全文获取类型
收费全文 | 184篇 |
免费 | 5篇 |
专业分类
教育 | 155篇 |
科学研究 | 10篇 |
各国文化 | 2篇 |
体育 | 9篇 |
文化理论 | 1篇 |
信息传播 | 12篇 |
出版年
2024年 | 1篇 |
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 5篇 |
2020年 | 11篇 |
2019年 | 19篇 |
2018年 | 11篇 |
2017年 | 10篇 |
2016年 | 8篇 |
2015年 | 4篇 |
2014年 | 13篇 |
2013年 | 27篇 |
2012年 | 9篇 |
2011年 | 10篇 |
2010年 | 5篇 |
2009年 | 8篇 |
2008年 | 5篇 |
2007年 | 3篇 |
2006年 | 3篇 |
2005年 | 2篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 3篇 |
2001年 | 4篇 |
2000年 | 5篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1979年 | 1篇 |
1960年 | 1篇 |
1934年 | 1篇 |
1929年 | 1篇 |
1826年 | 3篇 |
排序方式: 共有189条查询结果,搜索用时 15 毫秒
91.
Abstract This study documents the effect of players' dismissals on team performance in professional soccer. Our aim was to determine whether the punishment meted out for unacceptable player behaviour results in reduced team performance. The official web site of the German Soccer Association was used for coding data from games played in the first Bundesliga between the 1963 – 64 and 2003 – 04 (n = 41) seasons. A sample of 743 games where at least one red card was issued was used to test hypotheses derived from crisis theory (Bar-Eli & Tenenbaum, 1989a). Players' dismissals weaken a sanctioned team in terms of the goals and final score following the punishment. The chances of a sanctioned team scoring or winning were substantially reduced following the sanction. Most cards were issued in the later stages of matches. The statistics pertaining to outcome results as a function of game standing, game location, and time phases – all strongly support the view that teams can be considered conceptually similar to individuals regarding the link between stress and performance. To further develop the concept of team and individual psychological performance crisis in competition, it is recommended that reversal theory (Apter, 1982) and self-monitoring and distraction theories (Baumeister, 1984) be included in the design of future investigations pertaining to choking under pressure. 相似文献
92.
Kinshuk Tzu-Chien Liu Sabine Graf 《Educational technology research and development : ETR & D》2009,57(6):739-752
Although learning styles are considered as an important factor in education, students often have to learn in courses that
do not support their learning styles. A challenge for technology facilitated learning is therefore to assist and help students
to cope with courses that do not match their learning styles by training and developing their less preferred skills. In this
paper, the interactions between students’ learning styles, their behaviour, and their performance in an online course that
is mismatched regarding their learning styles were analysed. The results show which learners need more help in mastering mismatched
courses, help in getting a better understanding about how students with good performance record and poor performance record
learn with respect to their learning styles, and provide information about how to identify learners who might have difficulties
in learning based on their behaviour. 相似文献
93.
94.
Sabine Reuker 《Sportwissenschaft》2012,42(4):240-246
There is a current controversial discussion about the professionalization of teachers. In this respect the present article focuses on the professional vision as one important aspect of the professionalization of physical education teachers. As this aspect has not yet been a subject of discussion the article presents a first overview of the theoretical and empirical findings on the professional vision. For this purpose, findings of other educational subject areas and fields of sport science are presented. Furthermore, open questions relating to physical education will be pointed out to initiate further research projects. 相似文献
95.
The present study explores the effects of problem-based learning (PBL) on social and academic integration and study progress.
Three hundred and five first-year students from three different psychology curricula completed a questionnaire on social and
academic integration. Effects of a full-fledged PBL environment were compared to (1) effects of a conventional lecture-based
learning environment, and (2) effects of a learning environment that combined lectures and other methods aimed at activating
students. Lisrel analyses show direct positive effects of the learning environment on study progress: students in PBL obtained
more credits compared to students in more conventional curricula. Moreover, the levels of social and academic integration
were also higher among students in the PBL curriculum. The links between integration and study progress were less straightforward.
Formal social integration positively affected study progress, but informal academic integration was negatively related to
study progress. 相似文献
96.
Elisabeth Rose Simone Lehrl Susanne Ebert Sabine Weinert 《Early education and development》2018,29(3):342-356
Research Findings: This study investigated the long-term interrelations among children’s language competencies, their home literacy environment (HLE), and 3 aspects of socioemotional development from ages 3 to 8, controlling for characteristics of the child and family. For this sample of 547 typically developing German children, parents and teachers reported on cooperative behavior, physical aggression, and emotional self-regulation. Language was assessed using established test instruments. HLE was operationalized by the number of books in the household, the frequency of shared book reading, and an observation during shared book reading. Path analyses supported effects of language and HLE at age 3 on all 3 indicators of socioemotional development over the 5-year period. An additional mediational analysis revealed different patterns of results depending on the aspect of socioemotional competency under study. Although the effect of early language and HLE at age 3 on cooperative and (low) aggressive behavior at age 8 was partially mediated by language at age 5, children’s early language at age 3 was the best predictor of the development of emotional self-regulation. Practice or Policy: Findings identify a rich HLE and proper language skills as protective factors for socioemotional development in not-at-risk children; these factors should be further established in social skills training. 相似文献
97.
The present study investigates the contribution of 2 mechanisms to imitation in infancy. The principle of rational action suggests that infants normatively evaluate the efficiency of observed actions. In contrast, it has been proposed that motor resonance (i.e., the mapping of others' actions onto one's own motor repertoire) plays a central role in imitation. This study tested 14-month-old infants (n = 95) in 5 conditions and manipulated the extent to which the observed actions could be matched onto the infants' own motor repertoire as well as whether the observed behavior appeared to be efficient. The results suggest that motor resonance plays a more central role in imitation in infancy than does a rational evaluation of the observed action. 相似文献
98.
Since the late 1990s, broad discussions on education and educational quality have given impetus to the implementation of many
new measures aimed at the improvement of schools in Germany. In this context, school inspections have been introduced in all
16 German federal states during the last 6 years. In the meantime, scientific research into the functioning of this steering
instrument has begun. In this article, first empirical findings on the effects of school inspections in Germany are presented
by drawing on a survey study with 468 principals of schools in the federal state of North Rhine-Westphalia that were externally
evaluated during the years 2005 to 2008. Findings indicate that school inspection results are considered by a large group
of stakeholders within schools and that they are discussed in different settings. In many schools, development measures have
already been planned and implemented. Moreover, first effects are perceived in different fields. On the whole, findings agree
with the results of two thematically related German studies but draw a less heterogeneous picture than the international research
context. 相似文献
99.
100.
University of Michigan Medical School (UMMS) students attending a seminar on the history and ethics of anatomical dissection were fascinated by a report on the dissection room experience in Thailand that relates the body donor's status as a teacher. The students felt that they had naturally adopted the "body as teacher" approach in their dissection course, rather than the "body as first patient" approach that is encouraged by faculty. It was decided to explore the question whether other medical students shared these perceptions. A questionnaire was sent out to all UMMS students who had finished the anatomical dissection course. One hundred twenty-eight responses from a population of 500 students were received. Results indicate that students believe the "body as teacher" approach is more effective in engendering respect and empathy towards the body and towards future patients, and in facilitating students' emotional development. Students also reported wanting a more personal relationship with their donors. Eighty four percent of students preferred the "body as teacher" approach to the currently taught "body as first patient" approach. The results support the hypothesis that students' desired closer personal relationship with donors might be better facilitated by the "body as teacher" approach, and that this closer relationship engenders empathy and respect towards the donor and future patients. A new model for anatomy programs could introduce the donor first as a teacher and later transition into viewing the donor as a patient. 相似文献