全文获取类型
收费全文 | 260篇 |
免费 | 3篇 |
专业分类
教育 | 210篇 |
科学研究 | 2篇 |
各国文化 | 1篇 |
体育 | 17篇 |
文化理论 | 2篇 |
信息传播 | 31篇 |
出版年
2022年 | 5篇 |
2020年 | 6篇 |
2019年 | 4篇 |
2018年 | 8篇 |
2017年 | 10篇 |
2016年 | 5篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 64篇 |
2012年 | 6篇 |
2011年 | 15篇 |
2010年 | 5篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 9篇 |
2006年 | 5篇 |
2004年 | 6篇 |
2003年 | 5篇 |
2002年 | 3篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 14篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 6篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 3篇 |
1974年 | 1篇 |
1969年 | 1篇 |
1963年 | 1篇 |
1948年 | 1篇 |
1927年 | 1篇 |
排序方式: 共有263条查询结果,搜索用时 15 毫秒
31.
32.
33.
Marian Tuedor Fabia Franco Anthony White Serengul Smith Ray Adams 《International Journal of Disability, Development & Education》2019,66(1):19-35
Multimedia computer programmes have been found to facilitate learning in children with Autistic Spectrum Disorders (ASD). However, the effectiveness of these resources is limited due to poor design or a lack of consideration of the ASD cognitive profile, particularly at the lower functioning end of the spectrum. This article attempts to tackle the problem of the lack of design guidelines, with the aim of facilitating the development of effective educational programmes for children with severe ASD. The case study reported here evaluated two literacy educational computer programmes, by observing five low-functioning children with ASD, compared to five neurotypical children (control cases). The two types of reading-support software contrasted in the study presented different characteristics. The children’s data analysed here concern observations of child–software interactive sessions based on video recordings and coded for attention deployment to each programme, including motivation and engagement indicators. 相似文献
34.
School psychologists have the potential to contribute to the development and delivery of health and mental health services through school‐based health centers (SBHCs). Possible roles for school psychologists within SBHCs are described. Factors that influence school psychologists' efforts within SBHCs are discussed, including factors such as system reforms, school system governance, importance of SBHC to stakeholders, and availability of funding. Knowledge of collaborative problem solving, effective prevention and intervention strategies, and recognition of limitations of traditional mental health programs were also identified as facilitators of the school psychologist's role in a SBHC. Factors that may impede the development of SBHCs are reviewed. These factors include definitional confusion, deemphasis on prevention, community stigma, limited resources, lack of integration and coordination of services, and an emphasis on a narrow role of providing only medical services. Additional factors discussed include the narrow role of school psychologists, space limitations, the challenge of collaboration, role strain, and lack of research on interventions within a SBHC. Strategies for overcoming barriers are suggested. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 253–264, 2003. 相似文献
35.
36.
Cross-cultural immersion experiences have been considered to be an effective way to prepare American pre-service teachers for culturally responsive pedagogical practices. The literature review shows few studies have investigated pre-service teachers' cross-cultural experiences in non-English speaking countries, specifically Asian countries. This qualitative study examined ten American elementary pre-service teachers' teaching and learning experiences in China. Five themes emerged from the data analysis: understanding and respecting Chinese culture; developing empathetic dispositions towards non-English speaking students; exchanging teaching strategies and resources; reflecting on professional and personal growth; and initiating a proactive stance as culturally responsive change agents. Additionally, the study revealed that having two separate Chinese field placements may have differing pre-service teachers' teaching and learning experiences. Varying types of opportunities to study abroad are on the rise. Recommendations are provided for the type of cultural immersion experience that encourages neophyte educators to not only learn about others, but also learn from and with others. 相似文献
37.
Wei-Chen Hung Thomas J. Smith Marian S. Harris James Lockard 《Educational technology research and development : ETR & D》2010,58(1):61-80
This study adopted design and development research methodology (Richey & Klein, Design and development research: Methods, strategies, and issues, 2007) to systematically investigate the process of applying instructional design principles, human–computer interaction, and software
engineering to a performance support system (PSS) for behavior management in a classroom. The purpose was to examine how a
proposed instructional design framework based on Ausubel’s (The psychology of meaningful verbal learning, 1963) advance organizer theoretical approach could be used to address inherent problems of technically driven PSSs. Development
data were collected from a six-phase participatory rapid prototyping process using both qualitative and quantitative methods.
Findings indicated that (a) the advance organizer concept combined with a matrix design metaphor provided an effective way
to illustrate conceptual connections and relations among PSS modules and their elaborated information, (b) the system served
as a reference to support participants for exchanging ideas with other teachers as well as with parents of students, and (c)
the rapid prototyping process established parameters that helped the project team maintain a focus on users and collect data
useful for advancing to a higher phase of system development. Potential drawbacks pertaining to the proposed design strategies
and their possible corrective actions are also reported and discussed. 相似文献
38.
Carlton R. Meyers William Zimmerli S. David Farr Norbert A. Baschnagel 《Research quarterly for exercise and sport》2013,84(2):332-337
Abstract This study was concerned with the effect of bench-stepping in the Harvard Step Test upon finger and foot reaction time and, secondarily, with ascertaining the relationship, if any, between these reaction times and scores on the Harvard Step Test. The subjects were university freshman males. Reaction times were taken before, immediately after, and four minutes after the stepping exercise for 80 subjects. Thirty-six subjects served as controls, involving the reaction times and pulse counts at the prescribed intervals but without exercise. The findings failed to divulge any discernible effect of stepping exercise upon reaction time, or any apparent relationship between reaction time and the sum of the recovery pulse counts following the exercise. In view of these findings it is suggested that study be directed to two related aspects — the effect of exercise to exhaustion on reaction time, and the effect of strenuous and exhaustive exercise upon speed of movement. 相似文献
39.
40.
Michael G. Hughes Laurence Birdsey Rob Meyers Daniel Newcombe Jon Lee Oliver Paul M. Smith 《Journal of sports sciences》2013,31(8):878-886
Abstract In spite of the increased acceptance of artificial turf in football, few studies have investigated if matches are altered by the type of surface used and no research has compared physiological responses to football activity on artificial and natural surfaces. In the present study, participants performed a football match simulation on high-quality artificial and natural surfaces. Neither mean heart rate (171 ± 9 beats · min?1 vs. 171 ± 9 beats · min?1; P > 0.05) nor blood lactate (4.8 ± 1.6 mM vs. 5.3 ± 1.8 mM; P > 0.05) differed between the artificial and natural surface, respectively. Measures of sprint, jumping and agility performance declined through the match simulation but surface type did not affect the decrease in performance. For example, the fatigue index of repeated sprints did not differ (P > 0.05) between the artificial, (6.9 ± 2.1%) and natural surface (7.4 ± 2.4%). The ability to turn after sprinting was affected by surface type but this difference was dependent on the type of turn. Although there were small differences in the ability to perform certain movements between artificial and natural surfaces, the results suggest that fatigue and physiological responses to football activity do not differ markedly between surface-type using the high-quality pitches of the present study. 相似文献