全文获取类型
收费全文 | 233篇 |
免费 | 2篇 |
专业分类
教育 | 155篇 |
科学研究 | 16篇 |
各国文化 | 4篇 |
体育 | 18篇 |
信息传播 | 42篇 |
出版年
2022年 | 3篇 |
2021年 | 2篇 |
2020年 | 5篇 |
2019年 | 13篇 |
2018年 | 8篇 |
2017年 | 13篇 |
2016年 | 11篇 |
2015年 | 6篇 |
2014年 | 5篇 |
2013年 | 46篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 4篇 |
2007年 | 7篇 |
2005年 | 2篇 |
2004年 | 10篇 |
2002年 | 3篇 |
2001年 | 2篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1972年 | 1篇 |
1967年 | 2篇 |
1923年 | 1篇 |
1922年 | 1篇 |
1920年 | 2篇 |
1900年 | 1篇 |
1862年 | 1篇 |
排序方式: 共有235条查询结果,搜索用时 31 毫秒
1.
2.
3.
4.
Beatriz Lucas‐Molina Ariel A. Williamson Rosa Pulido Alicia Prez‐Albniz 《Psychology in the schools》2015,52(3):298-315
Peer harassment is a major social problem affecting children and adolescents internationally. Much research has focused on student‐to‐student harassment from either an individual or a multilevel perspective. There is a paucity of multilevel research on students’ relationships with the classroom teacher. The purpose of this study was to use a socioecological perspective to examine the relationships between individual student‐level characteristics, problematic teacher–student relationships, and student‐reported peer harassment. A total of 1,864 children (50.7% female) aged 8 to 13 years (M = 9.82, SD = 1.24), nested in 27 schools (58.2% public) in Spain, participated in the study. Ninety‐four homeroom teachers reported on teacher–student relationships, and students completed self‐report measures related to peer harassment and teacher–student relationships. Multilevel models showed that relationships between students and teachers exerted a varying degree of influence on classroom levels of peer harassment. Specifically, student‐reported teacher support was associated with diminished student‐reported peer victimization, whereas direct and indirect student‐reported teacher‐to‐student aggression was associated with increased peer victimization. Additionally, student‐reported student‐to‐teacher aggression and teacher‐to‐student aggression were associated with increased student‐reported peer aggression. Teacher‐reported variables at the classroom level, however, contributed little to student‐reported outcomes. Results are discussed in the context of future research on relationships between teachers and students. 相似文献
5.
6.
ABSTRACTNew data-driven technologies appear to promise a new era of accuracy and objectivity in scientifically-informed educational policy and governance. The data-scientific objectivity sought by education policy, however, is the result of practices of standardization and quantification deployed to settle controversies about the definition and measurement of human qualities by rendering them as categories and numbers. Focusing on the emerging policy agenda of ‘social and emotional learning and skills,’ this paper examines the practices of ‘objectivity-making’ underpinning this new field. Objectivity-making depends on three translations of (1) scientific expertise into standardized and enumerable definitions, (2) standardization into measurement technologies, and (3) the data produced through measurement technologies into objective policy-relevant knowledge, which consolidates a market in SEL technologies. The paper sheds light on knowledge-making practices in the era of big data and policy science, and their enduring reliance on the precarious construction of objectivity as a key legitimator of policy-relevant scientific knowledge and ‘evidence-based’ education governance. 相似文献
7.
Cassie Quigley Khemmawadee Pongsanon Valarie L. Akerson 《Journal of Science Teacher Education》2011,22(2):129-149
There have been substantial reform efforts in science education to improve students’ understandings of science and its processes
and provide continual support for students becoming scientifically literate (AAAS, Benchmarks for science literacy, Oxford
University Press, New York, 1993; NRC, National Academy Press, Washington, DC, 1996; NSTA, NSTA position statement: The nature of science, , 2000). Despite previous research, it is still unclear whether young children are actually developmentally ready to conceptualize
the ideas that are recommended in the reforms (Akerson and Volrich, J Res Sci Teach 43:377–394, 2006). The purpose of this study was to explore how explicit-reflective instruction could improve young students’ understanding
of NOS. During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall
the students participating in the program improved their understanding of the target aspects of NOS through use of explicit
reflective instruction. However, the levels of improvement varied across different aspects. Students improved the most in
their understanding of the tentative nature of science and the roles of observation in scientific work, although there was
still some confusion regarding the distinction between observation and inference. More work needs to be done exploring these
specific topics and the role explicit reflective practice can play in identifying the particular problems students have in
distinguishing these constructs. 相似文献
8.
9.
10.
Wilson C Simpson SE van Emmerik RE Hamill J 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(1):2-9
The aim of this study was to examine the influence of skill of expert triple jumpers on the coordination variability of lower extremity intra-limb couplings. In contrast to the traditional motor learning perspective, we hypothesized that as skill and thus performance increases, movement coordination variability will also increase. Three-dimensional kinematic and ground reaction force data were collected during the hop-step transition phase of the triple jump. Relative motion plots and a modified vector coding technique were used to quantify the coordination variability across the trials. The results were consistent with a U-shaped curve, representing coordination variability, as skill increases. The high coordination variability in less skilled athletes is present while the appropriate characteristics defining the movement coordination patterns are acquired. This coordination variability may not be beneficial to performance. As the refinement of these characteristics is achieved, coordination variability decreases, resulting in a more consistent or regulated performance. In the final stages of developing a skilled performance, a functional variability is accessed that brings flexibility to the system allowing it to cope with perturbations. This study highlights the need to address the learning effect when analysing coordination variability from a dynamical systems perspective. 相似文献