全文获取类型
收费全文 | 260篇 |
免费 | 5篇 |
专业分类
教育 | 168篇 |
科学研究 | 28篇 |
各国文化 | 3篇 |
体育 | 44篇 |
文化理论 | 1篇 |
信息传播 | 21篇 |
出版年
2023年 | 1篇 |
2022年 | 5篇 |
2021年 | 4篇 |
2020年 | 10篇 |
2019年 | 7篇 |
2018年 | 12篇 |
2017年 | 22篇 |
2016年 | 18篇 |
2015年 | 12篇 |
2014年 | 13篇 |
2013年 | 39篇 |
2012年 | 15篇 |
2011年 | 12篇 |
2010年 | 8篇 |
2009年 | 11篇 |
2008年 | 6篇 |
2007年 | 8篇 |
2006年 | 4篇 |
2005年 | 1篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 1篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 4篇 |
1966年 | 3篇 |
排序方式: 共有265条查询结果,搜索用时 15 毫秒
61.
Gabriel Diaz Maggioli 《通化师范学院学报》2007,(9):39-40
It is ironical that developments in the field of education call for teachers to differentiate instruction as a pre-requisite for effective learning,while teacher education and continuing professional development adhere to a one-size-fits-all philos- ophy. In general,professional development initiatives are part of'reform packages'with decisions about what,when,and 相似文献
62.
63.
64.
Prof. Dr. Ulrich Trautwein Prof. Dr. Gabriel Nagy Prof. Dr. Kai Maaz 《Zeitschrift für Erziehungswissenschaft》2011,14(3):445-463
Efforts to break the link between the school type attended and the qualification awarded are seen an important step in the modernization of Germany??s tracked secondary school system. However, it remains disputed whether these efforts have reduced social disparities or in fact increased them. This study examined the transition from lower secondary education in academic- and intermediate-track schools to upper secondary education in general and vocational gymnasium schools in the state of Baden-Württemberg. When indicators of parental social background and school-leaving qualifications were controlled, the opening of upper secondary education was found to be associated with a decrease in the social selectivity of upper secondary education for intermediate-track students. At the same time, for those intermediate-track students who were entitled to enter upper secondary education, social background had predictive effects on the transition decision; however, the overall size of these effects was low. 相似文献
65.
José Antonio García-Pérez Salvador Llana Belloch Ángel Gabriel Lucas-Cuevas Daniel Sánchez-Zuriaga 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(3):259-266
The effects of treadmill running on impact acceleration were examined together with the interaction between running surface and runner's fatigue state. Twenty recreational runners (11 men and 9 women) ran overground and on a treadmill (at 4.0 m/s) before and after a fatigue protocol consisting of a 30-minute run at 85% of individual maximal aerobic speed. Impact accelerations were analysed using two lightweight capacitive uniaxial accelerometers. A two-way repeated-measure analysis of variance showed that, in the pre-fatigue condition, the treadmill running decreased head and tibial peak impact accelerations and impact rates (the rate of change of acceleration), but no significant difference was observed between the two surfaces in shock attenuation. There was no significant difference in acceleration parameters between the two surfaces in the post-fatigue condition. There was a significant interaction between surface (treadmill and overground) and fatigue state (pre-fatigue and post-fatigue). In particular, fatigue when running overground decreased impact acceleration severity, but it had no such effect when running on the treadmill. The effects of treadmill running and the interaction need to be taken into account when interpreting the results of studies that use a treadmill in their experimental protocols, and when prescribing physical exercise. 相似文献
66.
Liliane Dionne Giuliano Reis Louis Trudel Gabriel Guillet Leonard Kleine Corina Hancianu 《International Journal of Science and Mathematics Education》2012,10(3):669-693
Science fairs have been for many years a popular school activity in North America. They are a venue for the popularization of science and consequently an important encouragement for the pursuit of careers in science or engineering. However, little is known about students?? perceived motives for participating in local or national science fairs and about the way in which their involvement mediates their interest in science learning and scientific careers. The present study investigates the motivational factors associated with the high school students?? decision to participate in the 2008 Canada-Wide Science Fair, a thoroughly selected and highly motivated group. Our study examines 5 sources of motivation: (1) interest in science content, (2) sense of self-efficacy, (3) assurance of achievement through rewards or gratifications, (4) the social aspect of participating and (5) working strategies to gain scientific knowledge and methods. The understanding of the anticipated benefits participants seek through their involvement in science fairs may have the potential to help science teachers adapt instruction to appeal to a broader range of students in schools, thus nourishing the emergence of more interest in science. 相似文献
67.
Christian Harteis Barbara Morgenthaler Christine Kugler Karl-Peter Ittner Gabriel Roth Bernhard Graf 《Vocations and Learning》2012,5(2):119-136
Intuition presents as a crucial component of professional competence for many occupations, including emergency physicians because many of their decisions have to be made quickly. When arriving at the scene of an accident, they promptly have to assess the circumstances and initiate immediate life-saving measures without opportunities for deep analyses of patients’ conditions. Therefore, spontaneous and intuitive decisions are required to solve the problem appropriately, rather than more intentional and time-consuming forms of decision-making. Yet, the efficacy of and processes underpinning these intuitive activities remain far from fully understood or clearly conceptualised. The study reported here aims at revealing the efficacy of such intuition by analysing decision-making behaviour of emergency physicians. Based on patient simulation mannequins, which can be programmed to present specified clinical situations, three groups of participants with different levels of emergency medicine expertise (n 1 = 10 novices, n 2 = 10 semi-experts, n 3 = 10 experts) each addressed two different authentic problem cases. In the first simulation, time pressure was utilised to press participants to decide intuitively. In the second simulation, the participants had to legitimise their decisions without any time pressure in order to generate rational decisions. Whereas no clear difference in the participants’ performances between both cases could be identified, experts and semi-experts performed better than novices in their intuitive decision-making, thereby supporting beliefs about the efficacy of intuition. It is proposed that medical education, as well as other forms of occupational preparation, should consider theories of mental simulations in order to improve surgeons’ professional education. 相似文献
68.
Andrea Oxley da Rocha Deivis de Campos Marco Aurélio Farina Gabriel Sartori Pacini Marina Cornelli Girotto Arlete Hilbig 《Anatomical sciences education》2017,10(5):475-486
The use of human material in anatomy education depends upon the generosity of body donors. However, little is known regarding the demographics of body donors in Brazil, where voluntary body donation is a relatively rare phenomenon. Hence, the aim of the present study was to elucidate the demographic profile of applicants to the Body Donation Program (BDP) at the Federal University of Health Sciences of Porto Alegre in Brazil, as well as to assess whether the observed characteristics of body donors are unique to that sample, or if they merely reflect the characteristics of the regional population. Information derived from the specific forms filled out by donors between January 2008 and June 2016 at the time of registration were collected. Data from 416 forms were analyzed. Based on this study, the typical applicant in Brazil is typically a white female (67.4%), over 60 years of age (60.3%), unmarried or single (70.6%), affiliated with a religious group (89.1%), of middle class background (40.4%), who has completed high school and/or holds a university degree (93.8%). The motivation of donors was, in most cases, an altruistic gesture, represented by the desire to help society and science. Elucidating these demographic characteristics of potential donors may help identify the target public to which information regarding body donation campaigns could be directed. Anat Sci Educ 10: 475–486. © 2017 American Association of Anatomists. 相似文献
69.
Comments on “the uses of Lawson's test of formal reasoning in the israeli science education context”
Gabriel Sunday Bomide 《科学教学研究杂志》1991,28(5):463-464
In a recent article that appeared in this journal, Hofstein and Mandler (1985) reported a study which employed the Lawson's (1978) classroom test of formal reasoning to determine, among other things, the relationship between achievement in science and mathematics in a sample of Israeli students. Based on their findings, the authors raised objections to the classroom utility of the test for diagnosing students' developmental levels. The present author, however, argued that the case has not been properly established in view of one major methodological problem which seemed to characterize the study. Accordingly, the plea to abandon Lawson's test of formal reasoning was questioned. 相似文献
70.
Varalakshmi Sontam George Gabriel 《Community College Journal of Research & Practice》2013,37(10):808-820
Previous research shows that there are individual differences in academic achievement associated with gender and race. Research also suggests that student engagement is an important determinant of student outcomes/achievement. The present study explored student engagement at an extra-large community college. It specifically investigated possible individual differences in student engagement and explored how it maps on to student achievement. As predicted, the results indicate that there are gender and race differences in student engagement—females show greater engagement than males, and African-American students show greater engagement than students of other races. The results are discussed in the context of student achievement as indicated by students’ self-reported GPAs. 相似文献