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101.
This article considers the challenge of sustainable change and development in education from the perspective of complexity theory. Complexity theory’s concept of emergence implies that, given a significant degree of complexity in a particular environment, new properties and behaviours emerge that are not necessarily contained in the essence of the constituent elements, or easily able to be predicted from a knowledge of initial conditions. These concepts of emergent phenomena from a critical mass, associated with notions of lock-in, path dependence, and inertial momentum, contribute to a perspective on continuity and change that indicates what conditions might need to be in place for the emergence of sustainable, positive, system-wide change and development in education. 相似文献
102.
103.
Cynthia B. Powell Kim L. Pamplin Robert E. Blake Diana S. Mason 《Journal of Science Education and Technology》2010,19(2):126-132
Secondary teachers participating in summer professional development chemistry workshops in Texas used an online chemistry
tutoring program, OWL Quick Prep (Day et al. in OWL: Online Web-based Learning, Brooks-Cole Cengage Learning, Florence, KY,
1997) as a part of the inservice training. Self-reported demographic data were used to identify factors in preparation and practice
that affected pretest and posttest scores. Data from the pretests and posttests indicate that nomenclature and problems requiring
calculations were the most challenging topics for the cohort. The participants who correctly completed 90% of the questions
in the tutoring modules showed significant improvement in content mastery. 相似文献
104.
Searching the Web to learn about a controversial topic: are students epistemically active? 总被引:1,自引:0,他引:1
Students are making an increased use of the Web as a source for solving information problems for academic assignments. To
extend current research about search behavior during navigation on the Web, this study examined whether students are able
to spontaneously reflect, from an epistemic perspective, on the information accessed, and whether their epistemic metacognition
is related to individual characteristics, such as prior knowledge of the topic and the need for cognition. In addition, we
investigated whether Internet-based learning is influenced by the activation of spontaneous epistemic metacognition in the
search context. Forty-six psychology and engineering university students were asked to research information about a controversial
subject in order to write an essay. They were also asked to think aloud during their research. Both qualitative and quantitative
analyses were performed. As revealed by their spontaneous reflections, all participants were epistemically active, although
to different extents and levels. As expected, there was evidence that students activated beliefs about the four epistemic
dimensions identified in the literature, especially about the credibility of an electronic source and the criteria for justification
of knowledge. Prior knowledge was not related to activation of epistemic beliefs in the search context, while the need for
cognition significantly associated with aspects of source and its content evaluation. Two patterns of epistemic metacognition
were identified and they significantly influenced Internet-based learning. Students who spontaneously generated more sophisticated
reflections about the sources as well as the information provided, outperformed students who were active only at the first
epistemic level. Educational implications are drawn. 相似文献
105.
A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and
evidence and the nature of science encountered by student teachers training to teach in the age range 11–16 in schools in
England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required
increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews
and students’ reports to assess the impact of the project on student teachers and to what extent any influences survived when
they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of
standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors
limited newly qualified teachers’ chances to use new lessons and approaches and therefore act as change-agents in schools,
the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were
durable gains. 相似文献
106.
Classroom Climate,Cardiac Vagal Tone,and Inhibitory Control: Links to Focused Attention in First Graders 下载免费PDF全文
Sara Scrimin Gabriele Osler Ughetta Moscardino Lucia Mason 《Mind, Brain, and Education》2018,12(1):61-70
The present study aimed to investigate the role of classroom climate and self‐regulation in terms of cardiac vagal tone and inhibitory control in primary school students' focused attention. A combination of direct and indirect measures was used to assess classroom climate, sustained and selective attention, and inattention behaviors among 62 first graders. We also registered students' cardiac vagal tone at rest and their levels of inhibitory control in a reaction time task. A single underlying factor combining sustained and selective attention as well as (the lack of) inattention behaviors accounted for students' focused attention. A regression analysis revealed that classroom climate, cardiac vagal tone, and inhibitory control interacted to explain first graders' focused attention. In classrooms with a negative climate, high levels of inhibitory control attenuated the negative effect of low cardiac vagal tone on students' ability to remain focused during classroom activities. Implications for theory and practice are discussed. 相似文献
107.
In this study, the authors empirically test a model of sport behaviour that integrates both team identification and a network theory approach to understand attendance at intercollegiate ice hockey games. Grounded within the brand community triad, ego network data were collected among attendees to measure the fan-to-fan connections that constitute the horizontal relationships of brand community participants. Additionally, a multidimensional team identification measure was used to illustrate the vertical relationship between individual and team. Both measures were included in a structural equation model to test how both fan-to-fan and fan-team relationships explain attendance. The results from the model support the salience of both dimensions of the brand community triad, suggesting that understanding sport fan behaviour necessitates including both psychological and structural elements of behaviour. Future suggestions for extending the study of sport fans through structural networks are discussed. 相似文献
108.
Pendar Hazrati Peter James Sinclair Wayne Spratford René Edouard Ferdinands Bruce Robert Mason 《Journal of sports sciences》2018,36(1):7-13
Active drag force in swimming can be calculated from a function of five different variables: swim velocity, tow velocity, belt force, power output and exponent of velocity. The accuracy of the drag force value is dependent on the accuracy of each variable, and on the contribution of each variable to drag estimation. To calculate uncertainty in drag value, first the derivatives of the active drag equation with respect to each variable were obtained. Second, these were multiplied by the uncertainty of that variable. Twelve national age and open level swimmers were recruited to complete four free swimming and five active drag trials. The uncertainties for the free and the tow swim velocities, and for the belt force, contributed approximately 5–6% and 2–3% error, respectively, in calculation of drag. The result of the uncertainty of the velocity exponent (1.8–2.6) indicated a contribution of about 6% error in active drag. The contribution of unequal power output showed that if a power changed 7.5% between conditions, it would lead to about 30% error in calculated drag. Consequently, if a swimmer did not maintain constant power output between conditions, there would be substantial errors in the calculation of active drag. 相似文献
109.
James Rhodes Barry Mason Bertrand Perrat Martin Smith 《Journal of sports sciences》2013,31(17):1639-1647
AbstractThe aim of the current study was to investigate the validity and reliability of a radio frequency-based system for accurately tracking athlete movement within wheelchair court sports. Four wheelchair-specific tests were devised to assess the system during (i) static measurements; (ii) incremental fixed speeds; (iii) peak speeds; and (iv) multidirectional movements. During each test, three sampling frequencies (4, 8 and 16 Hz) were compared to a criterion method for distance, mean and peak speeds. Absolute static error remained between 0.19 and 0.32 m across the session. Distance values (test (ii)) showed greatest relative error in 4 Hz tags (1.3%), with significantly lower errors seen in higher frequency tags (<1.0%). Relative peak speed errors of <2.0% (test (iii)) were revealed across all sampling frequencies in relation to the criterion (4.00 ± 0.09 m · sˉ1). Results showed 8 and 16 Hz sampling frequencies displayed the closest-to-criterion values, whilst intra-tag reliability never exceeded 2.0% coefficient of variation (% CV) during peak speed detection. Minimal relative distance errors (<0.2%) were also seen across sampling frequencies (test (iv)). To conclude, the indoor tracking system is deemed an acceptable tool for tracking wheelchair court match play using a tag frequency of 8 or 16 Hz. 相似文献
110.
Barry Mason John Lenton Christof Leicht Victoria Goosey-Tolfrey 《Journal of sports sciences》2013,31(1):78-91
AbstractThe purpose of the study was to determine which laboratory-based modality provides the most valid physiological and biomechanical representation of over-ground sports wheelchair propulsion. Fifteen able-bodied participants with previous experience of wheelchair propulsion performed a 3-minute exercise trial at three speeds (4, 6 and 8 km ? h–1) in three testing modalities over separate sessions: (i) over-ground propulsion on a wooden sprung surface; (ii) wheelchair ergometer propulsion; (iii) treadmill propulsion at four different gradients (0%, 0.7%, 1.0% and 1,3%). A 0.7% treadmill gradient was shown to best reflect the oxygen uptake (7.3 to 9.1% coefficient of variation (CV)) and heart rate responses (4.9 to 6.4% CV) of over-ground propulsion at 4 and 6 km ? h–1. A 1.0% treadmill gradient provided a more valid representation of oxygen uptake during over-ground propulsion at 8 km ? h–1 (8.6% CV). Physiological demand was significantly underestimated in the 0% gradient and overestimated in the 1.3% gradient and wheelchair ergometer trials compared to over-ground trials (P<0.05). No laboratory-based modality provided a valid representation of the forces applied during OG (≥ 18.4% CV). To conclude, a 0.7% treadmill gradient is recommended to replicate over-ground wheelchair propulsion at lower speeds (4 and 6 km ? h–1) whereas a 1.0% gradient may be more suitable at 8 km ? h–1. 相似文献