全文获取类型
收费全文 | 193篇 |
免费 | 0篇 |
专业分类
教育 | 73篇 |
科学研究 | 54篇 |
各国文化 | 3篇 |
体育 | 30篇 |
文化理论 | 16篇 |
信息传播 | 17篇 |
出版年
2023年 | 3篇 |
2022年 | 3篇 |
2021年 | 6篇 |
2020年 | 3篇 |
2019年 | 18篇 |
2018年 | 17篇 |
2017年 | 10篇 |
2016年 | 7篇 |
2015年 | 10篇 |
2014年 | 8篇 |
2013年 | 31篇 |
2012年 | 10篇 |
2011年 | 14篇 |
2010年 | 10篇 |
2009年 | 11篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 2篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1990年 | 1篇 |
1986年 | 1篇 |
1978年 | 1篇 |
1976年 | 2篇 |
1973年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有193条查询结果,搜索用时 0 毫秒
191.
Alessandro H. N. Ré Samuel W. Logan Maria T. Cattuzzo Rafael S. Henrique Mariana C. Tudela David F. Stodden 《Journal of sports sciences》2018,36(1):1-6
This study compared performances and motor delay classifications for the Test of Gross Motor Development-2nd edition (TGMD-2) and the Körperkoordinationstest Für Kinder (KTK) in a sample of 424 healthy children (47% girls) between 5 and 10 years of age. Low-to-moderate correlations (r range = 0.34–0.52) were found between assessments across age. In general, both boys and girls demonstrated higher raw scores across age groups. However, percentile scores indicated younger children outperformed older children, denoting a normative percentile-based decrease in motor competence (MC) in the older age groups. In total, the TGMD-2 and KTK classified 39.4% and 18.4% children, respectively, as demonstrating very low MC (percentile ≤5). In conclusion, the TGMD-2 classified significantly more children with motor delays than the KTK and the differences between children’s motor skill classification levels by these assessments became greater as the age groups increased. Therefore, the TGMD-2 may demonstrate more susceptibility to sociocultural influences and be more influenced by cumulative motor experiences throughout childhood. Low-to-moderate correlations between assessments also suggest the TGMD-2 and KTK may measure different aspects of MC. As such, it may be important to use multiple assessments to comprehensively assess motor competence. 相似文献
192.
Ella James-Brabham Toni Loveridge Francesco Sella Paul Wakeling Daniel J. Carroll Emma Blakey 《Child development》2023,94(6):1550-1565
Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps. 相似文献
193.
Megan Foulkes Francesco Sella Theresa Elise Wege Camilla Gilmore 《Mind, Brain, and Education》2023,17(3):185-196
There is mixed evidence as to whether concrete manipulatives (e.g., toy animals) are better than abstract manipulatives (e.g., counters) for teaching mathematical concepts to children. Concreteness is defined as the amount of extraneous information a manipulative provides, and in this study we aimed to unpick which dimensions of concreteness influence manipulative choice. Researchers, teachers, and parents completed a comparative judgment task comparing images of manipulatives varying in different dimensions of concreteness, selecting which they would choose to teach arithmetic to children. The findings indicated homogeneous, 3-dimensional manipulatives were the most preferred across all groups to teach arithmetic to children, regardless of more extraneous features. This contradicts research recommendations to minimize the use of concrete manipulatives due to their distractive qualities. Instead, it suggests that some concrete features may be preferred in more naturalistic contexts. More research is required to investigate how different dimensions of concreteness influence learning outcomes for children both in artificial research contexts and in practice. 相似文献