全文获取类型
| 收费全文 | 364篇 |
| 免费 | 2篇 |
专业分类
| 教育 | 253篇 |
| 科学研究 | 23篇 |
| 各国文化 | 6篇 |
| 体育 | 41篇 |
| 综合类 | 2篇 |
| 文化理论 | 3篇 |
| 信息传播 | 38篇 |
出版年
| 2024年 | 1篇 |
| 2023年 | 3篇 |
| 2022年 | 2篇 |
| 2021年 | 8篇 |
| 2020年 | 1篇 |
| 2019年 | 13篇 |
| 2018年 | 20篇 |
| 2017年 | 16篇 |
| 2016年 | 12篇 |
| 2015年 | 9篇 |
| 2014年 | 10篇 |
| 2013年 | 65篇 |
| 2012年 | 7篇 |
| 2011年 | 17篇 |
| 2010年 | 9篇 |
| 2009年 | 13篇 |
| 2008年 | 7篇 |
| 2007年 | 15篇 |
| 2006年 | 11篇 |
| 2005年 | 13篇 |
| 2004年 | 6篇 |
| 2003年 | 5篇 |
| 2002年 | 13篇 |
| 2001年 | 7篇 |
| 2000年 | 10篇 |
| 1999年 | 9篇 |
| 1998年 | 11篇 |
| 1997年 | 5篇 |
| 1996年 | 9篇 |
| 1995年 | 13篇 |
| 1994年 | 4篇 |
| 1993年 | 6篇 |
| 1992年 | 2篇 |
| 1991年 | 3篇 |
| 1990年 | 3篇 |
| 1988年 | 1篇 |
| 1987年 | 2篇 |
| 1986年 | 1篇 |
| 1982年 | 1篇 |
| 1979年 | 2篇 |
| 1975年 | 1篇 |
排序方式： 共有366条查询结果，搜索用时 15 毫秒
201.
Andy Adams 《海外英语》2007,(4):24-25
On the advice of his companion they had brought along blankets. The women of the ranchito brought other bedding, and a comfortable bed soon awaited the Americans. 相似文献
202.
Peer relationships represent a major source of concern to children transitioning to secondary school. They also offer a potentially important source of support to adjustment and academic progress. However, strategies to support peer relationships at secondary transition have received little attention in previous research. This semi-structured interview study obtained accounts of current practice from staff in a small but nationally representative sample of English secondary schools. A theoretical approach to thematic analysis indicated substantial use of evidence-based strategy types, while a complementary inductive analysis highlighted issues in work with parents. There were many similarities across schools in the content of their support for peer relations at transition, however important process differences were found between high and low support schools in the quality of strategy implementation. A framework is presented to support this aspect of educational psychologists’ work with schools in promoting successful transition to secondary school. 相似文献
203.
3D技术是体育电视发展的必然趋向。运用传播心理学的方法,通过心率监测仪等器械的实证研究,我们对受众对3D和2D的体育节目观测体验进行了对比研究。虽然仍有很多人对这一技术存在疑问,但研究结果证明3D体育转播的前景仍然是值得期待的。 相似文献
204.
205.
206.
207.
208.
Lewis A. Gough Sanjoy K. Deb S. Andy Sparks Lars R. McNaughton 《Journal of sports sciences》2018,36(15):1705-1712
The aim of this study was to investigate the effects of sodium bicarbonate (NaHCO3) on 4 km cycling time trial (TT) performance when individualised to a predetermined time to peak blood bicarbonate (HCO3?). Eleven male trained cyclists volunteered for this study (height 1.82 ± 0.80 m, body mass (BM) 86.4 ± 12.9 kg, age 32 ± 9 years, peak power output (PPO) 382 ± 22 W). Two trials were initially conducted to identify time to peak HCO3? following both 0.2 g.kg?1 BM (SBC2) and 0.3 g.kg?1 BM (SBC3) NaHCO3. Thereafter, on three separate occasions using a randomised, double-blind, crossover design, participants completed a 4 km TT following ingestion of either SBC2, SBC3, or a taste-matched placebo (PLA) containing 0.07 g.kg?1 BM sodium chloride (NaCl) at the predetermined individual time to peak HCO3?. Both SBC2 (?8.3 ± 3.5 s; p < 0.001, d = 0.64) and SBC3 (?8.6 ± 5.4 s; p = 0.003, d = 0.66) reduced the time to complete the 4 km TT, with no difference between SBC conditions (mean difference = 0.2 ± 0.2 s; p = 0.87, d = 0.02). These findings suggest trained cyclists may benefit from individualising NaHCO3 ingestion to time to peak HCO3? to enhance 4 km TT performance. 相似文献
209.
Nalda Wainwright Jackie Goodway Margaret Whitehead Andy Williams David Kirk 《Physical Education & Sport Pedagogy》2018,23(4):431-444
Background: The Foundation Phase in Wales is a play-based curriculum for pupils aged 3–7 years old. Children learn through more holistic areas of learning in place of traditional subjects. As such, the subject of physical education in its traditional form no longer exists for pupils under the age of 7 in Wales. In light of the role of physical education in developing physical literacy and in particular the importance of this age group for laying the foundations of movement for lifelong engagement in physical activity, the disappearance of physical education from the curriculum could be deemed to be a concern.Purpose: The purpose of this study was to explore the Foundation Phase as a naturalistic intervention and examine its contribution to the development of physical literacy.Participants and setting: Participants included year 1 pupils (N?=?49) aged 5 and 6 from two schools in contrasting locations. A smaller group within each class was selected through purposive sampling for the repeated measures assessments (N?=?18).Research design and methods: A complementarity mixed-method design combined quantitative and qualitative methods to study the Foundation Phase as a naturalistic intervention. Quantitative data were generated with the Test of Gross Motor Development-2 administered to the sample group of children from both schools as a quasi-repeated measure, the physical competence subscale of the Pictorial Scale of Perceived Competence and Social Acceptance and the Leuven Involvement Scale for Young Children. Qualitative data were generated throughout the study from the analysis of video and field notes through participant observation. Data from the mixed methods were analysed through complementarity to give a rich insight into pupils’ progress and experiences in relation to physical literacy.Results: Overall analysis of the data from TGMD-2 showed significant improvements in the Gross Motor Quotient and Locomotor skills from T1 to T3, but no significant improvement in object control. Data from qualitative methods were analysed to explore processes that may account for these findings. Video and field notes complement the quantitative data highlighting that children were developing their locomotor skills in many aspects of their learning. Observations using the Leuven Involvement Scale indicated that children had high levels of involvement in their learning and apparent in video and field notes was pupils’ motivation for movement. Paired sample t-tests (N?=?18) conducted on the Harter and Pike perceived physical competence six-item score subscales (T1 and T3) indicated a significant difference in the mean perceived physical competence scores on the six-item scale between T1and T3. Qualitative data explored pupils’ confidence for movement in many areas of learning.Conclusion: The combination of quantitative and qualitative data indicates that the Foundation Phase is an early childhood curriculum that lays the foundations of physical literacy with the exception of aspects of the physical competence, specifically object control skills. Although these skills only contribute to psychomotor aspects of physical literacy they are strongly associated with later engagement in physical activity. The development of specific physical skills such as object control skills may need more specialist input with early childhood pedagogy teachers trained in motor development to see significant improvements. 相似文献
210.