全文获取类型
收费全文 | 123篇 |
免费 | 3篇 |
专业分类
教育 | 82篇 |
科学研究 | 5篇 |
各国文化 | 3篇 |
体育 | 22篇 |
文化理论 | 2篇 |
信息传播 | 12篇 |
出版年
2020年 | 4篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 7篇 |
2016年 | 4篇 |
2015年 | 4篇 |
2014年 | 1篇 |
2013年 | 26篇 |
2012年 | 3篇 |
2011年 | 8篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 2篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 2篇 |
2004年 | 1篇 |
2003年 | 2篇 |
2002年 | 3篇 |
2001年 | 2篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
排序方式: 共有126条查询结果,搜索用时 15 毫秒
81.
In this study, we examine whether preventive enrichment of pre-math skills has an influence on number knowledge in preschool children from low income families. Our data analyses use two methods to examine the influence of two independent programs implemented during junior kindergarten and kindergarten. The first implies the traditional approach comparing the self-selected treated group to a self-selected comparison group. The second approach uses a self-selected dosage approach to the treatment condition, considering that implementation of the program varied across teachers. The results regarding the enrichment program in kindergarten were inconclusive. Nevertheless, the pre-math program implemented in junior kindergarten showed a positive influence on children’s core requisite skills for later learning of arithmetic. Although children were receptive during both preschool years, a junior kindergarten program that elaborates upon conceptual issues beyond the number line appears both feasible and beneficial over the short-term. 相似文献
82.
Stéphane Jouffre Jacques Py Alain Somat 《European Journal of Psychology of Education - EJPE》2008,23(4):399-420
The influence of sixth-graders’ explanatory activity was studied on their teachers’ academic judgment. Concerning the pupils’
explanatory activity, trait-related internal explanations were chosen more to explain positive events than negative ones,
whereas the reverse was observed for effort/intention-related internal explanations. In response to positive and negative
events, the trait-related and effort/related internal explanations were socially valued, whereas external explanations (Situational
factors and others’ traits; Luck and others’ efforts and intentions) were socially devalued. Concerning teachers’ judgment,
the more pupils chose traits and the less they chose lack of effort/intention to explain the negative events, and the less
they chose traits and the more they chose effort/intention to explain the positive events, the more teachers attributed socially
desirable traits to them. The more pupils chose effort/intention to explain the positive and negative events and the less
they chose luck and others’ effort/intention to explain the negative events, the more teachers’ attributed socially useful
traits to them (if the pupils do not value these internal explanations and devalue these external explanations). The results
are discussed in reference to the social functions implied by the academic judgment. 相似文献
83.
Geneviève Blanchet Alain Blanchet 《European Journal of Psychology of Education - EJPE》1994,9(1):41-53
This study investigates the effect of the environment factor on discourse mode and content in an interview situation. Fifteen eight-year-olds were interviewed in three specific and different locations in their school (classroom, doctor's office and playground) that formed the three experimental groups. Analysis of the interview data (propositional discourse analysis) shows that each experimental group produced a specific type of speech characterized by the occurrence of particular language markers. 相似文献
84.
Vitaro F Brendgen M Boivin M Cantin S Dionne G Tremblay RE Girard A Pérusse D 《Child development》2011,82(2):617-632
This study used the monozygotic (MZ) twin difference method to examine whether differences in friends' aggression increased the differences in MZ twins' aggression and depressive symptoms from kindergarten to Grade 1 and whether perceived victimization by the friend played a mediating role in this context. Participants were 223 MZ twin pairs. Results showed that differences in kindergarten friends' aggression significantly predicted an increased difference in MZ twins' aggression from kindergarten (mean age = 6.7 years) to Grade 1 (mean age = 7.5 years) for both boys and girls. Differences in perceived victimization by the friend mediated this association, albeit only in boys. Differences in perceived victimization by the friend also predicted an increase in MZ twins' differences in depressive symptoms. These results support the importance of friendship experiences during early childhood. 相似文献
85.
Alain?KuzniakEmail author Jean-Claude?Rauscher 《Educational Studies in Mathematics》2011,77(1):129-147
Various studies suggest that French students (grades 7 to 10) may solve geometric problems within a paradigmatic framework
that differs from that assumed by teachers, a situation prone to misunderstandings. In this paper, we study the extent to
which secondary school teachers recognise the conflicting paradigms and how they handle the geometric work conducted, in sometimes
unintended ways, by their students. This is done by analysing teachers’ reactions to specific answers students offered to
the Charlotte and Marie problem, an “ambiguous” problem with various solutions depending on the paradigm adopted. As a result
of the study, we found that, beyond similarities due to a shared mathematical background, the way secondary schoolteachers
handle students’ answers varies with their conceptions of geometric work. Implications are drawn regarding the teaching of
geometry and the training of teachers. 相似文献
86.
Jean Camy Patrick Fargier Claire Perrin Alain Belli 《European Journal of Sport Science》2017,17(1):30-41
AbstractInterdisciplinarity is often presented as a significant element of sport science. We present here the results of an investigation conducted in four European Sport Science Research Centres applying interdisciplinarity. Four main dimensions, that we have called “forms”, have been investigated. The “scientific”, “organisational”, “academic” and “societal” forms cover a wide range of activities run by these Centres. We have compared their situations using indicators. Globally they present quite similar combinations of forms, with dominant roles in the construction of interdisciplinarity played by the organisational and societal forms. The scientific form is never quite supported by an epistemological setting and the academic form, mostly characterised by the position of the university, plays an influential role when it is hostile to that kind of research. Following Klein classification, all of them remain at a multidisciplinary stage, one of them exploring interdisciplinary tracks in some research projects. The development of a common culture and a curiosity regarding disciplines other than its own is a key factor for a sustainable situation, as is the capacity to secure long-term financial resources, often linked to a high academic recognition for the director(s). 相似文献
87.
88.
ABSTRACTBackground: In team games situations, the ability to make fast and accurate decisions is crucial to performance. As such, effective decision making, characterised by the consistent and efficient ability to choose the right course of action at the right moment, is a key component of match performance in team sports such as rugby union. Previous research has identified pedagogical approaches to enhance decision making. However, there is dearth in research to investigate how coaches evaluate tactical decision making and subsequently develop context specific ‘on’ and ‘off-field’ coaching practices to improve it. Further, the value coaches place on decision making is under explored.Purpose: The aim of this study was to explore coaches’ perceptions of decision making in rugby union. The specific objectives to meet this aim were to: (i) Explore coaches’ perceptions of the value and importance of decision making in rugby union; (ii) Identify coaches’ opinions of the key decision making moments in games and how to evaluate them; and (iii) Investigate coaches’ on and off field methods for improving players’ tactical and strategic decision making.Participants: Purposive sampling was used to select five male coaches, whose ages ranged from 25 to 41 years, from a regional rugby union club in Wales to participate in the study. Coaching experience ranged from two years to 16 years.Methods: The interpretative paradigm was used within the study with data collected through semi-structured interviews with academy rugby union coaches. This type of interview gathered rich, detailed and complex accounts of coaches’ opinions of players’ in-game decision making in rugby union in order to inform practice and theory. Inductive and deductive qualitative thematic analysis was used to analyse and interpret the data.Findings: All five coaches agreed that decision making was a crucial part of the modern game of rugby union. There was some disagreement between them about the players’ autonomy to make their own decisions on the pitch and a general lack of clarity between ‘game plan’, ‘strategy’ and ‘tactics’ amongst the coaches. All the coaches agreed that the process of evaluation of players’ decision making should involve a joint discussion with the players. They also agreed that developing decision making was one of the hardest things to coach. Finally, they used a variety of ‘on’ and ‘off-field’ coaching methods to achieve this including video analysis, questioning and the use of games based scenarios.Conclusion: This study acquired the coaches’ voice on players’ decision making in rugby union by exploring its perceived importance to them and how they evaluated and attempted to improve it. A clear attempt was made among the coaches to develop a ‘non-judgemental’ atmosphere in the evaluation and improvement of players’ decision making. Future research should consider the use of explicitation interviewing, where the interviewer (coach) aims to get the player into a state of evocation, to relive the key decision making moments in an attempt to improve it. 相似文献
89.
Alain Savoie 《The International Journal of Art & Design Education》2009,28(1):25-36
Fine arts teachers' concerns about male underachievement in a Quebec coeducational high school, and a related survey showing boys' negative perceptions of fine arts motivated this interdisciplinary literature review. Referring to biology and cognitive science, the article explores concepts of sex‐related cognitive traits to help in designing sex‐adapted approaches to individual learning in art education. The nature‐nurture controversy still surrounds sex‐based cognitive differences studies, though science agrees that natural and socio‐cultural factors are somehow closely interwoven in the complex gender identity construction process. Sex‐related biological predispositions influencing cognition are proposed notably in ‘instrumentality‐expressiveness' and ‘empathising‐systemising (E‐S)’ theories. The article suggests that in the context of art education, these sex‐related cognitive models deserve study, because they could initiate sex‐adapted teaching strategies with the necessary flexibility and wider scope to overcome gender‐stereotyped biases and stimulate boys' interest in the arts. This suggested approach should not be confused with stereotype‐based pedagogy, which merely strengthens learned gender characteristics, producing or maintaining academic underachievement. 相似文献
90.