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381.
Wayne Veck 《Educational Philosophy and Theory》2013,45(1):36-48
This article draws on Hannah Arendt’s analysis of authority in education, along with her insights into the workings of the imagination and the thinking process, to argue that participation in education should be conceived as an invitation to become towards the world. The potential of this invitation, the article argues, is located in the educator’s imaginative and thoughtful responsibility to receive the young as they are and as they are becoming on the one hand, and to represent the world to them, on the other hand. The ways in which this potential can be negated are examined in relation to Arendt’s accounts of non-thinking and wilfulness. The article advances to the conclusion that participation in an education is possible only where young persons are received by educators who are persistently awake to their responsibility to receive the young people they educate anew. 相似文献
382.
Wayne Urban 《课程研究杂志》2013,45(4):439-444
This longitudinal case study of a single school examines changes in the educational beliefs of 10 elementary‐school teachers who experienced a constructivist‐based trans‐disciplinary curriculum (CTC). After 3 years of experiencing a CTC, which emerges through theme‐oriented and project‐based learning, teachers’ educational beliefs had changed to demonstrate multiple views rather than pure beliefs. Teachers’ beliefs form a mosaic of complementary visions and the process of change in teachers’ beliefs reflects the ‘overlapping’ rather than the ‘staircase’ metaphor. 相似文献
383.
G. Wayne Marino 《Research quarterly for exercise and sport》2013,84(3):234-238
Abstract The purpose of this study was to explore the techniques of ice skating acceleration through analysis of specific characteristics of the movement pattern during a “front start” skating task. Two Locam 16 mm cameras operating at 100 frames per second were used to record side and overhead views of the first 6.0m of the skating starts of 69 male subjects. Data were collected on three skating start criteria, three structural variables, and twelve performance variables measured over the first three strides of the start. Summary statistics were generated and Pearson product moment correlation analysis was used to assess relationships between the criteria and performance variables. In addition, stepwise multiple regression analysis was used to predict time to skate 6.0m from a combination of the structural and performance variables. Results revealed that the mean time taken to skate 6.0m was 1.95 sec; the mean instantaneous velocity at the 6.0 mark was 5.75 m/s; and the mean average acceleration over 6.0m was 2.96m/s2. Evaluation of correlation coefficients, the regression model and summary statistics resulted in several conclusions: (1) There is a statistically significant positive relationship between velocity attained and the average rate of acceleration over a 6.0m distance in a front style skating start. (2) There are statistically significant negative relationships between both mean acceleration and final instantaneous velocity, and the time taken to skate 6.0m in a front style skating start. (3) In general, the stride pattern associated with a high rate of acceleration and a minimal skating time in a front style skating start includes: a high stride rate, significant forward lean at the point of touchdown of the recovery skate, short single support periods, and placement of the recovery foot below the hip of the recovery leg at the end of the single support period. 相似文献
384.
Wayne Spratford Rebecca Mellifont Brendan Burkett 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):235-244
This study biomechanically quantified the movement patterns for six elite goalkeepers making diving saves to their preferred and non-preferred side at three different dive heights. Synchronised three-dimensional kinematic and kinetic biomechanical data analysis found diving direction to significantly (P < 0.05) influence the movement patterns of the diving save. The non-preferred side displayed greater lateral rotation of the pelvis and thorax at the initiation event. These over-rotational differences were reduced during the time on plate phase with the thorax displaying no significant difference at take-off; although a difference still remained for the pelvis. These over rotations were subsequently linked to greater peak knee joint moments, lower peak ankle joint moments, less hip extension at take-off, and for the centre of mass (COM) to travel slower and less directly to the ball, as measured by the net projection angle at take-off. These results indicate that joint movements in the transverse plane at or before the initiation event for the dive for the pelvis and thorax are the causation for subsequent asymmetries. These observed differences indicate that there is an advantage in having prior knowledge of limb preference in an opposing goalkeeper. 相似文献
385.
Determining the worth and effectiveness of training used within a military environment is the same accountability responsibility that educational organizations, businesses, and social agencies are charged with for improving programs and services to society. The need for accountability implies the process of evaluation, particularly in governmental training programs. This article provides a case study, blueprint, and action plan for the infusion of two evaluation models as the foundation for determining the effectiveness of training within a military application. 相似文献
386.
387.
James L. Morrison William L. Renfro Wayne I. Boucher 《ASHE Higher Education Report》1984,13(9):xvii-xvii
388.
Knowledge engineering techniques for developing expert systems may also be useful for instructional development. A review
of knowledge engineering focusing on knowledge representation and knowledge acquisition suggests ways in which these methods
could be adapted to developing instructional systems. As further work is done on intelligent computer-assisted instructional
systems and other complex instructional development projects, knowledge engineering skills may become more important for the
instructional developer. 相似文献
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