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Lisa M. Barnett Rohan M. Telford Claudia Strugnell James Rudd Lisa S. Olive Richard D. Telford 《Journal of sports sciences》2019,37(5):492-499
Children’s fundamental movement skill levels (FMS) predict moderate-to-vigorous physical activity (MVPA). Asian children have been reported as less active than English-Europeans, possibly due to poorer skills. This study compared the FMS of children from Culturally and Linguistically Diverse (CALD) backgrounds and examined FMS correlates. A total of 261 children (122 males) aged 9-to-11 years were divided based on language spoken at home: English-European (n = 105) and Asian (n = 156). Height, mass, FMS (Test of Gross Motor Development-2), MVPA (accelerometer) and cardio-respiratory fitness (20m multistage shuttle run) were directly measured. Sex, age, language and perceived sport competence (CY-PSPP) were self-reported. Independent sample t-tests assessed age, BMI, FMS and perception by CALD group. Linear mixed models examined FMS correlates. Asian-speaking children had lower object control skill (35.5 v 37.2; CI [0.17, 3.18]; p < 0.03) compared to English-European- children, but no between-group differences in locomotor skills were observed. Fitness, physical activity and sport competence perception were positively associated with object control, yet adjusting for these variables (and age and BMI) did not remove the CALD effect (B = ?2.02, SE = 0.69, p = 0.004). Cultural factors may affect object control competence in Asian-Australian children. 相似文献
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This study examines eighth grade students’ use of a representational metaphor (cups and tiles) for writing and solving equations
in one unknown. Within this study, we focused on the obstacles and difficulties that students experienced when using this
metaphor, with particular emphasis on the operations that can be meaningfully represented through this metaphor. We base our
analysis within a framework of referential relationships of meanings (Kaput 1991; Kaput, Blanton, and Moreno, et al. 2008). Our data consist of videotaped classroom lessons, student interviews, and teacher interviews. Ongoing analyses of these
data were conducted during the teaching sequence. A retrospective analysis, using constant comparison methodology, was then
undertaken in order to generate a thematic analysis. Our results indicate that addition and (implied) multiplication operations
only are the most meaningful with these representational models. Students also very naturally came up with a notation of their
own in making sense of equations involving multiplication and addition. However, only one student was able to construct a
“family of meanings” when negative quantities were involved. We conclude that quantitative unit coordination and conservation
are necessary constructs for overcoming the cognitive dissonance (between the two representations—drawn pictures and the algebraic
equation) experienced by students and teacher. 相似文献
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In a retrospective study, we compared school performance of 53 children practicing music (group 1) with 67 controls not practicing
music (group 2). Overall average marks as well as average marks of all school subjects except sports were significantly higher
in children who do (group 1) than in those who do not practice music (group 2). In a multiple regression analysis, musical
training, parent’s income, and educational level (grades) correlated significantly with overall average marks. A slight decrease
of overall average marks over 4 years from grades 3 to 6 was found in the control group only. Musical training evidently correlates
with children’s better performance at school, but is obviously part of a multifactorial dependence. Continuous musical training
appears to help achieve and maintain school performance at a high level over time. 相似文献
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