches to promote university students’ understandings of (1) links between the self and working with children and families and (2) connections between attitudes and pedagogy towards social justice and inclusion. We conclude that we must continue to explore how the teaching practices we use affect students’ understandings of social justice in education. Doing so demands our focus on examining attitudes through self-reflection among and between faculty and university students so that identity, relationships, attitudes, inclusion, and social justice are prioritized as pillars of curriculum in early childhood education at all levels of schooling. 相似文献
110.
Situative and sociocognitive analyses were combined to examine engagement in high-level collaborative learning and its relationship
with individuals’ cognitions. Video footage of 53 science university students’ (nine groups) collaborative learning interactions
as they worked through a case-based project was analysed in combination with students’ appraisals and reflections on the activity.
Sizeable group differences in amount of high-level discussion of learning content were revealed. Individual high-level contributions
were positively correlated with overall unit performance. Motivation at task onset predicted amount but not depth of content-related
group discussion. Interviews with participants suggested that groups’ divergent patterns of engagement with content could
be related to different perceptions of the notion of collaborative learning. Results are discussed in terms of implications
for collaborative learning research and educational practice. 相似文献