全文获取类型
收费全文 | 160篇 |
免费 | 1篇 |
专业分类
教育 | 115篇 |
科学研究 | 14篇 |
各国文化 | 1篇 |
体育 | 14篇 |
文化理论 | 5篇 |
信息传播 | 12篇 |
出版年
2022年 | 5篇 |
2021年 | 7篇 |
2020年 | 7篇 |
2019年 | 5篇 |
2018年 | 17篇 |
2017年 | 15篇 |
2016年 | 12篇 |
2015年 | 2篇 |
2014年 | 6篇 |
2013年 | 24篇 |
2012年 | 9篇 |
2011年 | 11篇 |
2010年 | 4篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2007年 | 4篇 |
2006年 | 2篇 |
2005年 | 6篇 |
2004年 | 1篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 3篇 |
1999年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1980年 | 1篇 |
1976年 | 1篇 |
排序方式: 共有161条查询结果,搜索用时 78 毫秒
61.
The present study examines how learnersinteract with one another within the context ofa computer conference for the purposes ofpassing a test. In a faked computer conferencewith predetermined messages, both the number ofmessages irrelevant to the topic, and theexplicit threading of messages were varied in a2 × 2 design (n = 54). Subjects participated in anasynchronous fashion over a course of fourlog-in sessions. In general, learners indicateda fairly consistent pattern of reception. Theyopened virtually all messages, grouped them ina non-chronological order, and processed themaccording to their topic relevance. Thispattern was also mediated by the conferencecharacteristics. Explicit threading led tosequences of message readings that were morecontent oriented. Similarly, fewer irrelevantmessages lead to prolonged reading times ofrelevant messages. Whereas learning success wasnot affected by conference characteristics,explicitly threaded messages decreased theperceived cognitive demands. 相似文献
62.
Skedsmo Guri Huber Stephan Gerhard 《Educational Assessment, Evaluation and Accountability》2020,32(1):1-4
Educational Assessment, Evaluation and Accountability - 相似文献
63.
64.
Stephan Dutke Anna Christina Grefe Claudia Leopold 《European Journal of Psychology of Education - EJPE》2016,31(4):499-513
In an experiment with 65 high-school students, we tested the hypothesis that personalizing learning materials would increase students’ learning performance and motivation to study the learning materials. Students studied either a 915-word standard text on the anatomy and functionality of the human eye or a personalized version of the same text in which 60 definite articles (e.g., “the eye”) were replaced with 60 second-person possessive pronouns (e.g., “your eye”). Afterwards, participants answered comprehension and transfer questions. One week later, the participants were asked to restudy the text and to answer the same questions again with the aim to improve their performance. In the personalized text condition, students showed higher transfer performance, spent more time on restudying the text, and reported being more motivated than students in the standard text condition. However, only duration of restudying (not self-reported motivation) mediated the effect of personalization on transfer performance. 相似文献
65.
66.
Stephan Rapp 《School Leadership & Management》2013,33(5):471-490
The purpose of this article is to increase our knowledge about the role that directors of education play as leaders of educational activities. For its analytical framework, the study uses the qualitative research approach known as phenomenography and examines the study's findings against the rationalist perspective, against systems theory and against tight and loosely-coupled systems. On the issue of accountability, the study shows that while the directors were perceived to be accountable for mismanagement of finances, being accountable for student results was not something that worried the directors participating in this study. 相似文献
67.
In the literature addressing the determinants of TV audiences in sports, both the absolute and relative playing strength of the opponents play a prominent role. Regarding national team competitions, however, this study conjectures that patriotism matters as well. Analyzing the Swiss TV audience at 2 World Cups and 2 European Football Championships, this study finds strong evidence that TV ratings are highly affected by the sizes of the groups of foreign residents affiliated with the teams playing on the field. 相似文献
68.
David Wood Carey Watt Andrew Grainger Stephan Wassong Wray Vamplew Zinon Papakonstantinou 《国际体育史杂志》2013,30(15):2284-2310
69.
Prof. Dr. phil. habil. Kuno Hottenrott Sebastian Ludyga Stephan Schulze 《Sportwissenschaft》2013,43(3):157-165
The aim of the study was to examine the effects of three different training models on aerobic power and body composition in recreationally active runners. According to their preferences 54 subjects (female=?27, male?=?27) were assigned to the following groups: (a) weekend group (WE), who performed two sessions of continuous endurance training weekly, (b) after-work group (FE) who carried out four sessions of high intensity training as well as an additional endurance run and (c) STAR group (STAR), who took part in a training with exercise telemetry monitors based on the heart rate variability. Over the 12-week study period the mean training volume was approximately 2 h 15 min per week. Of the participants 47 successfully completed the training study and all 3 groups showed significantly improved aerobic power (p?<0.001); however, the FE group (d?=?1.15) showed increased VO2max superior to WE (d?=?0.48) and STAR (d?=?0.66) groups. Significant improvements in body mass (p?<?0.001), body fat (p?<?0.001) and visceral fat (p?<?0.001) were found in the WE, FE and STAR group. All groups completed the half marathon with no significant differences in performance. Based on a similar training volume, short, intensive endurance training sessions of about 30 min were found to elicit the greatest improvements of VO2max in recreationally active runners. 相似文献
70.
Frank Rosenkränzer Christian Hörsch Stephan Schuler Werner Riess 《International Journal of Science Education》2013,35(14):1932-1951
ABSTRACTSystems’ thinking has become increasingly relevant not only in education for sustainable development but also in everyday life. Even if teachers know the dynamics and complexity of living systems in biology and geography, they might not be able to effectively explain it to students. Teachers need an understanding of systems and their behaviour (content knowledge), and they also need to know how systems thinking can be fostered in students (pedagogical content knowledge (PCK)). But the effective development of teachers’ professional knowledge in teaching systems thinking is empirically uncertain. From a larger study (SysThema) that investigated teaching systems thinking, this article reports the effects of the three different interventions (technical course, didactic course and mixed course) in student teachers’ PCK for teaching systems thinking. The results show that student teachers’ PCK for teaching systems thinking can be promoted in teacher education. The conclusion to be drawn from our findings is that a technically orientated course without didactical aspects seems to be less effective in fostering student teachers’ PCK for teaching systems thinking. The results inform educators in enhancing curricula of future academic track and non-academic track teacher education. 相似文献