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41.
Lucinda Kerawalla Shailey Minocha Gill Kirkup Gráinne Conole 《Learning, Media and Technology》2008,33(1):21-33
Since the early years of the twenty‐first century there has been an increasing interest in using Web 2.0 technologies to support learning in Higher Education. However, previous research suggests that the integration of blogging into courses can be difficult and cites problems with issues such as student compliance. We adopt a learner‐centred perspective and explore students’ (rather than their educators’) understanding of how blogs and blogging can support distance learning in Higher Education. We report on a study of UK Open University (OU) students on an online distance learning Masters course, that has enabled us to determine the issues that are important to these bloggers, and we describe five ways in which they appropriated blogging to suit their individual needs. We discuss the importance of making blogging activities flexible so that students can blog to meet their own needs whilst still attending to the requirements of their course. 相似文献
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Breast cancer is one of the most feared diseases in contemporary Western society. Popular women's magazines are important sources of information about and orientation to the disease. The current study applies problematic integration theory in an interpretive analysis of all breast cancer articles appearing in five top-circulating women's magazines between 1997 and 2002. In so doing, the study illuminates two major challenges (uncertainty and ambivalence) and several imperfect approaches to coping constructed in this discourse (simplification, information-seeking/provision, affect management, trusting intuition, sustaining hope, and metaphoric reframing). These results have several clear and important practical implications and highlight a major and largely untried direction for future research. 相似文献
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This paper describes how students are empowered in an action research project. The author argues that, given the opportunity, students are willing and have the ability to exercise their power to control their learning. In addition, the author contends that the more power students have in deciding what and how to learn, the harder they will work, the stronger their learning motivation will be, and the more they will gain in their learning. The experience gained in this project pointed to three important components of student empowerment efforts, i.e. empowerment through involvement, empowerment through partnership and empowerment through action research. 相似文献
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The helping relationship experience was explored as a means of insuring greater rapport with children. A sample of 82 junior and senior education students participated for a minimum of two hours/week for approximately eight weeks. Of this group, some were involved with white children; another group with Negro children and a third group served as control. Groups were pre- and post-tested on selected personality variables felt to be necessary for the establishment of good rapport. A complex analysis of variance design was used in analyzing the data. Females and “liberals” scored significantly higher on the MTAI than males or “traditionalists.” Failure to find other evidence of a significant effect on the experimental groups was attributed to insufficient duration and/or intensity of the treatment. 相似文献
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Gill Crozier 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):315-328
Whilst there is now clearly an expectation upon parents to become more involved in schools and to take a greater part in their children's education, there is still little attempt to address the constraints upon achieving such aims. These constraints have been shown to include social class factors, gender relations, ethnicity and power relationships. This paper will take the analysis of some of these constraints further and, in particular, will focus on the views of working‐class parents on their relationships with, and role in relation to, their children's secondary school. The paper will explore the reasons for the orientation by working‐class parents which would seem to differ markedly from that of middle‐class parents. It will be shown that working‐class parents are committed to their children achieving educational success, and that they perceive their own role as supportive in a variety of ways. However, their position in relation to schools is to view the school as separate from their everyday social and cultural world and that the parent‐teacher role comprises a division of labour. It will be argued that teachers tend to adopt the same strategies for promoting parental involvement irrespective of class, parental needs, individual circumstances, and so on. Hence, because they take no account of differences, and because their strategies are constructed essentially from a logocentric position, then they serve to reinforce the parents’ perception of teachers as the professional ‘who knows best’: as the powerful knower which thus reinforces working‐class parents’ fatalistic view of schooling and their role as passive. The paper draws on data from a three‐year research project into the parents’ relationship with their children's secondary school. The data set which formed the basis of the analysis presented here comprises interviews with 58 parents from one of the case‐study schools which will be known as Acre Lane, and 15 of the school's teachers. 相似文献
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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
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