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101.
102.
Aleksandra R. Budarick Jaymee R. Shell Shawn M. K. Robbins Tom Wu Philippe J. Renaud David J. Pearsall 《Sports biomechanics / International Society of Biomechanics in Sports》2020,19(5):601-617
ABSTRACT The skating acceleration to maximal speed transition (sprint) is an essential skill that involves substantial lower body strength and effective propulsion technique. Coaches and athletes strive to understand this optimal combination to improve performance and reduce injury risk. Hence, the purpose of this study was to compare body centre of mass and lower body kinematic profiles from static start to maximal speed of high calibre male and female ice hockey players on the ice surface. Overall, male and female skaters showed similar centre of mass trajectories, though magnitudes differed. The key performance difference was the male’s greater peak forward skating speed (8.96 ± 0.44 m/s vs the females’ 8.02 ± 0.36 m/s, p < 0.001), which was strongly correlated to peak leg strength (R 2 = 0.81). Males generated greater forward acceleration during the initial accelerative steps, but thereafter, both sexes had similar stride-by-stride accelerations up to maximal speed. In terms of technique, males demonstrated greater hip abduction (p = 0.006) and knee flexion (p = 0.026) from ice contact to push off throughout the trials. For coaches and athletes, these findings underscore the importance of leg strength and widely planted running steps during the initial skating technique to achieve maximal skating speed over a 30 m distance. 相似文献
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104.
This article explores the role of philosophy of education in three post-Soviet societies of Eastern Europe: Poland, Lithuania and Slovenia. The characteristic themes and approaches of philosophical reflection about education in these societies are explored with reference to three periods: the pre-Soviet, Soviet and post-Soviet periods. 相似文献
105.
A wooden summer house in Szumin, built between 1969 and 1970, is a spatial manifesto for the Open Form — a theory formulated by Polish architect, artist, and educator Oskar Hansen (1922–05). Oriented towards participation, process, and change in the hierarchy between the architect and the user, or the artist and the spectator, Hansen's theory formed a strong conceptual basis for his architectural, artistic, and pedagogical practice. Being a faithful expression of these ideas, the house is a spatio-temporal, transitional object, defined by constant adaptation to the changing needs of its users. In 2014 the property came into the custody of the Museum of Modern Art in Warsaw, Poland. A conservation strategy was developed to preserve both the idea and the physical aspect of the site. With its dominance of concept and artist's intent, this house has a stronger resemblance with a work of art than with built heritage. Therefore, the procedures developed for the conservation of contemporary artworks have been applied. These tools help to evaluate the range of necessary interventions and to set up a conservation programme. 相似文献
106.
Premadasa Udagama Mirosław Szymański Grzegorz Szumski Kevin M. Lillis J. K. Rooney Dietmar Kahsnitz Emiel Droogleever Fortuijn R. Murray Thomas Lars Mählck N. V. Varghese 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):365-377
107.
Aleksandra Urbańska 《Educational Studies in Mathematics》1993,24(3):265-275
The paper presents some of the results obtained in the course of experiments which have provided evidence of a considerable degree of numerical competence exhibited by six-years-olds and of their fairly advanced activity in discovering and dealing with arithmetical problems.The children used both counting and non-counting ways for solving arithmetical problems. They applied them elastically and interchangeably, often combining them into mutually complementary patterns of finding solutions. 相似文献
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109.
Hanna Jabłońska‐Skinder 《Higher Education in Europe》1988,13(3):5-12
This article Surveys the problems and the traps of equivalences in higher education and proposes solutions to the former and ways of avoiding the latter. To begin with, one must be clear as to basic concepts and be able to distinguish between recognition and equivalence, the second being synonymous with the first, if formal equivalence is what is meant. But the principal task is one of defining and granting so‐called real equivalence, that is, equivalence based on the comparison of educational programmes, contents, length of study, the methods and the results of evaluations, and appropriate assessments of the academic value of practical work. It is also necessary to be clear at the outset as to the purposes of a given equivalence: to permit further study in another country or to aid in securing employment in a given occupation in another country. A major problem relates to varying conceptions of what is specifically university education in relation to higher education as a whole; the weight to be granted to post‐secondary, non‐university training; the whole question of length of studies; and ambiguities relative to terminology. Although it will never be possible to formulate ideal solutions to all problems, the key to obtaining the best possible solution is to be found in the improvement of the availability of standardized information by the exploitation of such sources as Unesco statistics, student books, analyses of bilateral conventions for applicable analogies, and, eventually, the sort of diploma supplement which Carin Berg and Ulrich Teichler are recommending. 相似文献
110.
Ewa St?pień Krzysztof Gruszczyński Przemys?aw Kapusta Artur Kowalik Iwona Wybrańska 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2015,25(2):222-229