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1.
Antoine Bailly 《Prospects》1995,25(4):783-790
Conclusion At a time when transnational communities are being created which extend beyond the confines of regions and natio-States, geographers
are questioning the very foundations of their discipline and their function in society. Not only do they no longer avoid acknowledging
their role in the transmission of spatial, regional and national identity, but they no longer act solely within the framework
of the nation-State. The juxtaposition of local and world considerations prompts them to embark upon new inquiries tending
towards the teaching of a conceptual and topical geography which can mobilize pupils and teachers alike according to broad
social, temporal and spatial principles.
Human beings, frail creatures of the earth, have only one real tool adapted to the vastness of the spaces with which we have
to grapple: the mind (Ratzel, 1988).
Born in 1944. Professor of geography at the University of Geneva, having taught in Canada and France. He holds a doctorate
from the Sorbonne and has studied geography and regional sciences in France and the United States of America. He has been
chief examiner at the International Baccalaureat Office. He is now President of the Western Regional Science Association and
the Swiss Association of University Lecturers. His recent publications, as author or editor, include:Encyclopédie de géographie [Encyclopedia of geography] (2nd ed., 1995),Introduction à la géographie humaine [Introduction to human geography] (5th ed., 1995) andLes concepts de la géographie [Geographical concepts] (3rd ed., 1995). He is editor-in-chief of the series entitled ‘Géographie’ at the Anthropos publishing
house, Paris. 相似文献
2.
Antoine Fortier René A. Turcotte 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(4):341-350
Ice hockey requires rapid transitions between skating trajectories to effectively navigate about the ice surface. Player performance relates in large part to effective change-of-direction manoeuvres, but little is known about how those skills are performed mechanically and the effect of equipment design on them. The purpose of this study was to observe the kinetics involved in those manoeuvres as well as to compare whether kinetic differences may result between two skate models of varying ankle mobility. Eight subjects with competitive ice hockey playing experience performed rapid lateral (90°) left and right change-of-direction manoeuvres. Kinetic data were collected using force strain gauge transducers on the blade holders of the skates. Significantly greater forces were applied by the outside skate (50–70% body weight, %BW) in comparison to the inside skate (12–24%BW, p < 0.05). Skate model and turn direction had no main effect, though significant mixed interactions between leg side (inside/outside) with skate model or turn direction (p < 0.05) were observed, with a trend for left-turn dominance. This study demonstrates the asymmetric dynamic behaviour inherent in skating change-of-direction tasks. 相似文献
3.
Leverrier C Gauthier A Nicolas A Molinaro C 《Research quarterly for exercise and sport》2011,82(3):458-465
The purpose of this study was to observe the effects of a submaximal isometric training program on estimation capacity at 25, 50, and 75% of maximal contraction in isometric action and at two angular velocities. The second purpose was to study the variability of isometric action. To achieve these purposes, participants carried out an isokinetic extension movement of the dominant lower limb during six test sessions and nine training sessions. Following the training program, estimation capacity in the different actions did not improve. However an improvement in performance was observed with a reduction in the variability of submaximal isometric actions. The proprioceptors activated in isometric action seemed to adapt to the training program itself which would promote better adaptation by a greater solicitation of internal feedback. 相似文献
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Antoine van den Beemt Evelien Ketelaar Isabelle Diepstraten Maarten de Laat 《Educational research; a review for teachers and all concerned with progress in education》2018,60(1):31-46
Background: This paper discusses teachers’ perspectives on learning networks and their motives for participating in these networks. Although it is widely held that teachers’ learning may be developed through learning networks, not all teachers participate in such networks.Purpose: The theme of reciprocity, central to studies in the area of learning in networks, is often approached from a rational exchange perspective. This study attempts to extend this approach with reference to the concept of symbolic interactionism. The study was guided by the following research question: What is the relationship between teachers’ perceptions of learning networks and their motives for participation or non-participation in these networks?Design and methods: In order to address this research question, semi-structured interviews among 25 teachers in secondary education in the Netherlands were carried out. The semi-structured interviews consisted of three parts: background information, perspectives on learning networks and personal experiences with those networks. Data were analysed qualitatively and analyses consisted of within-case analysis, and cross-case analysis of interview fragments. Three themes were considered: (1) perspectives on learning networks, (2) motives for participation perceived as rational exchange, (3) motives for participation perceived as related to social order.Findings: The findings are presented around these three themes. Each theme is discussed in relation to relevant aspects from the literature. Findings indicated that teachers perceived learning networks to be organised both within-school and outside school, and mostly focused around specific content knowledge. Reasons for participation or non-participation were related to rational costs and rewards (such as time, technology, self-efficacy); in symbolic motives (such as joy, sharing and mutual understanding), and also in a sense of meaning that resulted from networking activities.Conclusions: We conclude that, in addition to social exchange motives, the data suggest that symbolic aspects of communication and interaction play an important role in considerations for participation in learning networks. This may be described in terms of four ‘types’ of networking teachers: the Community focused networking teacher, the Locally focused networking teacher, the Not-yet-networking teacher, and the Non-networking teacher. It is hoped that these exploratory findings could be helpful in supporting the development of learning networks for all teachers. 相似文献
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Bram E. Vaessen Antoine van den Beemt Gerard van de Watering Ludo W. van Meeuwen Lex Lemmens Perry den Brok 《Assessment & Evaluation in Higher Education》2017,42(6):872-886
This pilot study measures university students’ perceptions of graded frequent assessments in an obligatory statistics course using a novel questionnaire. Relations between perceptions of frequent assessments, intrinsic motivation and grades were also investigated. A factor analysis of the questionnaire revealed four factors, which were labelled value, formative function, positive effects and negative effects. The results showed that most students valued graded frequent assessments as a study motivator. A modest number of students experienced positive or negative effects from assessments and grades received. Less than half of the students used the results of frequent assessments in their learning process. The perception of negative effects (lower self-confidence and more stress) negatively mediated the relation between grades and intrinsic motivation. It is argued that communication with students regarding the purpose and benefits of frequent assessments could mitigate these negative effects. 相似文献
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