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1.
Rebecca Bilous Laura Hammersley Kate Lloyd Felicity Rawlings-Sanaei Greg Downey Maria Amigo 《International Journal for Academic Development》2018,23(3):165-178
This paper shares an innovative methodology to ‘co-create’ a curriculum with eleven international community development organisations from seven countries to prepare undergraduate students for international work-integrated learning activities. The co-creation process was complex, messy, and always evolving. Here we reflect on and document the process, identifying three key methodological principles that might guide the co-creation process for others. These principles embrace the unpredictable, emotional, and personal reality of bringing together diverse ideas and perspectives, as well as opening up possibilities for more creative ways of communicating and listening to what is seen, heard, and felt. 相似文献
2.
Paul J. Read Pablo Jimenez Jon L. Oliver Rhodri S. Lloyd 《Journal of sports sciences》2018,36(12):1423-1431
Forty-one practitioners inclusive of physiotherapists, sports scientists and strength and conditioning coaches from the academies of elite soccer clubs in the United Kingdom completed an on-line questionnaire which examined their: (1) background information; (2) perceptions of injury occurrence and risk factors; (3) screening and return to play; and (4) approach to designing and delivering injury prevention programmes with a response rate of 55% (41/75). Contact injuries were the most common mechanism reported and players between 13–16 years of age were perceived to be at the greatest risk. Pertinent risk factors included: reduced lower limb and eccentric hamstring strength, proprioception, muscle imbalances, and under developed foundational movement skills. Joint range of motion, jump tests, the functional movement screen, overhead and single leg squats were the most utilised screening methods. Training modalities rated in order of importance included: resistance training, flexibility development, agility, plyometrics and balance training. Training frequency was most commonly once or twice per week, during warm-ups, independent sessions or a combination of both. Injury prevention strategies in this cohort appear to be logical; however, the classification of injury occurrence and application of screening tools to identify “at risk” players do not align with existing research. The frequency and type of training used may also be insufficient to elicit an appropriate stimulus to address pertinent risk factors based on current recommendations. 相似文献
3.
Professionalism is a core element of curricula in many disciplines but can be difficult to teach and learn. This study used audio-diary methodology to identify professionalism threshold concepts in a small group learning setting in undergraduate medicine and to understand factors that might facilitate students to ‘get’ such concepts. Fifteen students and seven tutors kept audio-diaries over two terms. Data were analysed qualitatively for content. The key themes were then cross referenced to threshold concept criteria (e.g. where language indicated that learning was troublesome, integrative or transformative). Seven potential threshold concepts were identified which centred on students’ developing professional identities including working with uncertainty, considering the bigger picture, not needing to know everything and professional culture. Reflection on workplace experiences within a small group helped students ‘get’ these concepts. The study concludes that threshold concepts and audio-diaries are useful tools for understanding lived experiences of professionalism learning. 相似文献
4.
5.
In this paper we consider the effect of moves by the British Government to make initial teacher education (ITE) in England and Wales more school‐based (Blake, 1993). To monitor the impact of this shift towards school‐based training we conducted a fine grain study of what was happening on the ground within the one‐year Secondary School‐Based Postgraduate Certificate in Education (PGCE) at the Chichester Institute of Higher Education (ChIHE). * Data were gathered from questionnaire surveys and interviews. Findings from our regional case study indicate that while school‐based ITE programmes may offer student teachers greater insight into school life, this should not be at the expense of developing students’ analytical and theoretical understanding of education and schooling promoted within higher education‐based work. 相似文献
6.
The effects of visual grouping strategies involving animated and static graphic presentations on selective attention were
studied. Also studied was the ability of students to learn a scientific rule presented incidentally in an animated sequence.
A total of 39 fourth-graders participated in an introductory lesson on Newton's laws of motion. Two levels of Visual Presentation
(Static Graphic, Animated Graphic) were crossed with two levels of Visual Grouping (Grouped, Ungrouped). A within-subjects
factor consisted of two levels of Learning Intent (Intentional, Incidental).
Results showed that students given animated presentations of lesson content outperformed students receiving static presentations,
but only when the animated lesson frames were presented in groups, or “chunks,” of textual and visual sequences. Results also
showed that students were able to successfully extract information pertaining to an application of Newton's second law incidentally
presented in animated sequences. These latter results replicate earlier findings. 相似文献
7.
D. Lloyd‐Kolkin 《Learning, Media and Technology》1981,7(3):90-92
A major investment in educational television programmes by the federal government led the United States Department of Education to seek ways to extend the audience size for these programmes beyond public television by placing them on commercial broadcast stations in America. This article describes the programmes, the marketing organization and strategies used to promote programming to the commercial marketplace, and the successes achieved in persuading commercial broadcasters to accept educational children's programming, particularly programmes aimed at minority audiences. 相似文献
8.
One reason we have difficulty finding sustainable solutions is in part because we are unable to see the bigger picture. Capra (2000) argues, “To become ecologically literate we must learn to think systemically – in terms of connectedness, context and processes” (p. 270). We have attempted to structure connected learning experiences through our transdisciplinary approach to teaching for learning science, mathematics and ecological aspects of society and environment. We support Jucker's (2002) view that we must have lateral rigor across disciplines and vertical rigor within disciplines in order to best prepare students for teaching. This paper explores the theoretical underpinning of this complex approach to undergraduate teaching and reports on how our teaching team has worked collaboratively to structure a sequence of three, one semester integrated, core courses that explicitly uses an educating for ecological sustainability theme as the basis for each course and associated assessment. 相似文献
9.
Lloyd Price 《Cultural and Social History》2017,14(2):201-217
During the nineteenth century, the British Raj launched a campaign to reduce the number of people killed annually by venomous snakes on the Indian subcontinent. Unlike its successful effort to cull large mammals, the colonial government was forced to abolish its bounty scheme in 1890 and instead seek to use sanitation to reduce interactions between humans and snakes. This article will assess this transition in policy as a means to understand how attitudes towards the governance of animals were shaped by cultural and ecological factors. It will be shown that during its inception, discourses of scientific governance statistically augmented perceptions of the threat posed by snakes, presenting them as a direct yet manageable danger within an anthropocentric cultural model. However, financial and practical limitations forced the government to recognise that the behaviour, seasonal patterns and territorial movements of snakes influenced the rate of mortality, and thus adjust its policy to acknowledge the experience of cohabitation in India’s diverse ecological contexts. 相似文献
10.