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排序方式: 共有265条查询结果,搜索用时 15 毫秒
41.
Dr. Pierre Aimez 《Infancia y Aprendizaje》2013,36(8):50-56
RESUMENEste trabajo plantea y justifica la necesidad de buscar modelos alimenticios que permitan al niño proseguir sus estudios en óptimas condiciones. Existe una relación entre los alimentos ingeridos, el funcionamiento intelectual y el carácter. Los padres y educadores, junto con el niño, deben encontrar el régimen que más le convenga. 相似文献
42.
Pierre Walter 《International Journal of Lifelong Education》2013,32(2):79-98
This study of adult literacy education in Thailand analyses the ways in which the Thai state has historically shaped adult literacy education policies for development. For the authoritarian Thai state of the 1940s and 1950s, literacy education was a means of promoting nationalism through an imagined community of Thai citizens. For the developmentalist state of the 1960s, 1970s and 1980s, literacy education was the means to create a new Thai working class for industrial capitalism and export-oriented growth. For the liberal democratic state of the 1990s, literacy education was re-oriented toward a post-Fordist economy. Most recently, in the wake of the 1997 economic crisis and subsequent IMF and ADB ‘structural adjustment’ policies, state educational policies have shifted to an emphasis on fiscal economics over education. While state ideologies of educational policy are dominant in this historical narrative, they also possess internal contradictions contested by popular movements and social groups outside dominant classes. Literacy education in Thailand is, as such, not only the site of production and reproduction of state ideologies, but also of struggles over their meaning. Thus we find within the authoritarian nationalism of the 1940s and 1950s, a movement for popular democracy through literacy education born of the 1932 Revolution; within the work-oriented literacy programs of the 1970s, a trend towards broader community development inspired by the student revolution of October 1973; and within the neoliberal Thai state's embrace of globalization, a call for further democratization of educational opportunities first promoted by the May 1992 uprising and then embodied in the new Constitution of 1997 and the Education Act of 1999. 相似文献
43.
Pierre Walter 《International Journal of Lifelong Education》2013,32(3):329-345
In the tradition of grassroots environmental movements worldwide, activist Buddhist monks in rural Thailand have, since the late 1980s, led a popular movement to protect local forest, water and land resources while at the same time challenging dominant state and corporate ‘economist’ development paradigms. Most famously, these ‘development monks’ (phra nak phathanaa) and ‘ecology monks’ (phra nak anuraksaa) have led local villagers and NGO activists in the symbolic ordaining of large trees and forests (buat paa). They do this in the hope that they will not only protect forests from logging, but also teach local people the value of conserving forest resources. This paper charts the history, philosophy and practice of the activist forest monk movement in Thailand, its contribution to our collective knowledge of adult education in new social movements, and its value to environmental adult education. 相似文献
44.
Pedro Jiménez-Reyes Matt Cross Alex Ross Pierre Samozino Matt Brughelli Nicholas Gill 《European Journal of Sport Science》2019,19(5):585-594
This study aimed to analyse fatigue-induced changes in mechanical sprinting properties during a specific repeated-sprint test in elite rugby sevens athletes. Twenty elite rugby sevens players performed ten 40?m sprints on a 30?s cycle with participant’s running back and forth in a marked lane. Radar was used to assess maximal overground sprint performance over each 40?m. Macroscopic mechanical properties (maximal horizontal force (F0), maximal horizontal power (Pmax), maximal ratio of horizontal force (RFpeak), decrease in the ratio of horizontal-to-total force (DRF), total force and maximal sprinting velocity (v0)) were drawn from horizontal force velocity relationships, using a validated method applied to the speed–time data. Fatigue-induced changes were analysed comparing the first sprint to an average of 2nd-4th, 5th-7th and 8th-10th. Repeated-sprint ability (RSA) testing induced substantial changes in the maximal velocity component, with a decrease (–15%) in v0 (effect size (ES)?=?–2.46 to –4.98), and to a lower extent (–5.9%) in the maximal force component F0 (ES?=?–0.59). DRF moderately decreased (14%; ES=–0.76–1.11), and RFpeak largely decreased in the later sprints (ES?=?–0.32 to –1.27). Fatigue observed in this RSA test appeared to have a greater effect on the technical ability to produce horizontal force at high velocities, likely due to an alteration in the ability to maintain horizontally oriented force application when velocity increases rather than during the initial acceleration phase, but also the overall force production capacity. The ability to maintain forward-oriented force at high velocities is of central importance for identifying fatigue and monitoring load. 相似文献
45.
46.
Pierre Lauginie 《Science & Education》2013,22(6):1537-1554
We discuss how light acquired a velocity through history, from the ancient Greeks to the early modern era. Combining abstract debates, models of light, practical needs, planned research and chance, this history illustrates several key points that should be brought out in science education. 相似文献
47.
48.
Pierre Buisson 《Educational Studies in Mathematics》1976,6(4):429-445
Sans résuméI.R.E.M. de Rouen 相似文献
49.
This study aims to examine the impact of the linguistic nature of the material to be tracked in a serial reaction time task on the performance of typical readers and children with dyslexia. In doing so, we wished to detect eventual differences in the mobilisation of implicit learning skills between typical readers according to their experience with the written word (8‐ vs 10‐year‐olds) on the one hand, and between typical readers and children with dyslexia, on the other hand. Experiment 1 confirms the efficiency of implicit sequence learning in typical readers regardless of the nature of the item being tracked. Experiment 2 indicates that the sequence learning of children with dyslexia is sensitive to the nature of the target. Children with dyslexia show differences in the evolution of response times according to the nature of the item to be tracked. 相似文献
50.
Many so‐called brain‐based educational approaches have been strongly criticized for their lack of empirical support and occasionally for their use of pseudoscientific concepts. As a result, several use the term neuromyths to refer to false beliefs or misinterpretations regarding neuroscientific facts. We surveyed both teachers and student teachers concerning their agreement toward hemispheric dominance, modality dominance, and the Brain Gym© method. Results suggest that teachers as well as student teachers believe in the reality of hemispheric and modality dominance but only a few were aware of the Brain Gym© method. Correlation analyses show moderate relationships across different beliefs and/or their perceived benefits in education. Teachers believed more than student teachers in hemispheric dominance and its pedagogical relevance. Together with other studies, the results suggest that teachers and student teachers could benefit from appropriate training in this new field of research. 相似文献