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51.
Traditional medical school curricula have made a clear demarcation between the basic biomedical sciences and the clinical years. It is our view that a comprehensive medical education necessarily involves an increased correlation between basic science knowledge and its clinical applications. A basic anatomy course should have two main objectives: for the student to successfully gain a solid knowledge base of human anatomy and to develop and hone clinical reasoning skills. In a basic anatomy course, clinical case discussions based on underlying anatomic anomalies or abnormalities are the major means to teach students clinical reasoning skills. By identifying, classifying, and analyzing the clinical data given, a student learns to methodically approach a clinical case and formulate plausible diagnoses. Practicing and perfecting clinical problem‐solving skills should be a major objective of the anatomy curriculum. Such clinical reasoning skills are indeed crucial for the successful and expert practice of medicine. Anat Sci Ed 1:267–268, 2008. © 2008 American Association of Anatomists. 相似文献
52.
Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel Ni?o El-Hani 《Science & Education》2012,21(4):543-578
A major source of difficulties in promoting students’ understanding of genetics lies in the presentation of gene concepts
and models in an inconsistent and largely ahistorical manner, merely amalgamated in hybrid views, as if they constituted linear
developments, instead of being built for different purposes and employed in specific contexts. In this paper, we report the
results of a study about how textbooks can provide the grounds for the students’ construction of such hybrid views about genes.
These views are a key problem in genetics teaching, because they make it more difficult that students properly understand
this central biological concept and strengthen genetic deterministic ideas, which characterize a widespread discourse about
genes in the public opinion. We analyzed 18 textbooks using categorical content analysis, employing categories derived from
the literature addressing the historical development of gene models and concepts. Our findings indicate that the analyzed
textbooks do convey hybrid views about genes, with no correspondence to scientific models related to this biological concept.
These views reinforce genetic deterministic discourses and may lead students to serious misunderstandings about the nature
of genes and their role in living systems, with consequences to future learning about genetics. 相似文献
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54.
Paulo Miguel Cardoso Maria Céu Taveira Constan?a Sacadura Biscaia Maria Gra?a Santos 《International Journal for Educational and Vocational Guidance》2012,12(3):225-241
In this study, we explored main dilemmas psychologists face in career counselling in two main professional settings: employment and education. Participants included 24 experienced Portuguese psychologists, working in employment (n?=?14) and educational (n?=?10) settings. We used consensual qualitative research to conduct and analyse semi-structured interviews. Results revealed dilemmas?? in five domains: neutrality, assessment, dual loyalty, role boundaries, and confidentiality, with the typical dilemma in the domain of neutrality. Differences between groups were found in the domains of dual loyalty and role boundaries. 相似文献
55.
Niklas M. Gericke Mariana Hagberg Vanessa Carvalho dos Santos Leyla Mariane Joaquim Charbel N. El-Hani 《Science & Education》2014,23(2):381-416
The aim of this paper is to investigate in a systematic and comparative way previous results of independent studies on the treatment of genes and gene function in high school textbooks from six different countries. We analyze how the conceptual variation within the scientific domain of Genetics regarding gene function models and gene concepts is transformed via the didactic transposition into school science textbooks. The results indicate that a common textbook discourse on genes and their function exist in textbooks from the different countries. The structure of science as represented by conceptual variation and the use of multiple models was present in all the textbooks. However, the existence of conceptual variation and multiple models is implicit in these textbooks, i.e., the phenomenon of conceptual variation and multiple models are not addressed explicitly, nor its consequences and, thus, it ends up introducing conceptual incoherence about the gene concept and its function within the textbooks. We conclude that within the found textbook-discourse ontological aspects of the academic disciplines of genetics and molecular biology were retained, but without their epistemological underpinnings; these are lost in the didactic transposition. These results are of interest since students might have problems reconstructing the correct scientific understanding from the transformed school science knowledge as depicted within the high school textbooks. Implications for textbook writing as well as teaching are discussed in the paper. 相似文献
56.
Query suggestions have become pervasive in modern web search, as a mechanism to guide users towards a better representation of their information need. In this article, we propose a ranking approach for producing effective query suggestions. In particular, we devise a structured representation of candidate suggestions mined from a query log that leverages evidence from other queries with a common session or a common click. This enriched representation not only helps overcome data sparsity for long-tail queries, but also leads to multiple ranking criteria, which we integrate as features for learning to rank query suggestions. To validate our approach, we build upon existing efforts for web search evaluation and propose a novel framework for the quantitative assessment of query suggestion effectiveness. Thorough experiments using publicly available data from the TREC Web track show that our approach provides effective suggestions for adhoc and diversity search. 相似文献
57.
Maria Emilia Brederode Santos 《Educational Media International》2013,50(3):190-191
Abstract The ICEM Conference which was held in Lisbon in October 1997 was entitled ‘Education for Media’. This article presents some reflections from one of the Portuguese representatives, a TV researcher and producer, on the discussions which took place during the conference, and looks at some of the implications which can perhaps be felt world wide 相似文献
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59.
Thomas Dos’Santos Paul Comfort Paul A. Jones 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(4):483-492
ABSTRACT The aims of this study were twofold: firstly, to compare lower limb kinematic and kinetic variables during a sprint and 90° cutting task between two averaging methods of obtaining discrete data (peak of average profile vs. average of individual trial peaks); secondly, to determine the effect of averaging methods on participant ranking of each variable within a group. Twenty-two participants, from multiple sports, performed a 90° cut, whereby lower limb kinematics and kinetics were assessed via 3D motion and ground reaction force (GRF) analysis. Six of the eight dependent variables (vertical and horizontal GRF; hip flexor, knee flexor, and knee abduction moments, and knee abduction angle) were significantly greater (p ≤ 0.001, g = 0.10–0.37, 2.74–10.40%) when expressed as an average of trial peaks compared to peak of average profiles. Trivial (g ≤ 0.04) and minimal differences (≤ 0.94%) were observed in peak hip and knee flexion angle between averaging methods. Very strong correlations (ρ ≥ 0.901, p < 0.001) were observed for rankings of participants between averaging methods for all variables. Practitioners and researchers should obtain discrete data based on the average of trial peaks because it is not influenced by misalignments and variations in trial peak locations, in contrast to the peak from average profile. 相似文献
60.
Maria P. M. Santos Cassiano R. Rech Claudia O. Alberico Rogério C. Fermino Ana P. Rios João David 《Measurement in physical education and exercise science》2016,20(2):93-98
The app for the System for Observing Play and Recreation in Communities (iSOPARC®) was developed to enhance System for Observing Play and Recreation in Communities data collection and management. The study aim was to examine the usability and inter-rater reliability of iSOPARC®. Trained observers collected data in 16 park areas in two Latin America cities (Curitiba, Brazil; Bogotá, Colombia) using both the original System for Observing Play and Recreation in Communities (mechanical counter) and new iSOPARC® (electronic counter) methods. A total of 8,707 park users (3,958 females and 4,749 males) were observed. Reliabilities among observers were determined using the intraclass correlation coefficient and relative overall agreement (%) in three ways: (a) mechanical versus mechanical, (b) mechanical versus electronic, and (c) electronic versus electronic. When both used mechanical counters comparisons overall agreement was over 78% (intraclass correlation coefficient = .982; p < .001) for variables in all analysis. When one used a mechanical counter and the other used electronic (iSOPARC®) comparisons overall agreement was higher for age (84%; p < .001) than for physical activity (83%; p < .001) variables and average intraclass correlation coefficient was .965. Using both used iSOPARC® comparisons overall agreement was 81% to physical activity and 83% to age group. Results suggest iSOPARC® can be used reliably for examining variables previously validated in System for Observing Play and Recreation in Communities. 相似文献