全文获取类型
收费全文 | 1053篇 |
免费 | 23篇 |
国内免费 | 2篇 |
专业分类
教育 | 762篇 |
科学研究 | 44篇 |
各国文化 | 18篇 |
体育 | 112篇 |
文化理论 | 10篇 |
信息传播 | 132篇 |
出版年
2023年 | 6篇 |
2022年 | 10篇 |
2021年 | 15篇 |
2020年 | 20篇 |
2019年 | 28篇 |
2018年 | 38篇 |
2017年 | 41篇 |
2016年 | 41篇 |
2015年 | 30篇 |
2014年 | 27篇 |
2013年 | 247篇 |
2012年 | 28篇 |
2011年 | 30篇 |
2010年 | 33篇 |
2009年 | 23篇 |
2008年 | 23篇 |
2007年 | 21篇 |
2006年 | 20篇 |
2005年 | 29篇 |
2004年 | 12篇 |
2003年 | 20篇 |
2002年 | 21篇 |
2001年 | 17篇 |
2000年 | 13篇 |
1999年 | 17篇 |
1998年 | 15篇 |
1997年 | 13篇 |
1996年 | 9篇 |
1995年 | 15篇 |
1994年 | 11篇 |
1993年 | 10篇 |
1992年 | 7篇 |
1991年 | 14篇 |
1990年 | 15篇 |
1988年 | 8篇 |
1987年 | 7篇 |
1986年 | 7篇 |
1985年 | 8篇 |
1983年 | 11篇 |
1982年 | 8篇 |
1981年 | 6篇 |
1980年 | 15篇 |
1978年 | 10篇 |
1976年 | 9篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1970年 | 5篇 |
1969年 | 6篇 |
1967年 | 6篇 |
1966年 | 5篇 |
排序方式: 共有1078条查询结果,搜索用时 265 毫秒
11.
12.
Ron Johnston David Manley Kelvyn Jones Richard Harris Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42
The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards. 相似文献
13.
Chris Bishop Lucas A. Pereira Valter P. Reis Paul Read Anthony N. Turner Irineu Loturco 《Journal of sports sciences》2020,38(11-12):1296-1303
ABSTRACT The aims of the present study were to provide an in-depth comparison of inter-limb asymmetry and determine how consistently asymmetry favours the same limb during different vertical jump tests. Eighteen elite female under-17 soccer players conducted unilateral squat jumps (SJ), countermovement jumps (CMJ) and drop jumps (DJ) on a portable force platform, with jump height, peak force, concentric impulse and peak power as common metrics across tests. For the magnitude of asymmetry, concentric impulse was significantly greater during the SJ test compared to CMJ (p = 0.019) and DJ (p = 0.003). No other significant differences in magnitude were present. For the direction of asymmetry, Kappa coefficients revealed fair to substantial levels of agreement between the SJ and CMJ (Kappa = 0.35 to 0.61) tests, but only slight to fair levels of agreement between the SJ and DJ (Kappa = ?0.26 to 0.18) and CMJ and DJ (Kappa = ?0.13 to 0.26) tests. These results highlight that the mean asymmetry value may be a poor indicator of true variability of between-limb differences in healthy athletes. The direction of asymmetry may provide a useful monitoring tool for practitioners in healthy athletes, when no obvious between-limb deficit exists. 相似文献
14.
15.
Jakob L. Vingren Ronald G. Budnar Jr. Amy L. McKenzie Anthony A. Duplanty Hui-Ying Luk Danielle E. Levitt 《Journal of sports sciences》2016,34(8):694-699
This study investigated the acute endocrine responses to a 164-km road cycling event in a hot environment. Thirty-four male experienced cyclists (49.1 ± 8.3 years, 86.8 ± 12.5 kg, 178.1 ± 5.1 cm) participating in a 164-km road cycling event were recruited. Blood samples were collected within 0.3–2.0 h before the start (PRE: ~0500–0700 h) and immediately following the ride (POST). Samples were analysed for testosterone, growth hormone (GH), cortisol and interleukin-6 (IL-6). The temperature and humidity during the event were 35.3 ± 4.9°C and 47.2 ± 14.0%, respectively. Based on the finishing time, results for the fastest (FAST, 305 ± 10 min) and the slowest (SLOW, 467 ± 31 min) quartiles were compared. At POST, testosterone concentration was significantly (P < 0.05) lower (PRE, 20.8 ± 8.6; POST, 18.2 ± 6.7 nmol · L?1), while GH (PRE, 0.3 ± 0.1; POST, 2.3 ± 0.3 µg · L?1), cortisol (PRE, 661 ± 165; POST, 1073 ± 260 nmol · L?1) and IL-6 (PRE, 4.0 ± 3.4; POST, 22.4 ± 15.2 pg · mL?1) concentrations were significantly higher than those at PRE. At POST, GH and cortisol were significantly higher for the FAST group than for the SLOW group (GH, 3.6 ± 2.0 and 1.0 ± 0.8 µg · L?1; cortisol, 1187 ± 209 and 867 ± 215 nmol · L?1). Participation in an ultra-endurance road cycling event in a hot environment induced significant acute changes in concentrations of circulating hormones, with a greater augmentation of GH and cortisol in those completing the ride fastest. 相似文献
16.
Erica M. Buckeridge Anthony M.J. Bull Alison H. McGregor 《Journal of sports sciences》2016,34(4):369-378
Lumbar-pelvic kinematics change in response to increasing rowing stroke rates, but little is known about the effect of incremental stroke rates on changes in joint kinetics and their implications for injury. The purpose of this study was to quantify the effects of incremental rowing intensities on lower limb and lumbar-pelvic kinetics. Twelve female rowers performed an incremental test on a rowing ergometer. Kinematic data of rowers’ ankle, knee, hip and lumbar-pelvic joints, as well as external forces at the handle, seat and foot-stretchers of the rowing machine were recorded. Inter-segmental moments and forces were calculated using inverse dynamics and were compared across stroke rates using repeated measures ANOVA. Rowers exhibited increases in peak ankle and L5/S1 extensor moments, reductions in peak knee moments and no change in peak hip moments, with respect to stroke rate. Large shear and compressive forces were seen at L5/S1 and increased with stroke rate (P < 0.05). This coincided with increased levels of lumbar-pelvic flexion. High levels of lumbar-pelvic loading at higher stroke rates have implications with respect to injury and indicated that technique was declining, leading to increased lumbar-pelvic flexion. Such changes are not advantageous to performance and can potentially increase the risk of developing injuries. 相似文献
17.
Anthony John Maher 《Sport, Education and Society》2016,21(2):262-278
Learning support assistants (LSAs) gained more political and academic attention in Britain after Estelle Morris announced that schools of the future would include more trained staff to support learning to higher standards. LSAs, thus, should form an integral part of the culture of all school departments in Britain, including physical education (PE). The paper uses Antonio Gramsci's concept of hegemony to explore the processes and practices that shape the views and experiences of LSAs and ultimately the extent to which they facilitate an inclusive culture in PE. A web survey gathered the views and experiences of LSAs vis-à-vis the inclusion of pupils with special educational needs (SEN) in mainstream secondary school PE in North-West England. A modified version of the tailored design method participant contact strategy resulted in 343 LSAs starting the web survey, with 154 (45%) following it through to completion. All quantitative data were analysed using Microsoft Excel whilst qualitative data were subjected to thematic analysis. This entailed the identification of recurring themes and patterns present in the data. The findings highlight the hegemonic status of English, maths and science when it comes to the allocation of SEN resources, which most LSAs support and often reinforce. PE is particularly disadvantaged in this hierarchy of subject priority. The majority of LSAs have not received PE-specific training, which brings into question their ability to facilitate inclusion in PE. Moreover, many schools do not appear to value the involvement of LSAs in the planning of differentiated lessons, which could have a negative impact on the PE experiences of some pupils with SEN given that LSAs are perhaps most aware of the specific learning needs of the pupils they support. 相似文献
18.
Anthony T. Milanowski Herbert G. Heneman III 《Journal of Personnel Evaluation in Education》2001,15(3):193-212
This article reports on teachers' reactions to a pilot implementation of a new standards-based teacher evaluation system in a medium-sized Midwestern school district. The system, based on the Framework for Teaching (Danielson, 1996), was intended to serve as the foundation for a new knowledge and skill pay plan for teachers. Teacher reactions were measured using both interview and survey methods. Teachers' overall favorableness toward the system, as measured by the survey, was correlated with acceptance of the teaching standards, perception of the evaluation process as fair and the evaluator as capable and objective, and perception that the evaluation system had a positive impact on their teaching. In interviews, teachers perceived both positive and negative aspects of the system, and for many these more or less balanced each other. While most teachers accepted the evaluation standards and the need for an evaluation system, many also perceived that the system added too much to teachers' workloads and did not provide enough feedback. Based on these results several changes were made in the evaluation system prior to full implementation. The results are discussed with reference to previous research and the Personnel Evaluation Standards. 相似文献
19.
H. Carl Haywood Anthony L. Brown 《European Journal of Psychology of Education - EJPE》1990,5(2):243-252
Even though behavior management is a very high priority of teachers of young children, systems of behavior management receive less attention than do methods of teaching academic content. Even when there are well developed sytems of behavior management, they do not necessarily reflect the same philosophy and methods of teaching that are used to teach content. The authors report on “cognitive-mediational behavior management”, a system designed to be consistent with a cognitive early education program, the Cognitive Curriculum for Young Children. In both behavior management and all their other teaching, teachers use in this program a mediational teaching style. Teachers emphasize thinking processes rather than correct answers, take a problem-solving approach to learning, help children to acquire generalizable strategies of thinking and problem-solving rather than using trial-and-error learning, are optimistic about children’s abilities to learn, and facilitate children’s acquisition of fundamental thinking modes. This system is seen as basically incompatible with a behaviorist, contingent reinforcement system. Behavior sequences are suggested for working with unacceptable behavior so as to produce both behavior change and cognitive change. 相似文献
20.