全文获取类型
收费全文 | 82篇 |
免费 | 1篇 |
专业分类
教育 | 53篇 |
科学研究 | 7篇 |
体育 | 13篇 |
文化理论 | 1篇 |
信息传播 | 9篇 |
出版年
2020年 | 2篇 |
2019年 | 3篇 |
2018年 | 4篇 |
2017年 | 8篇 |
2016年 | 3篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 19篇 |
2011年 | 1篇 |
2010年 | 1篇 |
2009年 | 1篇 |
2008年 | 1篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 4篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1987年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1974年 | 1篇 |
1930年 | 1篇 |
1926年 | 1篇 |
1925年 | 1篇 |
排序方式: 共有83条查询结果,搜索用时 8 毫秒
21.
22.
23.
Karin von Wartburg Christiane Sibille Christian Aliverti 《Cataloging & classification quarterly》2019,57(1):24-36
AbstractThis article presents examples of metadata collaborations between the Swiss National Library (NL) and research institutions in the field of Swiss historiography. The NL publishes the Bibliography on Swiss History (BSH). In order to meet the demands of its research community, the NL has improved the accessibility and interoperability of the BSH database. Moreover, the BSH takes part in metadata projects such as Metagrid, a web service linking different historical databases. Other metadata collaborations with partners in the historical field such as the Law Sources Foundation (LSF) will position the BSH as an indispensable literature hub for publications on Swiss history. 相似文献
24.
Christiane Hof 《Zeitschrift für Erziehungswissenschaft》2000,3(4):595-607
Die vorliegende Untersuchung geht davon aus, dass p?dagogisches Handeln nicht nur von objektiven Handlungsbedingungen und-intentionen abh?ngt, sondern auch von den subjektiven Theorien der Akteure beeinflusst wird. In einer explorativen Studie wurde das Wissensverst?ndnis von Kursleiterinnen und Kursleitern aus dem Weiterbildungsbereich rekonstruiert und in Beziehung zu ihren Unterrichtskonzepten gesetzt. Das Ergebnis der Interviewanalysen weist nicht nur auf die empirische Heterogenit?t der wissenstheoretischen Vorstellungen der Lehrenden hin, sondern leistet auch einen Beitrag zur Unterrichtstheorie. So erm?glicht die Einbeziehung der wissenstheoretischen Perspektive eine Differenzierung in die Unterrichtskonzepte Unterweisung, Training, Beratung und Moderation. 相似文献
25.
26.
Christiane Lösch Nico Nitzsche Christian Maiwald Daniel Zschäbitz Martin Weigert Henry Schulz 《Sportwissenschaft》2018,48(3):428-437
In the context of strength training in rehabilitation, visual movement control can be helpful to ensure correct movements. However, there are only a few studies that deal with the effectiveness of feedback during resistance exercises. To investigate the effect of feedback during guided exercise, 18 young adults (28.8?±?5.5 years) and 12 senior citizens (67.9?±?4.1 years) were tested. Subjects performed shoulder press exercises (3 sets, 15 repetitions) with and without visual movement control in a randomized order. On day 1, the subjects trained without load, and on day 2 they trained at 50% of their single repetition maximum. Joint articulation at the elbow was recorded using elbow extension and flexion. Autocorrelation was used to determine the reproducibility of movements. Subjects achieved better reproducibility of the movement with feedback than without (χ2?=?19.73; p?<?0.001). There was no effect of the load on motion accuracy (p?>?0.05), but the age group showed a significant effect (χ2?=?6.00; p?=?0.014). The younger group shows a higher degree of movement accuracy. In summary, visual movement control is useful in guided exercises to control movement execution. In clinical setting, this may be a way to control the motion performance of guided strength exercises and to ensure purposeful muscle work. Further studies should clarify the effect of visual feedback on the movement quality in unguided strength exercises. 相似文献
27.
28.
Marko Lüftenegger Rens van de Schoot Barbara Schober Monika Finsterwald Christiane Spiel 《教育心理学》2014,34(4):451-469
Achievement goal orientations are important for students’ ongoing motivation. Students with a mastery goal orientation show the most advantageous achievement and motivational patterns. Much research has been conducted to identify classroom structures which promote students’ mastery goal orientation. The TARGET framework is one example of these efforts and provides six instructional dimensions (task, authority, recognition, grouping, evaluation, time), which should form a classroom structure that fosters a mastery goal orientation. The aim of this study was to examine the entire multi-dimensional TARGET framework and its impact on mastery goal orientation in a longitudinal study with 1680 secondary school students. CFAs confirmed the existence of one latent factor TARGET comprising the six proposed dimensions. This study also provides the first empirical evidence, based on longitudinal data, that TARGET has a positive impact on student mastery goal orientations. 相似文献
29.
30.