全文获取类型
收费全文 | 322篇 |
免费 | 3篇 |
专业分类
教育 | 269篇 |
科学研究 | 8篇 |
各国文化 | 2篇 |
体育 | 14篇 |
文化理论 | 1篇 |
信息传播 | 31篇 |
出版年
2022年 | 1篇 |
2021年 | 4篇 |
2019年 | 3篇 |
2018年 | 1篇 |
2017年 | 11篇 |
2016年 | 14篇 |
2015年 | 8篇 |
2014年 | 13篇 |
2013年 | 86篇 |
2012年 | 7篇 |
2011年 | 6篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 10篇 |
2007年 | 4篇 |
2006年 | 13篇 |
2005年 | 10篇 |
2004年 | 13篇 |
2003年 | 4篇 |
2002年 | 5篇 |
2001年 | 6篇 |
2000年 | 4篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 2篇 |
1992年 | 10篇 |
1991年 | 4篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1972年 | 1篇 |
排序方式: 共有325条查询结果,搜索用时 15 毫秒
51.
Janice Taylor Gordon 《Journal of The Franklin Institute》2010,347(4):708-718
Nottebohm is noted for his demonstration of Central Neurogenesis in Adult Avians, with Concomitant Implications for the Theory of Memory and for the Future of Neurological Repair in Injury and Disease. 相似文献
52.
53.
Janice Potter 《Publishing Research Quarterly》2009,25(1):12-23
A guide to basic contractual provisions and current publishing trends for consideration in negotiating a concise, successful
International Rights Contract, which includes: assessing the rights available for sale and ways in which to successfully exploit
and maintain those rights. 相似文献
54.
Kenji Doma Glen B. Deakin Kevin F. Ness 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):302-313
The purpose of this study was to compare kinematics and muscle activity between chin-ups and lat-pull down exercises and between muscle groups during the two exercises. Normalized electromyography (EMG) of biceps brachii (BB), triceps brachii (TB), pectoralis major (PM), latissimus dorsi (LD), rectus abdominus (RA), and erector spinae (ES) and kinematics of back, shoulder, and seventh cervical vertebrae (C7) was analysed during chin-ups and lat-pull down exercises. Normalized EMG of BB and ES and kinematics of shoulder and C7 for chin-ups were greater than lat-pull down exercises during the concentric phase (p < 0.05). For the eccentric phase, RA during lat-pull down exercises was greater than chin-ups and the kinematics of C7 during chin-ups was greater than lat-pull down exercises (p < 0.05). For chin-ups, BB, LD, and ES were greater than PM during the concentric phase, whereas BB and LD were greater than TB, and LD was greater than RA during the eccentric phase (p < 0.05). For lat-pull down exercise, BB and LD were greater than PM, TB, and ES during the concentric phase, whereas LD was greater than PM, TB, and BB during the eccentric phase (p < 0.05). Subsequently, chin-ups appears to be a more functional exercise. 相似文献
55.
Rosalind Latiner Raby Janice Nahra Friedel Edward J. Valeau 《Community College Journal of Research & Practice》2016,40(11):961-964
This article is a comparative study of community colleges and global counterparts at 41 institutions in 25 countries. Policies from each country link completion of a college program to career entry and to advancement opportunities. National and institutional policies are being defined, benchmark data is being collected on goals in the process, and specific programs are being offered to increase the likelihood that students finish their educational programs. This article examined the emerging trajectories as defined by those who work in these institutions; and in so doing, it provided a discussion of completion in an international context. 相似文献
56.
The purpose of this work was to share our findings in using the Kinect technology to facilitate the understanding of basic kinematics with middle school science classrooms. This study marks the first three iterations of this design-based research that examines the pedagogical potential of using the Kinect technology. To this end, we explored the impact of using the Kinect in conjunction with an SDK Physical Virtual Graphing program on students’ understanding of displacement, velocity and acceleration compared to students who conducted more traditional inquiry of the same concepts. Results of this study show that, while there may be some affordances to be gained from integrating this technology, there is a need for a scaffolded approach that helps students to understand the “messiness” of the data collected. Further, meta-cognitive activities, such as reflective opportunities, should be integrated into the inquiry experiences in order to scaffold student learning and reinforce concepts being presented. While the Kinect did work to generate large-scale visualization and embodied interactions that served as a mechanism for student understanding, this study also suggests that a complementary approach that includes both the use of hands-on inquiry and the use of the Kinect sensor, with each activity informing the other, could be a powerful technique for supporting students’ learning of kinematics. 相似文献
57.
58.
When pigeons are trained on a discrete-trial simultaneous discrimination, some of the value associated with the positive stimulus appears to transfer to the negative stimulus (Zentall & Sherburne, 1994). Pigeons preferred a negative stimulus that had been discriminated from an always-positive stimulus (S+) over a negative stimulus that had been discriminated from a sometimes-positive stimulus (S±). A very different finding (suggestive of transitivity of preference or contrast) was reported by Belke (1992). On concurrent probe tests of stimuli associated with equal variable interval (VI) schedules but originally trained in alternative concurrent pairs (one with a richer schedule, the other with a poorer schedule—VI 20 sec vs. VI 40 sec and VI 40 sec vs. VI 80 sec), the stimulus originally paired with the poorer schedule was preferred. But Belke’s results may have been obtained because the pigeons had been trained to peck the VI 40 sec paired with the poorer schedule and they had been trained not to peck the VI 40 sec paired with the richer schedule. In the present experiment, we avoided this bias by training pigeons on two concurrent schedules in which the tested stimuli both had been associated with the poorer schedule of the pair [A(VI 20 sec) vs. B(VI 80 sec) and C(VI 40 sec) vs. D(VI 80 sec)]. Evidence for value transfer was demonstrated when on probe trials pigeons preferred B over D. 相似文献
59.
ABSTRACT: Lifelong learning is something which one does for oneself that no one else can do for one: it is a public and personal human activity, rather than private or individualistic. One of the features of the education system is the paucity of a language for learning as process and participative experience. Personalised learning requires a sense of the worthwhileness of 'being a learner'– a virtue in the 21st century. A sense of one's own worth as a person is essential to understanding one's identity as a learner. Research suggests the human capacity to learn can be understood as a form of consciousness which is characterised by particular values, attitudes and dispositions, with a lateral and a temporal connectivity. This 'consciousness' has several dimensions which are all related to becoming a person, with a learning identity. They also enable the learner to become aware of and appropriate what is of worth and map onto the sorts of core values that learning communities espouse. Awareness of self and of one's own worth as a person is a necessary condition for 'becoming a learner' and for identifying and engaging with 'what is of worth'. Furthermore, a sense of self as a learner is formed in relationship, and understood as one learns to tell one's own story, as a participant in the conversation of the learning community. Character is the way in which we refer to that quality of personhood in which there is rooted the capacity to change and learn over time. 相似文献
60.
The disproportionately high rates of school exclusion and lower levels of academic achievement of students from particular minority ethnic groups have been a focus of investigation in educational research across the world for some time. This articles uses a communities of practice framework to examine how restorative practice can draw on family and community values to support students whose behaviour is unacceptable in schools to recognize their own agency in behaving for good or ill and reintegrate them into the school community. At the same time, it acknowledges hurt that may be done to victims of wrong-doing and emphasizes putting things right between all those affected. The examples here are from Aotearoa New Zealand. They relate to practices influenced by traditional Māori cultural values. However, the principles and process associated with restorative practices that aim to restore harmony between the individual, the victim and the collective rather than to punish and exclude may be relevant within other student groups where high rates of exclusion from school are problematic. 相似文献