全文获取类型
| 收费全文 | 153篇 |
| 免费 | 2篇 |
专业分类
| 教育 | 124篇 |
| 科学研究 | 7篇 |
| 各国文化 | 1篇 |
| 体育 | 16篇 |
| 信息传播 | 7篇 |
出版年
| 2023年 | 1篇 |
| 2022年 | 1篇 |
| 2021年 | 1篇 |
| 2020年 | 1篇 |
| 2019年 | 6篇 |
| 2018年 | 16篇 |
| 2017年 | 9篇 |
| 2016年 | 10篇 |
| 2015年 | 9篇 |
| 2014年 | 6篇 |
| 2013年 | 32篇 |
| 2012年 | 11篇 |
| 2011年 | 4篇 |
| 2010年 | 4篇 |
| 2009年 | 5篇 |
| 2008年 | 3篇 |
| 2007年 | 5篇 |
| 2006年 | 8篇 |
| 2005年 | 2篇 |
| 2004年 | 2篇 |
| 2003年 | 3篇 |
| 2002年 | 5篇 |
| 2001年 | 1篇 |
| 2000年 | 4篇 |
| 1999年 | 2篇 |
| 1996年 | 2篇 |
| 1994年 | 2篇 |
排序方式： 共有155条查询结果，搜索用时 31 毫秒
101.
The authors conducted action research by developing workshops that involved teacher-participants in their own exploratory learning. The authors facilitated participants in researching of what they noticed, and wanted to understand about light and shadows by structuring the environment, and the questions that wereasked of them, in ways that integrated practices of teaching into those of researching. During the workshops, transitions evolved in how participants used materials to make light and dark effects and interacted with each other. Transactions also occurred in how the authors intervened to teach and research what participants did, and to encourage their reflective observations. It is proposed that such explorations offer new beginnings for extending understandings of physical phenomena and of the world, as made through our actions and thoughts. 相似文献
102.
Petra Tjurin Maisa Niemelä Maarit Kangas Henri Vähä-Ypyä Harri Sievänen Timo Jämsä 《Measurement in physical education and exercise science》2013,17(3):249-257
ABSTRACTThe purpose of this study was to describe the accelerometry-based characteristics of overall sedentary behavior (SB) and sitting among adults under free-living conditions. Thirty-six (mean age 47.6 years) volunteers carried a waist-worn accelerometer for ≥4 days with data ≥600 min/d during 14 consecutive days. A machine learning (ML) based method was used to classify the patterns of SB and sitting from raw 3D acceleration. The participants spent most (69.3%) of their waking time in SB, and a half (52.2%) of the SB was performed in a sitting posture. Men broke their overall sedentary time less often (4.1 vs. 6.1 bouts/h), but women sat more; however, women broke their sitting time as often as men (7.6 bouts/h). This study confirms that SB and sitting can be distinguished using ML methods, and more information about SB can be achieved when overall SB and sitting are analyzed separately in free-living conditions. 相似文献
103.
Abstract This study examine 53 European elite deaf athletes for their family's hearing status, use of hearing aids, communication preference, education in integrated or segregated settings, family members' encouragement for participation in sports, coach preference (hearing or deaf), and conditions for competitive events with deaf or hearing athletes. These data were gathered through semi-structured interviews administered in the athlete's native language. Deaf athletes reported that when given the opportunity to compete with hearing athletes, it enhanced their opportunity for competition. Participating in sports with hearing athletes played an important role in the integration of deaf athletes into mainstream society. If adaptations to communication can be made in these integrated settings, the ability of deaf athletes to participate in such settings will increase. 相似文献
104.
105.
106.
Petra Hetfleisch Dr. Annika Goeze Prof. Dr. Josef Schrader 《Zeitschrift für Erziehungswissenschaft》2014,17(2):297-322
There is growing interest in evidence-based interventions that can improve student teachers’ professional development. But how can these interventions be implemented into everyday teacher education practice by teacher educators themselves—without losing their initial, lab-tested effectiveness due to teacher educators’ practical educational autonomy? Through a quasi-experimental field study the following question is investigated: What is the impact of different degrees of educational autonomy (low/middle/high) that 19 teacher educators are granted while implementing an experimentally proven concept into their teacher training courses on the development of the competence to diagnose classroom situations among 261 student teachers? ANCOVAs using planned contrasts indicate that the effectiveness of the concept can be sustained in ‘the real world’ of teacher education practice, even if practitioners—no longer researchers—are responsible for the concept realization; thereby, the highest increase in student teachers’ competence occurred when low educational autonomy was granted, i.e., the concept was implemented closely to the original. 相似文献
107.
This study examine 53 European elite deaf athletes for their family's hearing status, use of hearing aids, communication preference, education in integrated or segregated settings, family members' encouragement for participation in sports, coach preference (hearing or deaf), and conditions for competitive events with deaf or hearing athletes. These data were gathered through semi-structured interviews administered in the athlete's native language. Deaf athletes reported that when given the opportunity to compete with hearing athletes, it enhanced their opportunity for competition. Participating in sports with hearing athletes played an important role in the integration of deaf athletes into mainstream society. If adaptations to communication can be made in these integrated settings, the ability of deaf athletes to participate in such settings will increase. 相似文献
108.
The media are widely acknowledged as important in sex and relationship education, but they are usually associated with ‘bad’ effects on young people in contrast to the ‘good’ knowledge represented by more informational and educational formats. In this paper we look at sex advice giving in newspapers, magazines and television in the UK, in sex advice books and in online spaces for sexual learning. We examine some of the limitations of the information provided, consider the challenges for sex advice in the contemporary context, and outline some of the opportunities for academics, researchers, therapists, sex educators and activists to contribute productively to sex advice giving and sexual learning more generally. 相似文献
109.
Supporting Teachers Learning Through the Collaborative Design of Technology-Enhanced Science Lessons
This study used the Interconnected Model of Professional Growth (Clarke & Hollingsworth in Teaching and Teacher Education, 18, 947–967, 2002) to unravel how science teachers’ technology integration knowledge and skills developed in a professional development arrangement. The professional development arrangement used Technological Pedagogical Content Knowledge as a conceptual framework and included collaborative design of technology-enhanced science lessons, implementation of the lessons and reflection on outcomes. Support to facilitate the process was offered in the form of collaboration guidelines, online learning materials, exemplary lessons and the availability of an expert. Twenty teachers participated in the intervention. Pre- and post-intervention results showed improvements in teachers’ perceived and demonstrated knowledge and skills in integrating technology in science teaching. Collaboration guidelines helped the teams to understand the design process, while exemplary materials provided a picture of the product they had to design. The availability of relevant online materials simplified the design process. The expert was important in providing technological and pedagogical support during design and implementation, and reflected with teachers on how to cope with problems met during implementation. 相似文献
110.