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71.
Abstract In this study, we investigated the effect of eccentric exercise on position sense and reaction angle of the elbow and knee flexors. Twelve males underwent two eccentric exercise sessions involving a randomized crossover design. In the first session participants used their elbow flexors and in the other session their knee flexors. Muscle damage indices, position sense, and joint reaction angle to release of the elbow and knee flexors were measured before, immediately after, and up to 7 days after exercise. Exercise induced greater muscle damage in the elbow flexors than knee flexors. Exercise disturbed position sense of the elbow and knee joint. For both limbs, the participants adopted a more extended position than the reference angle. The elbow and knee joint reaction angles to release increased after exercise for both the elbow and knee flexors. The disturbances in position sense and reaction angle after exercise were greater in the elbow flexors than knee flexors. The elbow flexors remained more accurate and faster than the knee flexors at all time points. These results may be explained by the higher density of muscle spindles and the lower innervation ratio of the elbow flexors compared with the knee flexors, as well as the fact that the arms are more accustomed than the legs to perform fast and accurate movements. 相似文献
72.
Two studies were conducted. The aims of Study 1 were (a) to generate quantitative data on the content of athletes' self-talk and (b) to examine differences in the use of self-talk in general as well as the functions of self-talk in practice and competition settings. Differences in self-talk between the sexes, sport types and skill levels were also assessed. Athletes (n = 295, mean age = 21.9 years) from a variety of sports and competitive levels completed the Self-Talk Use Questionnaire (STUQ), which was developed specifically for the study. In Study 1, single-factor between-group multivariate analyses of variance revealed significant differences across sex and sport type for the content of self-talk. Mixed-model multivariate analyses of variance revealed overall greater use of self-talk, as well as increased use of the functions of self-talk, in competition compared with practice. Moreover, individual sport athletes reported greater use of self-talk, as well as the functions of self-talk, than their team sport counterparts. In Study 2, recreational volleyball players (n = 164, mean age = 21.5 years) completed a situationally modified STUQ. The results were very similar to those of Study 1. That the content of athlete self-talk was generally positive, covert and abbreviated lends support to the application of Vygotsky's () verbal self-regulation theory to the study of self-talk in sport. Researchers are encouraged to examine the effectiveness of self-talk in future studies. 相似文献
73.
Ian J. Hardy 《Educational theory》2012,62(5):517-533
In this essay, Ian Hardy argues that a research process involving generalizing from professional educational practice can and should inform the work of educators, including academic researchers, policymakers, and practitioners, but that these generalizations need to be derived from, and in dialogue with, the complexity and specificity of actual practice, the myriad ways such practice might be understood, and a conception of practice as historically informed. In making this case, Hardy draws upon social theorist Raewyn Connell's concept of “dirty theory,” and he uses an example of teacher professional learning in a rural community in southeast Queensland, Australia, to show how Connell's notion of dirty theory might be applied to research professional educational practice. Hardy maintains that such an approach has the benefit of making historically informed, context‐aware, and epistemologically sensitive generalizations available as resources for informing the work of researchers, policymakers, and practitioners. He concludes by providing examples of such generalizations as evidence of the potential of Connell's theory. 相似文献
74.
Lew Zipin Sam Sellar Robert Hattam 《Discourse: Studies in the Cultural Politics of Education》2012,33(2):179-192
This article discusses how the ‘funds of knowledge’ approach (FoK) offers a socially just alternative to the logics of capital, by drawing on knowledge assets from students’ family and community lifeworlds to build engaging and rigorous learning, supporting school–community interactions that build capacities. We explain how we applied FoK in an action research project – Redesigning Pedagogies in the North (RPiN) – to design curriculum and pedagogy in schools of a high-poverty region. With reference to RPiN, we also observe how high-poverty regions, and their schools, appear to be undergoing complex unsettlements, as effects of globalisation, which raise problematic questions about who/what is ‘the local community’. We argue that this calls for new thinking, both sociological and ethical, which can refine the FoK approach to take fuller account of the diverse and complex spaces of social-historical life in new times. We conclude by considering a pedagogical approach through which learners in such regions can re-imagine hopeful forms of community. 相似文献
75.
Miriam Leuchter Henrik Saalbach Ilonca Hardy 《International Journal of Science Education》2013,35(10):1751-1771
Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus developed and implemented a science learning environment for children in the first years of schooling which contains structured learning materials with the goal of supporting conceptual change concerning the understanding of the floating and sinking of objects and fostering students' scientific reasoning skills. In the present implementation study, we aim to provide a best-practice example of early science learning. The study was conducted with a sample of 15 classes of the first years of schooling and a total of 244 children. Tests were constructed to measure children's conceptual understanding before and after the implementation. Our results reveal a decrease in children's misconceptions from pretest to posttest. After the curriculum, the children were able to produce significantly more correct predictions about the sinking or floating of objects than before the curriculum and also relative to a control group. Moreover, due to the intervention, the explanations given for their predictions implied a more elaborated concept of material kinds. All in all, a well-structured curriculum promoting comparison and scientific reasoning by means of inquiry learning was shown to support children's conceptual change. 相似文献
76.
This paper reveals the nature of the actions, discussions and relationships which characterised teachers’ and associated school personnel’s efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular ‘practice architectures’ which help constitute conditions for practice—in this case, conditions for beneficial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings. 相似文献
77.
Nadia Hardy 《Educational Studies in Mathematics》2009,72(3):341-358
This paper presents a study of instructors’ and students’ perceptions of the knowledge to be learned about limits of functions
in a college level Calculus course, taught in a North American college institution. I modeled these perceptions using a theoretical
framework that combines elements of the Anthropological Theory of the Didactic, developed in mathematics education, with a
framework for the study of institutions developed in political science. While a model of the instructors’ perceptions could
be formulated mostly in mathematical terms, a model of the students’ perceptions included an eclectic mixture of mathematical,
social, cognitive, and didactic norms. I describe the models and illustrate them with examples from the empirical data on
which they have been built. 相似文献
78.
79.
Recent federal regulations have minimized the role of the hospital library in contributing to the quality of medical care and in lowering hospital costs. We trace the events that have led to these assumptions and discuss the complex problem of evaluating the impact of library services. Current research on the value and effectiveness of information is outlined. 相似文献
80.
A multiple-baseline across-participants design was used to examine the effects of a Motivational General-Mastery imagery intervention on the sport confidence of 4 high-leveljunior badminton players. Sport confidence data were collected once a week for 21 weeks prior to international and county matches. The imagery intervention consisted of six imagery sessions (two per week for 3 weeks) and was administered using a multiple-baseline design with interventions commencing at Weeks 5, 7, 9, and 11 for Participants 1, 2, 3, and 4, respectively. Results of visual inspection and Binomial tests suggested significant increases in sport confidence for Participants 1 and 2, a significant decrease in sport confidence for Participant 3, and a delayed increase in sport confidence for Participant 4. The results are discussed in terms of the implications of using mastery imagery and the usefulness of multiple-baseline designs for furthering imagery research. 相似文献