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991.
A new free app is available for the objective analysis of the blood lactate response to incremental exercise developed using Open-source R software. 相似文献
992.
Lawrence E. Armstrong Evan C. Johnson Matthew S. Ganio Daniel A. Judelson Jakob L. Vingren Brian R. Kupchak 《Journal of sports sciences》2015,33(2):125-135
Because body mass change (ΔMb) does not represent all water losses and gains, the present field investigation determined if (a) ΔMb equalled the net effective body water change during ultra-endurance exercise and (b) ground speed and exercise duration influenced these variables. Thirty-two male cyclists (age range, 35–52 years) completed a 164-km event in a hot environment, were retrospectively triplet matched and placed into one of three groups based on exercise duration (4.8, 6.3, 9.6 h). Net effective body water loss was computed from measurements (body mass, total fluid intake and urine excreted) and calculations (water evolved and mass loss due to substrate oxidation, solid food mass and sweat loss), including (ΔEBWgly) and excluding (ΔEBW) water bound to glycogen. With all cyclists combined, the mean ΔMb (i.e. loss) was greater than that of ΔEBWgly by 1200 ± 200 g (P = 1.4 × 10–18), was similar to ΔEBW (difference, 0 ± 200 g; P = .21) and was strongly correlated with both (R2 = .98). Analysis of equivalence indicated that ΔMb was not equivalent to ΔEBWgly, but was equivalent to ΔEBW. Due to measurement complexity, we concluded that (a) athletes will not calculate the effective body water calculations routinely and (b) body mass change remains a useful field-expedient estimate of net effective body water change. 相似文献
993.
Brian Hendley 《Interchange》2000,31(2-3):179-195
Alfred North Whitehead was a philosopher with an abiding interest in education. He took on an extraordinary number of educational and administrative duties while at the University of London, including membership on a National Committee on the position of the classics in the educational system of the United Kingdom. It comes as no surprise to learn that when he decided to joint the Philosophy Department at Harvard in 1924, he wrote that this would enable him to further deal with some general questions, "half philosophical and half practical."What is more surprising is the fact that his views on American university education are most clearly expounded in his personal interactions and writings dealing with the Harvard School of Business. By examining several of his essays on business education, as well as his correspondence with Dean Donham of the Harvard Business School, I argue that Whitehead's strong support of business education can seen to be all of a piece with his overall process philosophy of education and that his emphasis on the need to study what he calls the sociological dimension of business is a timely one in these days of proliferating business programs. 相似文献
994.
Melissa J. Margolis Janet Mee Brian E. Clauser Marcia Winward Jerome C. Clauser 《Educational Measurement》2016,35(1):29-37
Evidence to support the credibility of standard setting procedures is a critical part of the validity argument for decisions made based on tests that are used for classification. One area in which there has been limited empirical study is the impact of standard setting judge selection on the resulting cut score. One important issue related to judge selection is whether the extent of judges’ content knowledge impacts their perceptions of the probability that a minimally proficient examinee will answer the item correctly. The present article reports on two studies conducted in the context of Angoff‐style standard setting for medical licensing examinations. In the first study, content experts answered and subsequently provided Angoff judgments for a set of test items. After accounting for perceived item difficulty and judge stringency, answering the item correctly accounted for a significant (and potentially important) impact on expert judgment. The second study examined whether providing the correct answer to the judges would result in a similar effect to that associated with knowing the correct answer. The results suggested that providing the correct answer did not impact judgments. These results have important implications for the validity of standard setting outcomes in general and on judge recruitment specifically. 相似文献
995.
This paper presents findings from the validation of a survey instrument constructed in response to what Indigenous parents/carers and students believe constitutes culturally responsive pedagogies that positively influence Indigenous student learning. Characteristics of culturally responsive pedagogies established through interviews with Australian Indigenous parents, community members and students generated themes which were distilled into survey items by a team of Indigenous and other educators. The instrument was then put on trial with 141 teachers for statistical validation. Analyses employing the Rasch model confirmed that the instrument measured a unidimensional latent trait: culturally responsive pedagogy. Seven subscales, content validities of which were determined by a panel of experts, were also confirmed. Results highlighted differences between primary and secondary teachers’ self-reported practice, and important facets of teacher pedagogy in the two different school contexts emerged. Analyses of four of the subscales of the instrument—Indigenous cultural value, self‐regulation support, literacy teaching and explicitness—are presented in the context of current emphases on quality teaching and Indigenous student outcomes. The instrument can be used to measure teachers’ nuances in pedagogy, and the resulting teacher profiles can be used to assist teachers to focus on particular aspects of their pedagogy to meet the needs of their students. 相似文献
996.
Alexis Patterson Diego Roman Michelle Friend Jonathan Osborne Brian Donovan 《International Journal of Science Education》2018,40(3):291-307
Reading is fundamental to science and not an adjunct to its practice. In other words, understanding the meaning of the various forms of written discourse employed in the creation, discussion, and communication of scientific knowledge is inherent to how science works. The language used in science, however, sets up a barrier, that in order to be overcome requires all students to have a clear understanding of the features of the multimodal informational texts employed in science and the strategies they can use to decode the scientific concepts communicated in informational texts. We argue that all teachers of science must develop a functional understanding of reading comprehension as part of their professional knowledge and skill. After describing our rationale for including knowledge about reading as a professional knowledge base every teacher of science should have, we outline the knowledge about language teachers must develop, the knowledge about the challenges that reading comprehension of science texts poses for students, and the knowledge about instructional strategies science teachers should know to support their students’ reading comprehension of science texts. Implications regarding the essential role that knowledge about reading should play in the preparation of science teachers are also discussed here. 相似文献
997.
998.
Brian Britton Tom Hardy Tony Hewe Wendy Hyde Trevor Rayment 《The International Journal of Art & Design Education》2005,24(1):101-106
Books reviewed: Al Hurwitz and Stanley S. Madeja with Eldon Katter Pathways to Art Appreciation: A Source Book for Media and Methods Brandon Taylor Art Today Candace Jesse Stout The Flower Teachers: Stories for a New Generation Stuart Macdonald The History and Philosophy of Art Education John Swift An Illustrated History of Moseley Art School: Art Education in Birmingham 1800–1975 相似文献
999.
Judith W. Herrman Mellissa Gordon Brian Rahmer Christopher C. Moore Barbara Habermann Katherine M. Haigh 《American journal of sexuality education》2017,12(4):395-408
Previous research raised questions on the validity of survey studies with the teen population. As one response, our team implemented a mixed-methods study to evaluate an evidence-based, interactive curriculum, Wise Guys, which is designed to promote healthy relationships and sexual behavior in young men ages 4–17. The current study included a Youth Advisory Group, focus groups, and a video-journaling project to delineate teens' thoughts on the most salient aspects of Wise Guys, and we used these to develop a stakeholder-informed survey instrument. The survey was administered via REDCap, a computer-based medium via phones and mobile devices. Quantitative survey analyses revealed significant positive changes in study constructs. Qualitative interpretations provided rich data that validated the survey findings. Community engagement in the research process and mixed methods may provide the infrastructure for future research and evaluation efforts related to teens. 相似文献
1000.
The purpose of this article is to discuss meritocracy as it impacts our undergraduate college teaching. As college educators, we have come to realize how little students have been challenged to critically examine the notion of meritocracy. Seeking to understand why this is so and what we can do to engender a more nuanced understanding of how social class is structured and perpetuated across generations, we present an assessment of why the majority of students believe we live in a meritocratic society and how college educators can use specific activities to complicate this view. As we do this we include evidence of how social class and social mobility are structured and why an adherence to meritocracy is, we believe, an anathema to teaching for social justice. 相似文献