全文获取类型
收费全文 | 1707篇 |
免费 | 35篇 |
国内免费 | 2篇 |
专业分类
教育 | 1358篇 |
科学研究 | 47篇 |
各国文化 | 32篇 |
体育 | 89篇 |
综合类 | 13篇 |
文化理论 | 8篇 |
信息传播 | 197篇 |
出版年
2023年 | 9篇 |
2022年 | 11篇 |
2021年 | 25篇 |
2020年 | 26篇 |
2019年 | 55篇 |
2018年 | 65篇 |
2017年 | 76篇 |
2016年 | 54篇 |
2015年 | 44篇 |
2014年 | 53篇 |
2013年 | 406篇 |
2012年 | 57篇 |
2011年 | 42篇 |
2010年 | 61篇 |
2009年 | 52篇 |
2008年 | 58篇 |
2007年 | 44篇 |
2006年 | 39篇 |
2005年 | 40篇 |
2004年 | 51篇 |
2003年 | 33篇 |
2002年 | 27篇 |
2001年 | 25篇 |
2000年 | 23篇 |
1999年 | 19篇 |
1998年 | 11篇 |
1997年 | 22篇 |
1996年 | 17篇 |
1995年 | 21篇 |
1994年 | 18篇 |
1993年 | 19篇 |
1992年 | 11篇 |
1991年 | 19篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1986年 | 11篇 |
1985年 | 9篇 |
1984年 | 21篇 |
1983年 | 11篇 |
1982年 | 14篇 |
1981年 | 12篇 |
1980年 | 14篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 10篇 |
1975年 | 8篇 |
1974年 | 13篇 |
1973年 | 7篇 |
排序方式: 共有1744条查询结果,搜索用时 15 毫秒
91.
92.
Nele S. Pauwels Ann De Meulemeester Alessia Romagnoli Heidi Buysse Renaat Peleman 《Health information and libraries journal》2021,38(1):66-71
This is part of a new series in this regular feature regarding trends in the provision of information by health science libraries. By sharing expertise and drawing together relevant trends the series intends to serve as a road map for both health science librarians and health informatics professionals. This article shows how a medical and biomedical research library changed practices, and reassessed user needs for the COVID‐19 emergency. Discusses changes to online education (and collaborative working) to provide user‐friendly services, researcher support tailored to need and re‐visioning library space. J.M. 相似文献
93.
It is an accepted fact that resilience is a multifaceted phenomenon which has been proven to affect the learning, growth and development of individuals. A child’s formative years are a time when resilience needs to be promoted so they can cope with the challenges of life. This paper reports some of the findings of an Australian Research Council-funded longitudinal study which investigated resilience in the context of significant transitions in the lives of children and young adults. This study explored the conditions and characteristics of resilience, looking at the educational, health, work-related or leisure interventions that support and foster resilience. Outlined in this paper are findings from the early years cohort of the study involving teachers’ pedagogy informing the practical approaches and strategies that promote and protect resilience in young children. It is argued that teachers working with young children need to be mindful of using enabling strategies in which their practice works purposively with the school environment and the building of relationships. 相似文献
94.
Vocational education, as part of the Norwegian upper secondary education, includes both school-based learning and workplace learning. While school-based learning is characterized by formal structures and guided by aims in the curricula, workplace learning is often informal, incidental and directed by the daily work-tasks. Assessment in workplace learning is mainly formative and different stakeholders are involved in the assessment; namely students, teachers and workplace instructors. However, the guidelines for assessment are vague and call for a close cooperation between the stakeholders. This is demanding and has resulted in a variety of assessment practices. The study presented in this article is a qualitative study of students’ experiences with assessment in workplace learning periods in their first year in vocational education. The aim of the study is to give voice to students` experiences with assessment and illuminate how assessment supports their learning processes. Data was collected through focus group interviews with two groups of students in the Programme for Health and Social Care. The main findings indicate different assessment cultures in school and workplaces. This is expressed through the students’ perceptions of assessment, assessment criteria, tools for assessment and vocational knowledge. It is recommended that an open dialogue about the discontinuity in assessment between schools and workplaces is one of several measures necessary to bridge the gap between the stakeholders. 相似文献
95.
针对澜沧江—湄公河航行船舶通信不畅、监控手段落后的问题,研究开发澜沧江—湄公河船舶动态实时监控系统.提出可变偏移量分段映射方法校正电子江图的显示误差.系统以全球定位系统(GPS)、卫星通信、计算机网络、地理信息系统(GIS)和数据库等技术手段为支撑,实现岸船双向文字通信和船位数据实时传输及监控中心对船舶的可视化动态监控功能,保障船舶航行安全. 相似文献
96.
97.
98.
Carol Ann Tomlinson 《Roeper Review》2013,35(4):188-189
Discussion focuses on those problems caused by the isolation of studies in logic from studies in education. The authors recommend a taxonomic distinction in formal inference‐making routines that has long been recognized in the field of logic. The authors illustrate how this taxonomic distinction can be usefully employed in the classroom to help children think more precisely and to think about thinking more deliberately. 相似文献
99.
Fei Xin Zheng Zhu Sitong Chen Huan Chen Xiaoqing Hu Xiao Ma Kun Liang Yang Liu Lijuan Wang Yujun Cai Ang Chen Yan Tang 《运动与健康科学(英文)》2022,11(3):358
PurposeThis study aimed to describe the national prevalence of Chinese children and adolescents who met the World Health Organization muscle-strengthening exercise (MSE) recommendations and identify correlates of meeting the MSE recommendations.MethodsCross-sectional data from the 2019 Physical Activity and Fitness in China—The Youth Study, a nationally representative sample of Chinese children and adolescents (n = 80,413; mean age = 13.7 years; 53.9% girls) and their parents, were analyzed. Children and adolescents who reported engaging ≥3 days (up to 7 days) of MSE per week were classified as meeting the MSE recommendations. MSE, demographics, lifestyle behaviors (sport participation, moderate-to-vigorous physical activity, screen time, and sleep duration), exercise intention, peer and parental support, and parental MSE participation were assessed through self-reports. Logistic regression models were used to determine the correlates of meeting the MSE recommendations. The analyses were completed in 2020.ResultsOverall, 39.3% of children and adolescents met the MSE recommendations. Girls, 10th–12th graders, minorities, those from lower income households and those from families with lower parental education were less likely to meet the MSE recommendations. Children and adolescents who were proficient in ≥2 sports were more likely to meet the MSE recommendations (adjusted odds ratio (aOR) = 1.44, 95% confidence interval (95%CI): 1.26–1.65), as were those with more moderate-to-vigorous physical activity (aOR = 1.57, 95%CI: 1.53–1.61). Additionally, children and adolescents with high exercise intention (aOR = 1.60, 95%CI: 1.51–1.69), those whose parents met the adult MSE recommendations (aOR = 1.46, 95%CI: 1.40–1.52), and those who received high peer (aOR = 1.27, 95%CI: 1.20–1.34) and parental support (aOR = 1.07, 95%CI: 1.04–1.12) were more likely to meet the MSE recommendations.ConclusionLess than two-fifths of Chinese children and adolescents met the World Health Organization MSE recommendations. The correlates identified in our study can help inform the development of school and community based strategies and policies to enhance participation in MSE and improve muscular fitness of all Chinese children and adolescents. 相似文献
100.
Dianne Chambers Phyllis Jones Donna McGhie‐Richmond Michael Riley Sarah May‐Poole Ann Marie Orlando Orhan Simsek Catherine Wilcox 《Journal of Research in Special Educational Needs》2018,18(2):73-82
This project explored how iPads were being used in a range of K‐12 schools to support the learning of students with a range of learning support needs. Groups of teachers (and other professionals) from the USA, Canada, Australia and the UK were invited to complete an online survey focused on the use of iPads in their classrooms, perspectives of their skill level, and how their school and school districts support the use of iPads. The survey focused on iPad use in classrooms (curriculum and skills); teachers’ skill levels; whether iPads are addressed in the Individualised Education Program (IEP); the systemic support for the iPads; and the perceived benefits and barriers. The results reveal that respondents are using iPads across many areas of the curriculum, which affirms the research in the emerging literature base. However, there are teacher reported differences in the manner and scope of iPad use in the classrooms and also the integration of the iPad in the IEP. The research also highlights variability in reported skill level for the iPad and an increased need for enhanced systemic support, such as training, funding, technical support and administrative support for the use of the iPad as a pedagogical tool. 相似文献