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11.
Clifford J. Mallett Tony Rossi Steven B. Rynne Richard Tinning 《Physical Education & Sport Pedagogy》2016,21(1):24-39
Background and Purpose: Given the turbulent and highly contested environment in which professional coaches work, a prime concern to coach developers is how coaches learn their craft. Understanding the learning and development of senior coaches (SCs) and assistant coaches (ACs) in the Australian Football League (AFL – the peak organisation for Australian Rules Football) is important to better develop the next generation of performance coaches. Hence the focus of this research was to examine the learning of SC and AC in the AFL. Fundamental to this research was an understanding that the AFL and each club within the league be regarded as learning organisations and workplaces with their own learning cultures where learning takes place. The purpose of this paper was to examine the learning culture for AFL coaches.Method: Five SCs, 6 ACs, and 5 administrators (4 of whom were former coaches) at 11 of the 16 AFL clubs were recruited for the research project. First, demographic data were collected for each participant (e.g. age, playing and coaching experience, development and coach development activities). Second, all participants were involved in one semi-structured interview of between 45 and 90 minutes duration. An interpretative (hierarchical content) analysis of the interview data was conducted to identify key emergent themes.Results: Learning was central to AFL coaches becoming a SC. Nevertheless, coaches reported a sense of isolation and a lack of support in developing their craft within their particular learning culture. These coaches developed a unique dynamic social network (DSN) that involved episodic contact with a number of respected confidantes often from diverse fields (used here in the Bourdieuian sense) in developing their coaching craft. Although there were some opportunities in their workplace, much of their learning was unmediated by others, underscoring the importance of their agentic engagement in limited workplace affordances.Conclusion: The variety of people accessed for the purposes of learning (often beyond the immediate workplace) and the long time taken to establish networks of supporters meant that a new way of describing the social networks of AFL coaches was needed; DSN. However, despite the acknowledged utility of learning from others, all coaches reported some sense of isolation in their learning. The sense of isolation brought about by professional volatility in high-performance Australian Football offers an alternative view on Hodkinson, Biesta and James' attempt in overcoming dualisms in learning. 相似文献
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Classroom discourse patterns were examined in the morning news sessions of a primary school classroom. The effects of reducing teacher questions and increasing rates of teacher pauses, praise and directives were investigated. Child words spoken and child expansions were recorded, as well as class call‐outs and teacher control statements. Frequencies of child words spoken showed no significant changes across the phases of the study. However, reducing teacher questions and increasing teacher pauses significantly decreased child expansions, while reducing teacher questions and increasing teacher praise significantly increased child expansions. Replacing teacher questions with directives had no significant effect upon child expansions. Class call‐outs and teacher control statements showed no significant changes across the intervention phases. The results of this study suggest that, for this teacher and class, teacher questions may be decreased without adversely affecting either child utterances or class behaviour, and that replacing questions with praise may increase children's contributions — particularly in the form of verbal expansions — to morning news talks. 相似文献
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Tony Branwhite 《教育心理学》1994,14(1):59-71
A sample of 836 adolescent students, in their first year of secondary education, completed a 14‐item forced‐choice questionnaire to provide information on their exposure to first‐hand experience of bullying and a range of other life events. Analysis of the data revealed support for levels of physical abuse indicated in other surveys of English secondary students, but yielded the highest level of verbal abuse yet reported in a school‐based study. Much more peer abuse was reported at secondary level than had been linked to the primary phase of the students’ education. Males recorded a significantly higher incidence of exposure to physically loaded events and both sexes recorded that they had been exposed to a range of life events which extended far beyond bullying. The results are discussed in the light of the research literature on both bullying and life events, and suggestions for student support are provided. 相似文献
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This paper responds in part to a special edition of this journal (39/2) on dual-mode provision. We were concerned that contact providers might drift into distance education provision through extending campus-based online learning without first thinking through the underpinning implications of its administrative systems, an issue that was not addressed in the special edition. Proceeding from a pragmatic and constructivist perspective, while adopting a transactional orientation drawing on systems theory and hermeneutics, this paper focuses on the challenge for administrative staff and systems of the changing nature of provision in terms of both the underpinning learning and business models. Based on experience and reflection, we conclude that the move into dual- and multimode provision is inevitable and that this requires agility on the part of both administrative staff and systems that is often overlooked in planning and review processes. 相似文献
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