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71.
Abeer Arafat Maram Na’es Vicky Kantarelou Naseem Haddad Anastasia Giakoumaki Vasilike Argyropoulos Demetrios Anglos Andreas-Germanos Karydas 《Journal of Cultural Heritage》2013,14(3):261-269
Selected copper alloy artefacts from the collection of the Umm Qais museum at Irbid, Jordan, were studied by SEM-EDS analysis, while in situ analyses were performed by means of portable μ-XRF and LIBS spectrometers. Analysis and characterization of base metal and corrosion products of the copper alloyed artefacts were performed in relation to the environmental conditions of the display and as part of the overall assessment of the museum environment. Findings of this study are directed towards guiding a preventive conservation strategy for the copper alloyed artefacts at the Umm Qais museum. 相似文献
72.
Jennifer Loertscher David Green Jennifer E. Lewis Sara Lin Vicky Minderhout 《CBE life sciences education》2014,13(3):516-528
Threshold concepts (TCs) are concepts that, when mastered, represent a transformed understanding of a discipline without which the learner cannot progress. We have undertaken a process involving more than 75 faculty members and 50 undergraduate students to identify a working list of TCs for biochemistry. The process of identifying TCs for biochemistry was modeled on extensive work related to TCs across a range of disciplines and included faculty workshops and student interviews. Using an iterative process, we prioritized five concepts on which to focus future development of instructional materials. Broadly defined, the concepts are steady state, biochemical pathway dynamics and regulation, the physical basis of interactions, thermodynamics of macromolecular structure formation, and free energy. The working list presented here is not intended to be exhaustive, but rather is meant to identify a subset of TCs for biochemistry for which instructional and assessment tools for undergraduate biochemistry will be developed. 相似文献
73.
Gavin P. Lawrence Vicky M. Gottwald James Hardy Michael A. Khan 《Research quarterly for exercise and sport》2013,84(3):431-441
Abstract In the current experiment, we examined optimal focus for novices during a movement sequence in which performance was measured on accurate movement form/technique. A novel gymnastics routine was practiced under either an internal skill-relevant, internal skill-irrelevant, external, or no attention focus. Retention and transfer tests were then completed. During acquisition, adopting an internal irrelevant focus significantly improved performance, whereas an external focus degraded performance. There were no significant group differences in the retention and transfer tests. This suggests that learning of movement form/technique did not benefit from a specific focus of attention. The results are interpreted via an attentional capacity viewpoint and the notion that form tasks do not always contain obvious movement effects central to common coding and the constrained action hypothesis. 相似文献
74.
ObjectiveFathers are seldom the focus of efforts to address child maltreatment and little is currently known about the effectiveness of intervention for this population. To address this gap, we examined the efficacy of a community-based group treatment program for fathers who had abused or neglected their children or exposed their children to domestic violence.MethodsUsing a sample of 98 group participants, we examined the magnitude and clinical significance of pre- to post-intervention changes in parenting, co-parenting and generalized aggression.ResultsIntervention led to considerable changes in fathers’ over-reactivity to children's misbehavior and respect for their partner's commitment and judgment, with results being statistically significant, medium in size, moving mean scores into the normative range and with 36–43% of men who initially scored in the clinical range recovering by the end of intervention. Changes in other domains were also evident though of lesser magnitude.ConclusionsAlthough this study is limited in length of follow-up and the lack of a control group, results are promising for continued development of fathering interventions for this population of high-risk men. 相似文献
75.
Vicky Williams 《Learned Publishing》2016,29(3):207-209
76.
Wilfred W. F. Lau Vicky Lui Samuel K. W. Chu 《Educational technology research and development : ETR & D》2017,65(3):533-553
This study explored the use of wikis in a science inquiry-based project conducted with Primary 6 students (aged 11–12). It used an online wiki-based platform called PBworks and addressed the following research questions: (1) What are students’ attitudes toward learning with wikis? (2) What are students’ interactions in online group collaboration with wikis? (3) What have students learned with wikis in a science inquiry-based project in a primary school context? Analyses of the quantitative and qualitative data showed that with respect to the first research question, the students held positive attitudes toward the platform at the end of the study. With respect to the second research question, the students actively engaged in various forms of learning-related interactions using the platform that extended to more meaningful offline interactions. With respect to the third research question, the students developed Internet search skills, collaborative problem solving competencies, and critical inquiry abilities. It is concluded that a well-planned wiki-based learning experience, framed within an inquiry project-based approach facilitated by students’ online collaborative knowledge construction, is conducive to the learning and teaching of science inquiry-based projects in primary school. 相似文献
77.
Research in science education suggests that teachers?? beliefs are linked to the use of inquiry-based instruction; teachers holding a constructivist belief are more likely to engage in student-centered activities in the classroom. However, there is currently little research on the ways in which teachers?? beliefs change over time, and in particular, the relationship between instructional activities in teacher education programs and their impact on teachers?? beliefs. We examined shifts in secondary preservice teachers?? belief orientations as they progressed through a science methods course. We found that overall many of the preservice teachers progressed in their orientation beliefs from a teacher-centered orientation to more student-centered orientation. We characterized four trajectories of change or clusters that describe how preservice teachers?? beliefs changed over the course of the semester (15?weeks). We also describe the different ways in which preservice teachers reacted to specific instructional activities, and how those activities influenced their belief orientation. In particular, we found that preservice teachers in a cluster that exhibited a particular trajectory (progression or regression toward/away from student-centered belief orientation) reacted differently to some activities compared to preservice teachers in some other clusters. We discuss these shifts as reflecting changes in priorities of beliefs within belief systems. We argue that teacher educators need to think carefully about the interplay of these beliefs when designing activities so that they can respond (i.e., to a reversal in beliefs) during the course rather than waiting until the end. 相似文献
78.
This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes. 相似文献