全文获取类型
收费全文 | 1221篇 |
免费 | 30篇 |
国内免费 | 2篇 |
专业分类
教育 | 885篇 |
科学研究 | 41篇 |
各国文化 | 12篇 |
体育 | 174篇 |
文化理论 | 9篇 |
信息传播 | 132篇 |
出版年
2023年 | 5篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 27篇 |
2019年 | 54篇 |
2018年 | 66篇 |
2017年 | 56篇 |
2016年 | 51篇 |
2015年 | 44篇 |
2014年 | 40篇 |
2013年 | 303篇 |
2012年 | 37篇 |
2011年 | 40篇 |
2010年 | 27篇 |
2009年 | 43篇 |
2008年 | 41篇 |
2007年 | 37篇 |
2006年 | 22篇 |
2005年 | 32篇 |
2004年 | 35篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 19篇 |
1999年 | 11篇 |
1998年 | 14篇 |
1997年 | 18篇 |
1996年 | 18篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 14篇 |
1992年 | 9篇 |
1991年 | 8篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 8篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1968年 | 1篇 |
排序方式: 共有1253条查询结果,搜索用时 15 毫秒
991.
992.
993.
994.
995.
996.
Christopher C. F. Howe Hannah J. Moir Chris Easton 《Measurement in physical education and exercise science》2017,21(3):127-133
This study establishes tri-axial activity count (AC) cut-points for the GT3X+ accelerometer to classify physical activity intensity in overweight and obese adults. Further, we examined the accuracy of established and novel energy expenditure (EE) prediction equations based on AC and other metrics. Part 1: Twenty overweight or obese adults completed a 30 minute incremental treadmill walking protocol. Heart rate (HR), EE, and AC were measured using the GT3X+ accelerometer. Part 2: Ten overweight and obese adults conducted a self-paced external walk during which EE, AC, and HR were measured. Established equations (Freedson et al., 1998; Sasaki et al., 2011) overestimated EE by 40% and 31%, respectively (p < .01). Novel gender-specific prediction equations provided good estimates of EE during treadmill and outdoor walking (standard error of the estimate = .91 and .65, respectively). We propose new cut-points and prediction equations to estimate EE using the GT3X+ tri-axial accelerometer in overweight and obese adults. 相似文献
997.
Laurent Vigouroux Benjamin Goislard de Monsabert Chris Hayot Philippe Androuet Éric Berton 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(4):434-451
Previous studies suggested that a pronounced weakness of the extensor muscles relative to the flexor muscles could increase the risk of occurrence of lateral epicondylalgia. This study investigates this hypothesis by estimating the ratio of extensor to flexor muscle capacities among healthy non-players (n = 10), healthy tennis players (n = 20), symptomatic players (n = 6), and players who have recovered from lateral epicondylalgia (n = 6). Maximum net joint moments in flexion or extension were measured during seven tasks involving the voluntary contraction of wrist and fingers. Using these data, the muscle capacities of the main muscle groups of the hand (wrist flexors, wrist extensors, finger flexors, finger extensors, and intrinsic muscles) were estimated using a musculoskeletal model. These capacities were then used to compute the extensor/flexor capacity ratios about the wrist and the finger joints. Compared to healthy non-players, healthy players presented higher extensor muscle capacities and greater capacity ratios showing that playing tennis generates specific adaptations of muscle capacities. Interestingly, symptomatic players, similar to those of non-players, showed more imbalanced ratios than healthy players. These results confirm that the ratio of extensor/flexor muscle capacities seems to be associated with lateral epicondylalgia and can be further used to understand its incidence and consequences. 相似文献
998.
999.
1000.
Children learning English as an additional language (EAL) are a growing population of learners in English primary schools. These children begin school with differing levels of English language proficiency and tend to underperform in relation to their non-EAL peers on measures of English oral language and reading. However, little work has examined the developmental trajectories of these skills in EAL learners in England. EAL learners and 33 non-EAL peers in Year 4 (age 8–9 years) were assessed at three time points over 18 months on measures of oral language (vocabulary, grammar and listening comprehension), phonological processing (spoonerisms and rapid automatised naming) and reading skills (single-word decoding and passage reading). At t1, EAL learners scored significantly lower than non-EAL peers in receptive and expressive vocabulary (breadth but not depth), spoonerisms and passage reading accuracy. Contrary to previous research, no significant group differences were found in listening or reading comprehension skills. With the exception of passage reading accuracy, there was no evidence for convergence or divergence between the groups in rate of progress over time. After three years of English-medium classroom instruction, EAL learners continue to underperform relative to their non-EAL peers in breadth of English vocabulary knowledge. This discrepancy in vocabulary knowledge does not appear to narrow as a result of regular classroom instruction in the run up to the final stages of primary school, pinpointing vocabulary as a key target for intervention. 相似文献