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81.
This study investigated differences between residential and non-residential fathers on topics discussed during father–child sex communication and factors associated with child sexual socialisation. Young people (N = 159, 53% female) provided self-reports using computer surveys on the role of their fathers on father–child sex communication, general communication, parental monitoring, father social support and topics discussed during father–child sex communication. The analysis revealed differences in topics discussed between young people with residential vs. non-residential fathers. Independent group t-tests revealed significant differences between young people with residential vs. non-residential fathers on social support and parental monitoring for sons and parental monitoring for daughters. Sons and daughters with residential fathers had higher scores on these variables. Discriminant function analyses, chi-square tests and hierarchical linear regression analyses were carried out to determine whether there were meaningful distinctions between young people with residential vs. non-residential fathers. The analysis revealed social support and parental monitoring provided the most meaningful distinction between young people with residential vs. non-residential fathers. These results highlight the importance of non-residential fathers in the sexual socialisation of their young people through parent–child sex communication. Discussion focuses on the need for development of interventions to promote the inclusion of non-residential fathers in the sexual socialisation of African American youth. 相似文献
82.
Laura Terry Punya Mishra Danah Henriksen Leigh Graves Wolf Kristen Kereluik 《TechTrends》2013,57(3):34-39
This article describes the design and implementation of the year 2 curriculum and student learning experiences in the Michigan State University Master of Arts in Educational Technology program. We discuss the ways that this second set of courses builds on the first year of the program that students encounter, and also describe the theoretical impetus and design-based implications for learning how to teach with technology in effective and creative ways. Students in this group usually come in with some prior knowledge of educational theory, as well as some experience of working with classroom technologies. We intentionally build upon this prior knowledge, to take it to the next level of a more sophisticated TPACK-oriented understanding of learning in technology-driven contexts. Our year 2 courses move classical educational psychology theories of learning, along with educational research issues, squarely into the modern context of educational technology and teacher leadership. Our curriculum design focuses centrally on making meaningful experiences for teachers around technology, and helping them develop the knowledge and skills to create such experiences for their students. Our goal is to develop teachers who see themselves as flexible designers of learning experiences through the creative re-purposing of existing technologies. 相似文献
83.
Erica French Janis Bailey Elizabeth van Acker Leigh Wood 《Teaching in Higher Education》2013,18(8):767-782
Capstone subjects are increasingly used in Universities worldwide to complete the undergraduate program experience and to transition graduates into the workplace. As such, capstones fulfil a large role consolidating one experience and traversing the gap to another. Yet, little is known or understood about their design, their implementation or evaluation. In this study we investigate the final-year experience from the student's perspective. We surveyed graduates from five Business Schools in Australia to identify perceptions of their final-year experience. Findings indicate that the transition experience of the student to professional is unique. In their liminal or intermediate state between student and professional they recognise the value of process skills, in particular the development of generic business skills related to application and the importance of opportunities for experiencing the application of theory in practice. The findings add a new understanding to the current literature which has not previously acknowledged the insight of the transitioning professional. 相似文献
84.
In recent years mounting evidence reveals that many children, for different reasons, do not receive equal opportunities for learning, and therefore are marginalised. However, despite the fact that many education systems have attempted to solve this problem and respond to the contemporary needs of all children by deploying a variety of policies for inclusive education, and despite the improvements already achieved, the phenomenon of marginalisation still persists as a difficult problem still awaiting a solution. The paper attempts to deconstruct the term ‘difference’ from a post‐modern point of view, and also considers it genealogically from a philosophical perspective. The purpose is to improve teaching practice in order for teachers to provide equal opportunities in learning for all students. Naturally, the acceptance of ‘difference’ stimulates thinking and expands the parameters of free will. It will therefore be considered that while broad margins (or the marginal) persist, the possibility of difference will also continue to prevail and thus require sustained liberalism in education. 相似文献
85.
E. Leigh Bonds 《International Information and Library Review》2013,45(3):244-250
AbstractA key component of the Digital Humanities Librarian’s work, the consultation, involves the skills of listening, questioning, parsing, and planning aided by an understanding of the broader digital humanities landscape, project requirements, and the campus environment. Productive consultations provide researchers the direction they need to get their projects started or advanced to the next stage, often resulting in sustained, collaborative engagement that makes assessing the impact of this work challenging. 相似文献
86.
Abstract To assess the effect of cold water immersion and active recovery on thermoregulation and repeat cycling performance in the heat, ten well-trained male cyclists completed five trials, each separated by one week. Each trial consisted of a 30-min exercise task, one of five 15-min recoveries (intermittent cold water immersion in 10°C, 15°C and 20°C water, continuous cold water immersion in 20°C water or active recovery), followed by 40 min passive recovery, before repeating the 30-min exercise task. Recovery strategy effectiveness was assessed via changes in total work in the second exercise task compared with that in the first. Following active recovery, a mean 4.1% (s = 1.8) less total work (P = 0.00) was completed in the second than in the first exercise task. However, no significant differences in total work were observed between any of the cold water immersion protocols. Core and skin temperature, blood lactate concentration, heart rate, rating of thermal sensation, and rating of perceived exertion were recorded. During both exercise tasks there were no significant differences in blood lactate concentration between interventions; however, following active recovery blood lactate concentration was significantly lower (P < 0.05; 2.0 ± 0.8 mmol · l?1) compared with all cold water immersion protocols. All cold water immersion protocols were effective in reducing thermal strain and were more effective in maintaining subsequent high-intensity cycling performance than active recovery. 相似文献
87.
Kylie A. Royal Damian Farrow Iñigo Mujika Shona L. Halson David Pyne Bruce Abernethy 《Journal of sports sciences》2013,31(8):807-815
Abstract The aim of this study was to assess the effects of fatigue on decision making and goal shooting skill in water polo. Fourteen junior elite male players (age 17.2 ± 0.5 years; mass 84.2 ± 7.6 kg; height 1.85 ± 0.05 m) completed four sets of eight repetitions of an approximately 18 s maximal water polo specific drill. Progressively declining rest ratios for each successive set of the drill were employed to induce increasing fatigue and reflect the demands of match-play. A video-based temporally occluded decision-making task (verbalized response to various tactical situations) or goal shooting skill test (qualitative and quantitative analysis of goal shooting) was performed after each set. Heart rate, rating of perceived exertion (RPE) and blood lactate concentration were recorded. Heart rate (159 ± 12, 168 ± 13, 176 ± 12, 181 ± 12 Deats min?1; P < 0.001) and RPE (13.1 ± 2.2, 15.5 ± 1.7, 17.3 ± 1.6, 19.1 ± 1.1; P < 0.001) increased with declining rest ratios. At very high fatigue, decision-making accuracy was 18.0 ± 21.8% better than at low fatigue (P = 0.008). Shooting accuracy and velocity were unaffected by incremental fatigue; however, skill proficiency (technique) decreased by 43 ± 24% between the pre-test and high-fatigue conditions (P < 0.001). In conclusion, incremental increases in fatigue differentially influenced decision making (improved) relative to the technical performance (declined), accuracy and speed of the ball (unchanged) of a water polo goal shot. 相似文献
88.
Leigh F. Kieffer 《Research quarterly for exercise and sport》2013,84(3):550-561
Abstract The State-Trait Anxiety Inventory for Children (STAIC) trait anxiety questionnaire was administered to all sixth-grade boys at one school (N = 181). Based on results of the questionnaire, 40 high-anxious and 40 low-anxious subjects were identified for participation in the study. Stratified random assignments of these subjects in a counterbalanced manner resulted in the creation of eight experimental groups. The effects of an audience and task difficulty on learning and performance were considered in the experimental design. Two social conditions—learning in the presence of a single spectator or alone—and two conditions of task difficulty on the pursuit rotor—hard and easy—were employed. Each subject was tested on one day, under one condition of task difficulty, and under one social condition. Data were treated with a three-factor multivariate analysis of variance. Dependent variables were three STAIC anxiety scale scores used to evaluate within-task feelings of anxiety and three mean performance scores for each of three blocks of pursuit rotor trials. The results of the analyses indicated that significant main effects due to social situation were not apparent until the last block of trials, when subjects in the spectator condition did better. State anxiety scores for those who performed alone were significantly higher than for those who performed with a spectator present over all blocks of trials. Although low-anxious subjects' overall mean performance scores were higher than high-anxious subjects' on the hard task, they were not significantly different from each other until the last block of trials. The overall mean performance scores for both groups for the easy task proved significantly higher for the low-anxious group. Though the results partially support the hypothesis that a spectator increases the learner's drive and facilitates performance, the majority of the results favor the theoretical hypotheses that a spectator reduces drive and serves to console or reassure the learner. 相似文献
89.
Leigh N. Wood 《Educational Studies in Mathematics》2012,79(1):109-125
The study examined the experience of communication in the workplace for mathematics graduates with a view to enriching university
curriculum. I broaden the work of Burton and Morgan (2000), who investigated the discourse practices of academic mathematicians to examine the discourse used by new mathematics graduates
in industry and their perceptions of how they acquired these skills. I describe the different levels of perception of discourse
needs and of how they gained the necessary skills. At the lowest level, they learnt through trying out different approaches.
At the next level, they were assisted by colleagues or outside situations. At the highest level, a small group viewed communication
and interpersonal skills as a scientific process and stood back and used their “mathematical” observation skills to model
their behaviour. These graduates did not appear to have systematically studied communication as part of their degree and they
were unaware of the power of language choices in the workplace. Those who were working as mathematicians had to come to grips
with explaining mathematical concepts to a wide range of people with varying mathematical skills but who generally were considerably
less skilled in mathematics. The study revealed that these graduates were seriously underprepared in many aspects for joining
the workforce. Many found it difficult to adapt to dealing with colleagues and managers, and developing communication skills
was often a matter of trial and error. 相似文献
90.