全文获取类型
收费全文 | 84篇 |
免费 | 3篇 |
专业分类
教育 | 37篇 |
科学研究 | 3篇 |
体育 | 26篇 |
文化理论 | 3篇 |
信息传播 | 18篇 |
出版年
2021年 | 2篇 |
2020年 | 1篇 |
2019年 | 3篇 |
2018年 | 8篇 |
2017年 | 1篇 |
2016年 | 6篇 |
2015年 | 2篇 |
2014年 | 5篇 |
2013年 | 9篇 |
2012年 | 10篇 |
2011年 | 1篇 |
2010年 | 5篇 |
2009年 | 2篇 |
2008年 | 3篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 3篇 |
2004年 | 1篇 |
2003年 | 3篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1993年 | 1篇 |
1990年 | 2篇 |
1988年 | 2篇 |
1982年 | 1篇 |
1980年 | 1篇 |
排序方式: 共有87条查询结果,搜索用时 15 毫秒
51.
Cognitive models of multimedia learning such as the Cognitive Theory of Multimedia Learning (Mayer 2009) or the Cognitive Load Theory (Sweller 1999) are based on different cognitive models of working memory (e.g., Baddeley 1986) and long-term memory. The current paper describes a working memory model that has recently gained popularity in basic research: the embedded-processes model (Cowan 1999). The embedded-processes model argues that working memory is not a separate cognitive system but is the activated part of long-term memory. A subset of activated long-term memory is assumed to be particularly highlighted and is termed the “focus of attention.” This model thus integrates working memory, long-term memory, and (voluntary and involuntary) attention, and referring to it within multimedia models provides the opportunity to model all these learning-relevant cognitive processes and systems in a unitary way. We make suggestions for incorporating this model into theories of multimedia learning. On this basis, one cannot only reinterpret crucial phenomena in multimedia learning that are attributed to working memory (the split-attention effect, the modality effect, the coherence effect, the signaling effect, the redundancy effect, and the expertise reversal effect) but also derive new predictions. 相似文献
52.
This article reports on a longitudinal study of student aspirations at the ages of 13 and 15 in three schools in the United Kingdom, where there has been a great deal of emphasis placed on aspirations in recent policy making. The data, based on individual interviews with 490 students in areas with significant deprivation as well as interviews with parents, teachers and community members, call into question the effectiveness of concentrating educational efforts on raising aspirations. Aspirations, even in these communities struggling with poverty, are very high—the missing element is the knowledge of how to make these aspirations concrete and obtainable. Implications for educators include insights into the highly aspirational nature of marginalised communities, the key role teachers play in helping aspirations come to fruition, and the need to focus on supporting young people to achieve aspirations that already substantially exceed the jobs available in the UK workforce. 相似文献
53.
Designing collaborative multiplayer serious games 总被引:1,自引:0,他引:1
Viktor Wendel Michael Gutjahr Stefan Göbel Ralf Steinmetz 《Education and Information Technologies》2013,18(2):287-308
The idea of Computer Supported Collaborative Learning (CSCL) is being investigated for more than twenty years. Since a few years, game-based approaches like video games for learning (Serious Games) offer new fields of application. The combination of game-based learning concepts and collaborative learning may enable new, game-based application areas of CSCL, like collaborative multiplayer Serious Games. Designing such games, however, is very challenging as it requires to take into account traditional single player game design concepts, concepts for multiplayer game design, and concepts for Serious Game design simultaneously. Only very few examples of such games exist today. In this paper we describe an approach for the design of game-based collaborative learning scenarios using multiplayer Serious Games. Our approach aims at combining design concepts from the fields of collaborative learning and (multiplayer) game design. Our approach takes into account the requirements of traditional single player games (fun, narration, immersion, graphics, sound), challenges of multiplayer games (concurrent gaming, interaction) and Serious Game design (seamless inclusion of learning content, adaptation and personalization). Furthermore, requirements of collaborative learning are considered, like group goals, positive interdependence, and individual accountability. Our design concept was used to create a collaborative 3D multiplayer game fostering collaborative behavior as a foundation for game-based collaborative learning in small teams. We performed a user study with eight gaming sessions and a total of 23 participants. Results showed that the game enables a collaborative gameplay and fosters collaborative behavior. This may allow us to use a game-based CSCL approach to combine the advantages of game-based learning with those of collaborative learning in future. 相似文献
54.
This article introduces a new theory, the Affective–Reflective Theory (ART) of physical inactivity and exercise. ART aims to explain and predict behavior in situations in which people either remain in a state of physical inactivity or initiate action (exercise). It is a dual-process model and assumes that exercise-related stimuli trigger automatic associations and a resulting automatic affective valuation of exercise (type-1 process). The automatic affective valuation forms the basis for the reflective evaluation (type-2 process), which can follow if self-control resources are available. The automatic affective valuation is connected with an action impulse, whereas the reflective evaluation can result in action plans. The two processes, in constant interaction, direct the individual towards or away from changing behavior. The ART of physical inactivity and exercise predicts that, when there is an affective–reflective discrepancy and self-control resources are low, behavior is more likely to be governed by the affective type-1 process. This introductory article explains the underlying concepts and main theoretical roots from which the ART of physical inactivity and exercise was developed (field theory, affective responses to exercise, automatic evaluation, evaluation-behavior link, dual-process theorizing). We also summarize the empirical tests that have been conducted to refine the theory in its present form. 相似文献
55.
Zusammenfassung Die erheblichen Fortschritte der qualitativen Methoden in den vergangenen zwanzig Jahren sind eng mit dem „linguistic turn“
verbunden. Dessen Konsequenzen ebenso wie die für die empirische Sozialforschung ganz allgemein gültige Pr?misse, dass Protokolls?tze,
also Texte, die nicht mehr hintergehbaren Grunddaten der (sozial-)wissenschaftlichen Analyse darstellen, haben zu einer Dominanz
textinterpretativer Verfahren und zu einer ‘Textfixierung’ qualitativer Methodologien geführt. Insbesondere — und dies ist
gerade für die Erziehungswissenschaft besonders folgenschwer — wurde in der qualitativen Forschung nicht unterschieden zwischen
einer (textf?rmigen) Verst?ndigung über das Bild und einer (textunabh?ngigen) Verst?ndigung durch das Bild, d.h. im Medium des Bildes. Den methodischen Zugang zur letzteren Ebene, derjenigen einer vorbegrifflichen oder
‘atheoretischen’ Verst?ndigung im Medium des Bildes, haben in den 1920er-Jahren bereits Erwin Panofsky mit seiner Ikonologie und sein Zeitgenosse Karl Mannheim mit der dokumentarischen Methode er?ffnet. Zwischen diesen Methodologien und denjenigen der Semiotik zeigen sich wesentliche
Korrespondenzen. Aus der Einsicht, dass die lkonizit?t in ihrer Eigenlogik der Sprache nicht in ad?quater Weise zug?nglich
ist, l?sst sich mit Bezug auf die genannten Autoren sowie u.a. Barthes, Foucault und Imdahl die methodologische Konsequenz ziehen, dass wir unsere Konnotationen, unser sprachvermitteltes ikonographisches Vorwissen, soweit wie m?glich ‘einklammern’, also suspendieren müssen, wenn wir der Eigenart des Bildes gerecht werden wollen.
Dabei führt der methodische Weg zur Rekonstruktion der Eigensinnigkeit des Bildes über dessen Formalstruktur — insbesondere
über die planimetrische Struktur.
Summary Qualitative methods of interpreting pictures The considerable progress in qualitative methods during the last twenty years is essentially connected with the „linguistic turn“. Its consequences as well as the presumption that textual records are the basic data of all scientific research are responsible for the predominance of methods of text-interpretation and for the particular ‘fixation’ on texts in qualitative methodologies. Especially, there is a lack of differentiation between a communication about pictures and a communication through pictures, i.e. a text-independent understanding via the medium of pictures. The methodical access to a pre-conceptual or ‘atheoretic’ understanding was opened up by Erwin Panofsky in the 1920s with his iconology and by his contemporary Karl Mannheim with his documentary method. Important correspondences between these methodologies and those in the field of semiotics can be demonstrated. From the insight that the iconic character in its obstinacy is not accessible to language in an adequate way, we can — with reference to the mentioned authors as well as to Barthes, Foucault and Imdahl — draw the conclusion that to approach the peculiarities of a picture means to suspend our connotations of language-mediated iconographic (pre-)knowledge as far as possible, to put them „in brackets“. Methodologically, the iconic character can only be reconstructed by describing the formal, especially the planimetric, structure of a picture.相似文献
56.
Dr. Susanne Tittlbach Ralf Sygusch Walter Brehm Ilka Seidel Klaus Bös 《Sportwissenschaft》2010,40(2):120-126
Physical education is linked with hopes of health improvement. Especially for children and adolescents who are inactive in leisure, physical education (P.E.) is of great importance. The purpose of this paper is to answer the question whether the health status of inactive children and adolescents differs depending on the number of P.E. lessons attended. This question was analyzed with a sub-sample of the KiGGS (children and adolescents health survey) and MoMo (motoric module) studies of inactive subjects (n=310; age 7–17 years) who were classified into two groups depending on the number of P.E. lessons attended (up to 2 lessons/week; more than 2 lessons/week). Health status was assessed using questionnaires, motor performance tests and laboratory findings. Analyses of variance showed no significant differences between the two groups concerning health parameters. 相似文献
57.
Steffen Skatulla Ralf Schaarschmidt Peter Pistor und Klaus Küspert 《Informatik - Forschung und Entwicklung》2000,15(3):161-170
Zusammenfassung. Bei relationalen Datenbanksystemen haben sich de-jure-Normen für SQL stetig weiterentwickelt; mit diesen Normen wird es einfacher, portable Datenbankanwendungen zu entwickeln.
Die SQL-Norm ruht auf zwei S?ulen, zum einen auf der Datenbanksprache SQL, zum anderen auf einer Vorgabe eines Datenbankkatalogs,
welcher die gespeicherten Daten beschreiben soll. Im vorliegenden Beitrag wird derjenige Teilbereich des Datenbankkatalogs
der aktuellen SQL99-Norm dargestellt, der bereits in der SQL92-Norm (ISO/IEC 9075:1992 bzw. DIN 66315) definiert ist und die
klassischen (nicht objektrelationalen) Elemente einer relationalen Datenbank beschreibt. In dieser Darstellung nimmt der zweischichtige
Spezifikationsansatz (Informationsschema, Definitionsschema) einigen Raum ein; mit seiner Hilfe weist SQL einen eleganten Weg, auf dem existierende Datenbanksysteme normkonforme Datenbankkataloge
bereitstellen k?nnen. Anhand des Datenbankmanagementsystems DB2 wird anschlie?end untersucht, wie ein normkonformer Datenbankkatalog
(das sogenannte Informationsschema) „oberhalb” des verfügbaren DB2-Katalogs realisiert werden kann, d. h. wie die vom Informationsschema
geforderten Sichten auf DB2-Katalogtabellen abgebildet werden k?nnen. Auf generelle Schwierigkeiten und M?glichkeiten einer
solchen Abbildung (ein- oder zweistufig) wird ebenso eingegangen wie auf Probleme, die sich speziell bei DB2 ergeben. In einer
prototypischen Realisierung konnte das Informationsschema bis auf wenige Einschr?nkungen komplett umgesetzt werden. Damit
wurde die Machbarkeit normkonformer Kataloge nachgewiesen. In heute verfügbaren DBMS-Produkten sind Datenbankkataloge in dieser
konsequent normkonformen Gestalt leider immer noch nicht anzutreffen.
Eingegangen am 5. M?rz 1999 / Angenommen am 1. Mai 2000 相似文献
58.
While administrations, and especially e-government “followers,” have been recommended adopting service-oriented architecture (SOA) for the purpose of implementing G2G interoperability, the challenges of reaching this objective remain significant. General guidelines for service development and SOA governance are published, but in view of many self-contained units and IT departments on all administrative levels as well as widespread outsourcing of software development there is a lack of sharing “best practices” how to implement SOA step by step in the area of e-government. In particular, it is unknown to what extent administrations are able to follow existing service development approaches, and there is no research addressing the contribution of service development methods towards governance, i.e. developing and managing government interoperability. In this research the case of Egypt, where SOA was chosen as the main interoperability approach, has been explored in terms of to what extent the current approach to service development supports the interoperability governance, and what kind of changes in the development methods and their application would yield improvements in interoperability governance. The case analysis on practical and strategic level leads to proposing success factors related to linking the methodology of developing G2G services to the overall effort of interoperability governance. These factors, divided into interoperability problem perception, method scoping and deliverables, measurement of goal achievement, and methodological commitment, can be used as hypotheses in future research and as guidelines for improving the interoperability governance in administrative practice. 相似文献
59.
60.