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1.
Time series analysis was used to investigate the hypothesis that during acquisition of a motor skill, knowledge of results (KR) information is used to generate a stable internal referent about which response errors are randomly distributed. Sixteen subjects completed 50 acquisition trials of each of three movements whose spatial-temporal characteristics differed. Acquisition trials were either blocked, with each movement being presented in series, or randomized, with the presentation of movements occurring in random order. Analysis of movement time data indicated the contextual interference effect reported in previous studies was replicated in the present experiment. Time series analysis of the acquisition trial data revealed the majority of individual subject response patterns during blocked trials were best described by a model with a temporarily stationary, internal reference of the criterion and systematic, trial-to-trial variation of response errors. During random trial conditions, response patterns were usually best described by a "White-noise" model. This model predicts a permanently stationary, internal reference associated with randomly distributed response errors that are unaffected by KR information. These results are not consistent with previous work using time series analysis to describe motor behavior (Spray & Newell, 1986). 相似文献
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Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
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The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests. 相似文献
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In this longitudinal study, we assessed the frequency of birth dates for boys selected for the Football Association National School. Birthdays were divided into three periods of the year: January to April, May to August and September to December. We compared data over a 5 year period and concluded that there is indeed a bias towards selecting older children. Furthermore, analysis of separate data revealed a shift of bias when comparing two different start dates, namely September and January. Our findings show that the youngest children from the January start date (born September to December) are selected significantly more often than the youngest children from the September start date (born May to August). Interestingly, even when the influence of body mass was reduced, the selection bias towards the older players remained. 相似文献
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The education of young people with profound and multiple learning difficulties continues to raise challenges and controversies. In this article, Ben Simmons, an ESRC funded PhD student and research assistant, and Phil Bayliss, programme director for the masters degree in special education and disability, both based in the School of Education and Lifelong Learning at the University of Exeter, describe their research into provision for pupils with profound and multiple learning difficulties in a special school in the south west of England. Their work, based in an interpretivist, qualitative approach, set out to illuminate issues relating to the inclusion of pupils with profound and multiple learning difficulties. The findings presented here suggest that the school, in spite of its strong reputation, struggled significantly to provide appropriate learning experiences for pupils with profound and multiple learning difficulties. Ben Simmons and Phil Bayliss discuss the need for improved staff development opportunities focused on enhancing current levels of knowledge and skills. They conclude by calling for a reappraisal of the established view that special schools necessarily provide the best learning environment for pupils with profound and multiple learning difficulties. 相似文献
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Archer Louise Calabrese Barton Angela M. Dawson Emily Godec Spela Mau Ada Patel Uma 《Cultural Studies of Science Education》2022,17(2):405-438
Cultural Studies of Science Education - While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science,... 相似文献
10.
Ariana Orvell Giulia Elli Valerie Umscheid Ella Simmons Ethan Kross Susan A. Gelman 《Child development》2023,94(1):159-171
A critical skill of childhood is learning social norms. We examine whether the generic pronouns “you” and “we,” which frame information as applying to people in general rather than to a specific individual, facilitate this process. In one pre-registered experiment conducted online between 2020 and 2021, children 4- to 9-year-old primarily living in the midwestern U.S. (N = 146, 75 girls, 71 boys, Mage = 7.14, SD = 1.69, 82% White) interpreted actions described with generic pronouns (vs. “I”) as normatively correct and selected the speaker who used generic pronouns as the rule-follower, particularly when generic pronouns were presented first. There were no significant effects of age. These results illustrate how generic pronouns influence how children discern unfamiliar norms and form interpersonal judgments. 相似文献