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Gunnar Breivik 《体育哲学杂志》2013,40(2):143-162
In the Concept of Mind from 1949 Gilbert Ryle (1949/1963) distinguished between knowing how and knowing that. What was Ryle’s basic idea and how is the discussion going on in philosophy today? How can sport philosophy use the idea of knowing how? My goal in this paper is first to bring Ryle and the post-Rylean discussion to light and then show how phenomenology can give some input to the discussion. The article focuses especially on the two main interpretations of knowing how, intellectualism and anti-intellectualism. In the second part of the article I discuss how views from phenomenology and philosophy of mind can enrich and widen our understanding of what knowing how means in relation to sport practices. It is argued that knowing how is not limited to athletic abilities but includes knowledge of how the environing world operates in relation to athletic action. 相似文献
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Gunnar Breivik 《体育哲学杂志》2013,40(3):301-320
My goal in this article is to give a portrait of how modern sport philosophy, which started in 1972, developed from relatively narrow paradigmatic borders to become a diverse and multi-paradigmatic international discipline. This development has included several changes but also some continuity. I identify three main tenets that may be viable in the future. One is to focus on the traditional sport philosophical paradigm, which had an ambition to identify the essence of sport. A second option is to develop more specific approaches, focusing on single sports or types of sport, like football or climbing. A third alternative is to develop a philosophy, not only of sport but of ‘homo movens’, studying the moving human being in different environmental and socio-cultural contexts. All three options are viable and should be welcomed. 相似文献
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Anna H. Jonsdottir Jamie Lentin Violeta Calian Eggert K. Hafsteinsson Gunnar Stefansson 《Teaching Statistics》2021,43(1):5-12
The tutor‐web is an open‐source learning environment designed to be used for teaching mathematics and statistics. The system offers thousands of exercises at high school and university level, and has been used for a decade to teach introductory statistics courses with good results. A new component has recently been added to the tutor‐web so that students can enter their own data or get real data from several data sources for practicing and learning new concepts. 相似文献
107.
Gunnar Schedin Kerstin Armelius 《International journal for the advancement of counseling》2008,30(3):189-201
This exploratory study addresses differences in self-image as a client characteristic in career counselling by using the Structural
Analysis of Social Behaviour (Benjamin, L., Journal of Consulting and Clinical Psychology, 64(6), 1203–1212, 1996; Benjamin, L., Journal of Personality Assessment, 66(2), 248–266, 1996) and an adaptation (Andersson, W.P, and Niles, S.P., The Career Development Quarterly, 48(3), 251–263, 2000) of the Therapist Intention List (Hill C. E and O’Grady K. E., Journal of Counseling Psychology, 32(1), 3–22, 1985; Hill et al., Journal of Counseling Psychology, 35(3), 222–233, 1988). Expected and experienced behaviour of self and other, recalled helpful and non-helpful events during sessions, and evaluation
of sessions were compared between two clients with identified positive self-image and two clients with identified negative
self-image. The results indicated that the clients with a positive self-image compared to clients with a negative self-image
expected more positive behaviours and experienced more positive in-session behaviours from both themselves and from the counsellor;
they recalled more positive and fewer negative events in-session and they evaluated their session more positively. Implications
for career counselling are discussed. 相似文献