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AbstractMovement patterns in elite men’s soccer have been reported in depth, but less research exists for women’s soccer. Aims of the study were to identify the movement profiles of elite women soccer players in international competition and examine the effect the level of opposition, based on Federation Internationale de Football Association (FIFA) rankings, had on the physical demands of the game. MinimaxX athlete tracking devices were used by 15 players during 13 international matches against opponent teams of varying ability. Total distance covered averaged 9292 ± 175 m. There was a decrease in high-intensity running (HIR) in the 60- to 75-min and 75- to 90-min periods compared to the 0- to 15-min period of 22.4% and 26.1%, respectively (P = 0.022, P = 0.004) although sprint distances remained unchanged across game periods. HIR distances covered were significantly greater for midfielders versus defenders, while defenders had lower sprinting compared to both midfielders and attackers. Stronger opponents elicited less HIR and greater low-speed activity (LSA) compared to playing teams of similar or lower ranking. These results are important to coaches to prepare players for international competition and show the differing demands required depending on the ability of the opponents. 相似文献
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Wasyl Cajkler Phil Wood Julie Norton David Pedder 《Cambridge Journal of Education》2013,43(4):537-554
Lesson Study (LS) case studies were conducted in two secondary school teaching practice placements in England. Using Dudley’s framework, Geography and Modern Languages trainees and school-based colleagues collaboratively planned a ‘research lesson’. This was taught by the mentor while the trainee and other teachers observed the learning of three ‘focus’ students. The lesson was reviewed and revised for teaching to a parallel group by the trainee and the cycle of observation and evaluation was repeated. In post-lesson study interviews, analysed from a Communities of Practice perspective, mentors claimed that LS facilitated rapid integration of the prospective teacher into departmental working practices while trainees claimed they benefited from the team approach inherent in LS. The process enabled participants to explore collaboratively the ‘pedagogic black-box’ enriching the experience and learning of both trainees and mentors. Successfully integrated, LS improves support for teacher development in teaching practice placements. 相似文献
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Ellie Bushhousen Hannah F. Norton Linda C. Butson Beth Auten Rae Jesano Don David 《Medical reference services quarterly》2013,32(1):52-72
This article describes the results of a survey of library patrons conducted by librarians and information technology specialists at the Health Science Center Libraries at the University of Florida. The purpose of the survey was to learn if and how library patrons were using smartphones to perform their work-related tasks and how patrons felt the library could support smartphone use at the Health Science Center. 相似文献
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Theory of mind (ToM) allows children to achieve success in the social world by understanding others' minds. A study with 3‐ to 12‐year‐olds, however, demonstrates that gains in ToM are linked to decreases in children's desire to engage in performative behaviors associated with health and well‐being, such as singing and dancing. One hundred and fifty‐nine middle‐class children from diverse backgrounds in a Northeastern U.S. metropolitan area completed the study in 2011. The development of ToM is associated with decreases in self‐esteem, which in turn predicts decreases in children's willingness to perform. This shift away from performance begins at age 4 (when ToM begins to develop), years before children enter puberty. 相似文献
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Maryanne Wolf Mirit Barzillai Stephanie Gottwald Lynne Miller Kathleen Spencer Elizabeth Norton Maureen Lovett Robin Morris 《Mind, Brain, and Education》2009,3(2):84-93
ABSTRACT—This article explores the ways in which knowledge from the cognitive neurosciences, linguistics, and education interact to deepen our understanding of reading's complexity and to inform reading intervention. We first describe how research on brain abnormalities and naming speed processes has shaped both our conceptualization of reading disabilities and the design of a multicomponent reading intervention, the RAVE-O program. We then discuss the unique ways this program seeks to address the multiple and varied sources of disruption in struggling readers. Finally, we present efficacy data for the RAVE-O reading intervention across multiple school settings. 相似文献
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