全文获取类型
收费全文 | 377篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 269篇 |
科学研究 | 10篇 |
各国文化 | 3篇 |
体育 | 55篇 |
文化理论 | 1篇 |
信息传播 | 43篇 |
出版年
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 15篇 |
2018年 | 13篇 |
2017年 | 8篇 |
2016年 | 9篇 |
2015年 | 8篇 |
2014年 | 7篇 |
2013年 | 123篇 |
2012年 | 10篇 |
2011年 | 5篇 |
2010年 | 9篇 |
2009年 | 2篇 |
2008年 | 11篇 |
2007年 | 13篇 |
2006年 | 2篇 |
2005年 | 5篇 |
2004年 | 6篇 |
2003年 | 9篇 |
2002年 | 15篇 |
2001年 | 2篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 5篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 6篇 |
1988年 | 6篇 |
1987年 | 2篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 3篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 4篇 |
1969年 | 1篇 |
1958年 | 1篇 |
排序方式: 共有381条查询结果,搜索用时 15 毫秒
1.
In recent years, theorizing regarding the role and importance of media entertainment in everyday life has garnered much serious attention by media effects scholars. The role of moral judgments, sanctions, and lack thereof are areas in which theoretical development has expanded. The present study examines narrative exposure, identification, and moral judgment as indicators of the degree to which individuals may morally disengage during mediated entertainment experiences. In addition, this study attempts to further expand disposition theory and theorizing about the role of moral disengagement by moving beyond conceptualizations of good, bad, and morally ambiguous characters to explore more subtle moral distinctions between characters as they exist within the same narrative and along a continuum. Results suggest that identification and moral judgment serve as important mediators predicting moral disengagement; however, the nature of these relationships are moderated by the perception of the character’s moral fortitude. 相似文献
2.
This study examined the similarities and differences in experienced secondary science teachers' planning, teaching, and reflecting on their teaching, when teaching in their science area of certification and when teaching in another science area. The study also focused on the influence of these teachers' content knowledge, pedagogical knowledge, and pedagogical content knowledge on their planning, teaching, and reflecting. Experienced teachers were observed and interviewed while teaching classes in their science area of certification, and in another science area they were teaching for the first or second time. Both similarities and differences in teaching were found in the two areas for all three teachers. For example, their planning and postlesson reflections were similar in both areas. In the interactive phase of teaching more differences were observed. Many aspects of their teaching resembled that of expert teachers in other studies. In the unfamiliar science area, the teachers sometimes acted like novice teachers. However, they were able to draw upon their pedagogical knowledge to provide a framework for their teaching in both science areas. Their wealth of pedagogical knowledge, and pedagogical content knowledge for general science topics, seemed to sustain them in whatever content they were teaching. Recommendations for further study and implications for teacher education are discussed. 相似文献
3.
Abstract In this pilot study, four third‐year teacher trainees were trained to give feedback to parents who were tutoring their own children in reading using the Pause Prompt and Praise procedures. The trainees learnt to teach the procedures to the parents and then to give feedback by prompting parents to remember and explain their own tutoring behaviours. Baseline measures showed that when trainees were asked to help parents in any way they could to implement the procedures, they used very intrusive forms of prompts. Following training trainees used much less intrusive forms of prompts, giving parents more opportunity to remember and explain their own tutoring behaviours. It was argued that less intrusive forms of prompting when giving feedback may have been of more assistance to parents in learning the procedures than more intrusive forms of prompting, since parents may have learned to become more independent of trainee support. This, in turn, may have contributed to the substantial gains in children's reading levels which occurred. 相似文献
4.
Tony Cooper Keri Wilton Ted Glynn 《International Journal of Disability, Development & Education》1985,32(1):5-11
This study sought to determine the prevalence of mildly retarded children in a sample of 312 primary school classes (N (pupils) = 8,967). Schools were chosen at random from each of the eight Psychological Service districts of metropolitan Auckland; all Grade 2‐5 classes in the sample schools were included in the investigation. Eighty percent of the teachers surveyed believed they had one or more mildly retarded children in their classes, yielding an overall prevalence rate of 8.04 percent (N = 721). Approximately one‐third of the children designated as mildly retarded were considered by their teachers to be not coping academically as well as socially, but of these 75 percent had not been referred for special educational consideration. Comparisons among the eight districts revealed that prevalence/referral rates and characteristics of identified/referred children did not differ significantly across districts. Results are discussed in terms of their policy implications for the identification and referral of mildly retarded children in need of special educational services. 相似文献
5.
Dean Sanders 《Computer Science Education》2013,23(3):235-250
Students in two offerings of a software engineering course were asked to write opinion papers regarding the use of Extreme Programming (XP) in an undergraduate computer science curriculum. The majority opposed the use of XP as the preferred life-cycle model for the project in that course, but they did support introducing some of the practices of XP in selected courses. They felt that unit testing and coding standards should become part of the introductory programming courses, but other practices should be deferred to specific project-oriented courses, or not introduced at all. Two pilot studies provided additional insights that are consistent with the students' opinions. 相似文献
6.
Steven M. Ross William L. Sanders S. Paul Wright Sam Stringfield L. Weiping Wang Marty Alberg 《School Effectiveness & School Improvement》2013,24(3):323-346
The purpose of this study was to analyze student achievement data from the first 3 years of the Memphis Restructuring Initiative (MRI). The MRI represents one of the first efforts by an urban school district to move past traditional top-down versus bottom-up reform debates by providing systemic support for outside-in/inside-out implementation and local co-construction of externally-developed reform designs in schools. Analyses of academic achievement focus on a state-of-the-art measure of value added assessments. At the end of 3 years the reforming schools had produced generally positive gains relative to locally matched control schools. Those results varied somewhat by reform type and by level of poverty in the communities being served. Based on the research methods used and the results, implications for future research and practice in educational reform are discussed. 相似文献
7.
Working with robots is an attractive possibility for educators at many levels. The price and availability of robotic hardware are favorable, there are often examples in the media of school groups doing robotic projects, and the projects support group design and co-operative activity. Still, these projects cannot be organized without considerable effort. In this article, we look at some of the opportunities and pitfalls that are encountered when working with robots in an educational setting, illustrating them with anecdotes from our experience with eight small robot-building projects, with participants ranging in age from nine to adult, and duration ranging from a single day to a full semester. We suggest some of the benefits of these projects and outline the problems organizers and participants will be likely to face. 相似文献
8.
Ted Goodhew Professor R. F. Dearden John Alcock Caroline Lodge 《Pastoral Care in Education》2013,31(3):231-240
Ted Goodhew, T.R.I.S.T. Advisory Teacher, Berkshire County Council, ‘New Directions in Pastoral Care’, Edited by Peter Lang & Michael Marland, 1985 Blackwell — Professor R. F. Dearden, University of Birmingham, Profiles and Records of Achievement, Patricia Broadfoot (ed) 1986 Holt, Rinehart and Winston £6.50 paperback Pat Salder, Education for Capability, Ed Tyrrell Burgess N. F. E. K./Nelson 1986 £10.95 John Alcock, University of Warwick, Solo Monologues for Drama,John Goodwin and Bill Taylor 1985 Edward Arnold Ltd £2.15 Caroline Lodge, White Hart Lane School, London, Sharing,Beryl Heather FPA Education Unit 1984 52pp £3.50 相似文献
9.
Sanders R Burnett A 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):251-265
The purpose of this study was to compare the inward two and one half somersault dive in a tuck position (405C) performed by females (n = 22) and the inward two and one half somersault dive in a pike position (405B) performed by males (n = 24) to determine changes required by females to successfully perform 405B. Key performance variables in inward dives were also compared to those of backward dives. Video data of the dives performed at the 1999 FINA World Diving Cup were captured and digitized to obtain times and postures of the divers at specific events including takeoff and entry. Estimates of flight height and mass-normalised work done on the springboard were obtained from flight times. Some females worked the springboard strongly enough to generate sufficient height and rotation to perform 405B. Males performed 405B comfortably because they achieved better height and rotation than the females. A comparison of backward and inward dives revealed that divers are able to attain greater height in backward dives than inward dives. 相似文献
10.
Does political rhetoric hold the key to an understanding of political pathology? Blending historical scholarship and behavioral research, this study tested empirically hypotheses derived from Richard Hofstadter's model of the “paranoid style” in American politics. The data were drawn from John A. Stormer's None Dare Call It Treason. 相似文献