全文获取类型
| 收费全文 | 89篇 |
| 免费 | 0篇 |
专业分类
| 教育 | 48篇 |
| 科学研究 | 9篇 |
| 各国文化 | 1篇 |
| 体育 | 12篇 |
| 文化理论 | 5篇 |
| 信息传播 | 14篇 |
出版年
| 2022年 | 1篇 |
| 2021年 | 1篇 |
| 2020年 | 3篇 |
| 2019年 | 3篇 |
| 2018年 | 5篇 |
| 2017年 | 4篇 |
| 2016年 | 3篇 |
| 2015年 | 1篇 |
| 2014年 | 3篇 |
| 2013年 | 9篇 |
| 2012年 | 7篇 |
| 2011年 | 5篇 |
| 2010年 | 3篇 |
| 2009年 | 3篇 |
| 2008年 | 3篇 |
| 2007年 | 5篇 |
| 2006年 | 5篇 |
| 2005年 | 3篇 |
| 2004年 | 4篇 |
| 2003年 | 4篇 |
| 2002年 | 1篇 |
| 2001年 | 1篇 |
| 1999年 | 1篇 |
| 1998年 | 3篇 |
| 1997年 | 1篇 |
| 1991年 | 1篇 |
| 1985年 | 2篇 |
| 1984年 | 1篇 |
| 1983年 | 1篇 |
| 1979年 | 1篇 |
| 1973年 | 1篇 |
排序方式： 共有89条查询结果，搜索用时 15 毫秒
41.
Compared to studies in general education, authority has received little attention in mathematics education, despite an increasing interest in sociological perspectives in mathematics classroom research. The subject of authority is particularly important in mathematics education, on the one hand, because of the immense authority mathematics itself seems to possess and pass on to its practitioners, but also, on the other hand, because of the anti-authoritarianism present, to some degree, in many trends in mathematics education such as cooperative learning approaches and constructivist pedagogies. Such an anti-authoritarian stance appears justified by data from an 8th grade mathematics classroom (supplemented with data from a second 8th grade classroom) which suggest that teachers possess immense authority in the eyes of the students and that this and other authority relations are strongly evident in the students non-reflective ways of interacting not only with their teachers but also among themselves. However, theoretical considerations on authority show that the problem may not be authority per se but the way one conceives the notion of authority, that there exist kinds of authority, such as Bennes anthropogogical authority, which can encourage reflective and also fruitful collaborative work. 相似文献
42.
43.
44.
45.
Injury in competitive sport is widely seen as a topic within the medical and psychological domain. This article gives an overview of sociological research on dealing with injury in competitive sport. Besides findings of a culture of risk, medical treatment practices and the governance of medical support systems, there are still many unanswered questions to which the sociology of sport could make a relevant contribution. Perspectives for future studies correspond with the social dynamics of injury, the structural role constraints in a medical treatment or rehabilitation context, and the governance of complex social networks for injury prevention, treatment and rehabilitation processes. 相似文献
46.
ABSTRACTWhat is the time course of activation of phonological information in logographic writing systems like Chinese, in which meaning is prioritized over sound? We used a manipulation of phonological regularity to examine foveal and parafoveal phonological processing of Chinese phonograms at lexical and sublexical levels during Chinese sentence reading in 2 eye-tracking experiments. In Experiment 1, using an error disruption task during silent reading, we observed foveal lexical phonological activation in second-pass reading. In Experiment 2, using the boundary paradigm, both parafoveal lexical and sublexical phonological preview benefits were found in first-fixation duration in oral reading, whereas only lexical phonological benefits were found in gaze duration during silent reading. Thus, phonological information had earlier and more pronounced parafoveal effects in oral reading, and these extended to sublexical processing. These results are compatible with the view that oral reading prioritizes parafoveal phonological processing in Chinese. 相似文献
47.
Thomas Peeters Jochen Vleugels Raman Garimella Steven Truijen Wim Saeys Stijn Verwulgen 《Journal of sports sciences》2020,38(19):2193-2199
ABSTRACT Guidance to maintain an optimal aerodynamic position is currently unavailable during cycling. This study used real-time vibrotactile feedback to guide cyclists to a reference position with minimal projected frontal area as an indicator of aerodynamic drag, by optimizing torso, shoulder, head and elbow position without compromising comfort when sitting still on the bike. The difference in recapturing the aerodynamic reference position during cycling after predefined deviations from the reference position at different intensities was analysed for 14 participants between three interventions, consisting of 1) vibrotactile feedback with a margin of error of 1.5% above the calibrated reference projected frontal area, 2) vibrotactile feedback with a margin of 3%, and 3) no feedback. The reference position is significantly more accurately achieved using vibrotactile feedback compared to no feedback (p < 0.001), but there is no significant difference between the 1.5% and 3% margin (p = 0.11) in terms of relative projected frontal area during cycling compared to the calibrated reference position (1.5% margin ?0.46 ± 1.76%, 3% margin ?0.01 ± 2.01%, no feedback 2.59 ± 3.29%). The results demonstrate that vibrotactile feedback can have an added value in assisting and correcting cyclists in recapturing their aerodynamic reference position. 相似文献
48.
49.
The study refers to the unfavourable reputation and status of general didactics as well as its decreasing importance in teacher education. This is a result of poor performance achieved in international tests by students. They score low on knowledge and arguments, and empirical studies indicate that didactic models are useless. In view of the above problem, the aim of this article is to examine the validity of the argument that didactic models are useless. It is necessary to examine if general didactics are being in an unfavourable position along with its possible successors in the international context. In order to achieve that, we conducted an empirical study into the usability of didactic models for lesson planning in Croatia and compared it with the results obtained in previous research in Germany. The term usability means the advantages of theory in practice. On the basis of the results of the empirical study, we concluded that didactic models are not generally unusable. Additionally, they are different according to their usability. These results open a path for further research on this topic in the international context. 相似文献
50.