全文获取类型
收费全文 | 360篇 |
免费 | 9篇 |
专业分类
教育 | 264篇 |
科学研究 | 9篇 |
各国文化 | 4篇 |
体育 | 62篇 |
文化理论 | 5篇 |
信息传播 | 25篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 5篇 |
2020年 | 8篇 |
2019年 | 17篇 |
2018年 | 23篇 |
2017年 | 27篇 |
2016年 | 24篇 |
2015年 | 22篇 |
2014年 | 16篇 |
2013年 | 94篇 |
2012年 | 8篇 |
2011年 | 9篇 |
2010年 | 3篇 |
2009年 | 10篇 |
2008年 | 6篇 |
2007年 | 10篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 4篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 6篇 |
1994年 | 1篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1980年 | 2篇 |
1978年 | 1篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1971年 | 1篇 |
1969年 | 1篇 |
1892年 | 1篇 |
1887年 | 1篇 |
1870年 | 1篇 |
1862年 | 1篇 |
排序方式: 共有369条查询结果,搜索用时 31 毫秒
81.
The aim of this study was to investigate the effect of pre-induced inspiratory muscle fatigue (IMF) on race-paced swimming and acid-base status. Twenty-one collegiate swimmers performed two discontinuous 400-m race-paced swims on separate days, with (IMF trial) and without (control trial) pre-induced IMF. Swimming characteristics, inspiratory and expiratory mouth pressures, and blood parameters were recorded. IMF and expiratory muscle fatigue (P < 0.05) were evident after both trials and swimming time was slower (P < 0.05) from 150-m following IMF inducement. Pre-induced IMF increased pH before the swim (P < 0.01) and reduced bicarbonate (P < 0.05) and the pressure of carbon dioxide (PCO2) (P < 0.05). pH (P < 0.05), bicarbonate (P < 0.01) and PCO2 (P < 0.05) were lower during swimming in the IMF trial. Blood lactate was similar before both trials (P > 0.05) but was higher (P < 0.01) in the IMF trial after swimming. Pre-induced IMF induced respiratory alkalosis, reduced bicarbonate buffering capacity and slowed swimming speed. Pre-induced and propulsion-induced IMF reflected metabolic acidosis arising from dual role breathing and propulsion muscle fatigue. 相似文献
82.
Ricardo Peterson Silveira Pro Stergiou Felipe P. Carpes Flávio A. de S. Castro Larry Katz Darren J. Stefanyshyn 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(2):177-186
The aim of this study was to determine the precision and accuracy of the vertical and anterior–posterior force components of the portable PASCO PS-2142 force plate. Impulse, peak force, and time to peak force were assessed and compared to a gold standard force plate in three different tasks: vertical jump, forward jump, and sprint start. Two healthy male participants performed ten trials for each task, resulting in 60 trials. Data analyses revealed good precision and accuracy for the vertical component of the portable force plate, with relative bias and root mean square (RMS) error values nearly the same in all tasks for the impulse, time to peak force, and peak force parameters. Precision and accuracy of the anterior–posterior component were lower for the impulse and time to peak force, with relative bias and RMS error values nearly the same between tasks. Despite the lower precision and accuracy of the anterior–posterior component of the portable force plate, these errors were systematic, reflecting a good repeatability of the measure. In addition, all variables presented good agreement between the portable and gold standard platforms. Our results provide a good perspective for using the aforementioned portable force plate in sports and clinical biomechanics. 相似文献
83.
84.
Nicola Yuill Darren Pearce Lucinda Kerawalla Amanda Harris Rosemary Luckin 《Journal of Research in Reading》2009,32(1):109-125
Two studies assessed the role of Separate Control of Shared Space (SCoSS) technology in supporting peer collaborative discussion and comprehension. We hypothesised that providing equitable shared input to two literacy tasks (both good predictors of comprehension skill) would support discussion to promote the joint construction of meaning, and hence individual progress. Study 1: 50 7–9‐year‐olds took a reading‐specific multiple classification (RMC) pre‐test, categorising words on two dimensions, before training on the task in pairs using SCoSS, dual‐control or individual technology. Discussion produced more accurate post‐test classification performance and SCoSS was associated with higher frequency of statements during training that combined both RMC dimensions (surface form and meaning of words). Study 2: 12 8–9‐year‐olds were pre‐tested on story recall and worked in pairs on a SCoSS‐supported story construction task, requiring collaborative inference‐making, hypothesis generation and selection. Post‐test story recall was predicted by the frequency of deductive causal statements during training. We discuss how technology can be used to promote collaboration and discussion that supports joint understanding and individual comprehension development. 相似文献
85.
86.
This article examines the role of reviewer agreement in judgments about alignment between tests and standards. We used case data from three state alignment studies to explore how different approaches to incorporating reviewer agreement changes alignment conclusions. The three case studies showed varying degrees of reviewer agreement about correspondences between objectives and test items. Moreover, taking into account reviewer agreement in the analyses sometimes had a marked effect on alignment conclusions. We discuss reasons for differences across case studies and alignment approaches, as well as implications for future alignment efforts. 相似文献
87.
88.
89.
Ruth Gwernan‐Jones Darren A. Moore Ruth Garside Michelle Richardson Jo Thompson‐Coon Morwenna Rogers Paul Cooper Ken Stein Tamsin Ford 《British Journal of Special Education》2015,42(3):279-300
Educational policy and the school effectiveness movement often involve rhetoric about the benefit of parent involvement in schools, but high‐quality relationships between parents and teachers are not always straightforwardly achieved, and this may be particularly true in the case of parents of children presenting with academic problems and/or social, emotional and behavioural difficulties. A systematic review of qualitative research was conducted to explore the school‐related experiences of parents of pupils diagnosed with attention deficit hyperactivity disorder (ADHD). Six studies reported in seven papers met the inclusion criteria. High‐quality parent–teacher relationships were found to be the exception, with mothers feeling silenced and criticised. Findings show commonalities with wider research about parents, but identify additional grounds for conflict resulting from parental blame for pupils' disruptive behaviour, and the ambivalent nature of the concept of ADHD. 相似文献
90.