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101.
Montgomery KS Cubera S Belcher C Patrick D Funderburk H Melton C Fastenau M 《The Journal of perinatal education》2005,14(2):26-35
Women with a multiple pregnancy have unique learning needs in preparing for birth. This paper explores the issues relevant to women with a multiple pregnancy to support a positive birth experience. One of the foundations of childbirth education and nursing care is to provide the individual woman and her family with knowledge regarding the birth process, what to expect, and how to cope with labor and birth. Education also focuses on caring for the newborns after birth and how to manage in the early days at home. However, traditional childbirth education classes, which meet in a series of evenings or Saturdays, may not meet the needs of women with a multiple pregnancy. In addition, because of the differences in care that exist for women with a multiple pregnancy, new paradigms for childbirth education are needed to meet the learning needs of these families. The purpose of this paper is to provide information to the childbirth educator on the differences in care women with a multiple pregnancy can expect and to suggest strategies to meet the childbirth education needs of these families. 相似文献
102.
Craig Locatis Eldon Ullmer Victor Carr Richard Banvard Quang Le Raulie Lo Matthew Williamson 《Educational technology research and development : ETR & D》1992,40(2):77-82
A study of authoring system technology was done to update a previous study done in 1985. While the earlier study focused on
software selection methods, the current one emphasizes trends in authoring tool characteristics, vendor approaches to the
market-place, and evaluation methods. It also raises questions about some of the often tacit assumptions underlying the technology's
development and use. 相似文献
103.
Systems theory and thinking are fundamental for the effective application of human performance technologies and instructional
design to organizational and educational change efforts. One of the cornerstones of systemic change is the involvement of
all stakeholders in what is termed participatory- or user-design. While the value of including the users in the creation of
large systems of education and human performance (such as training, computer systems, and curriculum) is apparent, the reality
of such inclusive efforts has a history of failure. Meeting the challenge of shifting power dynamics, empowering stakeholders
and educating for design must, at some level, fall to the leaders of any dynamic organization. This paper describes systemic
change as a context for user-design and defines user-design in that context. Approaches to user-design are explored, including
ethnographic field methods, cooperative design, and action research-based user-design as applied to the creation and implementation
of new technologies. A proposed research plan for the advancement of user-design practice concludes the work. 相似文献
104.
The Effects of Literacy Play Interventions on Preschoolers' Play Patterns and Literacy Development 总被引:1,自引:0,他引:1
This study investigated the effects of two types of intervention on preschoolers' play patterns and literacy development. Theme-related literacy materials were added to the dramatic play areas used by 32 children in one teacher's morning and afternoon preschool classes. The two classes were randomly assigned to different treatments: (a) Materials Only, in which literacy materials were available in play areas, but no attempt was made by the teacher to encourage children to use the materials in their play; and (b) Materials Plus Adult Involvement, in which the teacher used suggestions and modeling to encourage children to incorporate the literacy materials into their dramatic play. Before and after the 20-week treatment period, assessments were made of the children's free play behavior and literacy development. Six months later, the literacy assessments were administered for a third time. Quantitative and qualitative play observations revealed that the Materials Plus Involvement treatment was more effective in encouraging literacy-related play than the Materials Only intervention. Analysis of the literacy assessments indicated that, while both groups made significant gains over time, there were no significant between-group differences. 相似文献
105.
106.
Squirrel monkeys were given either forward pairings of a bite-tube CS and shock US or backward pairings of these stimuli. Backward pairings produced stronger control of biting by the bite tube alone than did forward pairings. In a second experiment, subjects received backward pairings of US and CS with either a fixed ITI or a random ITI. Conditioned biting was obtained only when trials were presented with a fixed ITI. The magnitude of unconditioned biting was also significantly greater with the fixed ITI. It was argued that these results demonstrate that conditioning in this situation depends upon the degree to which biting predicts a relatively long shock-free period. When trials occur randomly in time, biting predicts no definite shock-free period; hence, it is not learned. 相似文献
107.
108.
During tennis-specific movements, such as accelerating and side stepping, the dynamic traction provided by the shoe–surface combination plays an important role in the injury risk and performance of the player. Acrylic hard court tennis surfaces have been reported to have increased injury occurrence, partly caused by increased traction that developed at the shoe–surface interface. Often mechanical test methods used for the testing and categorisation of playing surfaces do not tend to simulate loads occurring during participation on the surface, and thus are unlikely to predict the human response to the surface. A traction testing device, discussed in this paper, has been used to mechanically measure the dynamic traction force between the shoe and the surface under a range of normal loading conditions that are relevant to real-life play. Acrylic hard court tennis surfaces generally have a rough surface topography, due to their sand and acrylic paint mixed top coating. Surface micro-roughness will influence the friction mechanisms present during viscoelastic contacts, as found in footwear–surface interactions. This paper aims to further understand the influence micro-roughness and normal force has on the dynamic traction that develops at the shoe–surface interface on acrylic hard court tennis surfaces. The micro-roughness and traction of a controlled set of acrylic hard court tennis surfaces have been measured. The relationships between micro-roughness, normal force, and traction force are discussed. 相似文献
109.
Eldredge JD Morley SK Hendrix IC Carr RD Bengtson J 《Medical reference services quarterly》2012,31(1):34-44
Every major health profession now provides competency statements for preparing new members for their respective professions. These competency statements normally include expectations for training health professions students in library/informatics skills. For purposes of this article, searches were conducted using various sources to produce a comprehensive 32-page Compendium that inventories library/informatics-related competency statements. This compendium should aid readers in integrating their library/informatics skills training into various health professions education curricula. 相似文献
110.
Derek R. Becker Sybil Carrère Chelsea Siler Stephanie Jones Bonnie Bowie Cheryl Cooke 《Mind, Brain, and Education》2012,6(1):10-18
In this study we examined high frequency heart rate variability (HF‐HRV, a parasympathetic index) both at rest and during challenge, to assess if variations in cardiovascular activity measured during a Stroop task could be used to predict reading achievement in typically developing children. Reading achievement was examined using the Peabody Individual Achievement Test–Revised. Results showed that greater HF‐HRV suppression during both the Stroop word and Stroop word–color conflict tasks was associated with better reading achievement. Higher basal levels of HF‐HRV did not predict better reading scores. These results are among the first to show a link between HF‐HRV and reading achievement in a normative school age population, and offer new insight into the association between cognitive activity and autonomic regulation of the heart. 相似文献