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151.
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153.
Athanasios Katis Eleftherios Kellis Adrian Lees 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):287-299
Soccer kicking training should be adjusted to the characteristics of the athletes. Therefore, examination of differences in kicking kinematics of females and pubertal players relative to males is worthwhile. The purpose of the study was to compare kicking kinematics and segmental sequence parameters between male, female, and pubertal players. Ten adult male, ten adult female, and ten male pubertal players participated in the study. Participants performed five consecutive kicking trials of a stationary ball, as powerful as they could. Analysis of variance showed significantly higher ball velocity, higher joint linear velocities for the knee and the hip, and higher angular velocities of the knee and the ankle for males compared to female and pubertal players (p < 0.05). Similarly, the peak joint velocity was achieved significantly closer to ball impact in males compared to other groups (p < 0.05). Males also showed a more plantarflexed ankle immediately before ball impact (p < 0.05). Females and pubertal players may benefit from skill training aiming to increase ankle plantarflexion and hip flexion prior to ball impact, and to adjust thigh and shank motion, such that the shank–foot segment travels through a higher range of motion and with a greater velocity. 相似文献
154.
Adrian Harvey 《国际体育史杂志》2013,30(18):2154-2163
The work details the history of football that became established in the latter half of the nineteenth century, the view that social and economic changes resulted in football disappearing from the general community, only surviving in the various public schools, who played a codified game. It was these games that were transplanted to the general population, becoming the sports of rugby and soccer. This remained the established history of football until almost the twenty-first century, whence it was replaced by an increased acknowledgement that during the nineteenth century football did not die out. In fact, popularly played football during this period was conducted under strict rules. It is maintained that rugby and soccer were produced in the nineteenth century by a fusion of influences from both the public schools and wider communities. 相似文献
155.
Christine Howe Amy Devine Joana Taylor Tavares 《International Journal of Science Education》2013,35(5):864-883
When students reason during school science, they often refer to conceptions that are derived from out-of-school experiences and are poor proxies for science orthodoxy. However, for some areas of science, these conceptions represent only a proportion of students' full conceptual knowledge, for tacit understanding exists that is superior to the understanding displayed when reasoning. Noting that tacit understanding is engaged when events are judged as natural or non-natural, the paper is concerned with software that: (a) requires direction and speed of falling objects to be predicted, i.e. a typical science reasoning task that engages conceptual knowledge; (b) presents simulations of predicted motion in the expectation that its naturalness or non-naturalness would be recognised. An evaluation study is reported where children aged 8–12 years worked with the software in contexts that typify computer use in classrooms, i.e. individually under adult guidance (n =? 44 children) or in pairs with a classmate (n = 48 children). They were observed while they did this. Reasoning about object fall was assessed via change from individual pre-tests administered prior to software usage to individual post-tests administered a few weeks afterwards. The children who worked with the software showed greater pre- to post-test gains in conceptual understanding than control children (n =? 47 children), who lacked software experience. The gains were especially marked for the children who worked in pairs. The approach taken is contrasted with traditional approaches to conceptual change in school science, e.g. strategies that rely upon classroom experiments. 相似文献
156.
Dympna Devine 《International Studies in Sociology of Education》2013,23(1):49-70
Abstract Much of the research in the area of ethnicity and schooling is conducted in countries with a long tradition of immigration. The rapidity of social change in Ireland at a time of unprecedented economic growth is such that many schools, while still ‘mainly white’, are grappling with the particular challenges that are posed by new patterns of immigration. How these schools, and indeed the state, adapts to this changed social context has important implications for the transition of Irish society to a more multicultural state, which values and respects cultural and ethnic diversity in all its forms. This article considers these issues by exploring the responses of a sample of teachers to immigrant students in their schools. Central to the analysis is the role of the state through its action or inaction, in framing teacher discourses in inclusionary or exclusionary terms. State policies, it is argued, are underpinned by a particular conceptualisation of Irish and national identity which positions minority ethnic groups as ‘other’, with direct implications for both teacher perception and practice with immigrant students in schools. 相似文献
157.
Adrian Kirkwood 《Technology, Pedagogy and Education》2013,22(2):107-121
Despite substantial growth in the use of information and communication technologies (ICT) throughout western societies, there is much evidence of technology‐led innovations within Higher Education (HE) failing to achieve the anticipated transformations in learning and teaching. This paper reviews evidence from research and evaluation studies relating not only to e‐learning, but also to wider HE practices. It argues that the use of ICT does not, in itself, result in improved educational outcomes and ways of working. It considers contextual factors that are of greater significance in determining how and why e‐learning is used in HE. Students' engagement with e‐learning relates to their expectations and conceptions of learning and to assessment demands. Academics need to re‐assess their own beliefs and practices concerning teaching and assessment and their impact on the experience of learners. Both teachers and learners need to understand why e‐learning activities are to be undertaken and the rewards expected to be derived. 相似文献
158.
Andrew N. Christopher Adrian Furnham Mark Batey G. Neil Martin Cynthia S. Koenig Kristin Doty 《Learning and individual differences》2010,20(1):46-50
To learn if Protestant ethic endorsement predicted intelligence controlling for the big five personality factors, 364 college students from England and the United States completed a 65-item multifaceted work ethic endorsement measure, the 50-item Wonderlic Personnel Test, and a 60-item measure of the big five personality factors. A hierarchical multiple regression revealed that, after controlling for respondent's sex and the big five, work ethic facets accounted for 5.6% of the variability in Wonderlic scores. However, the direction of the relationship between PWE facets and Wonderlic scores depended on the PWE facet in question. Furthermore, the facets accounted for more variability than did a composite work ethic score. The discussion focuses on the multidimensional nature of PWE endorsement and future research with this construct. 相似文献
159.
Prof. Angela Creese Ph.D. Prof. Adrian Blackledge Ph.D. 《Zeitschrift für Erziehungswissenschaft》2010,13(4):549-572
The notion of ‘superdiversity’ has engaged scholars beyond the field of sociolinguistics. In this paper we propose to shift the gaze to the linguistic, focusing on the ways in which the new diversity becomes the site of negotiations over linguistic resources, and to widen the scope of debate. The ways in which people negotiate access to resources in increasingly diverse societies are changing. Looking at these phenomena through a sociolinguistic lens is key to a developed understanding of superdiverse societies. García proposes the term ‘translanguaging’ to refer to the multiple discursive practices in which multilingual speakers engage in order to make sense of their worlds. Translanguaging goes beyond code-switching, but incorporates it. García points out that multilinguals translanguage to include and facilitate communication with others, but also to construct deeper understandings. Translanguaging includes but extends what others have called language use and language contact among multilinguals. Rather than focusing on the language itself, translanguaging makes it apparent that there are no clear-cut boundaries between the languages of bilinguals. This paper draws on sociolinguistic ethnographic research projects which investigate the linguistic practices of children and young people in and around complementary (community-language) schools, to argue that multilingual young people in English cities access a wide range of semiotic resources in ways which are not bounded as ‘languages’. In developing a sociolinguistics of superdiversity we should look closely at practices of translanguaging, and consider the histories, geographies, and discourses which shape them. 相似文献
160.
Viren Swami Adrian Furnham Tanja Haubner Stefan Stieger Martin Voracek 《Higher Education》2010,59(1):105-113
Very little prior research has examined public perceptions of research funding and the life chances associated with various
fields of study. In the present task, 315 members of the Austrian general public rated 34 higher-education courses in terms
of funding cuts or increases, and the perceived life chances of graduates, respectively. The results showed a high degree
of correspondence in the ratings of both questionnaires. Overall, professional and biological stream courses were rated the
most favourably, whereas arts and humanities courses were rated the least favourably. Participants’ demographic variables
had little influence on their decisions. The implications of these findings for the way higher education is managed and organised
are discussed. 相似文献