全文获取类型
收费全文 | 13262篇 |
免费 | 217篇 |
国内免费 | 27篇 |
专业分类
教育 | 9431篇 |
科学研究 | 1135篇 |
各国文化 | 189篇 |
体育 | 1062篇 |
综合类 | 9篇 |
文化理论 | 161篇 |
信息传播 | 1519篇 |
出版年
2022年 | 83篇 |
2021年 | 120篇 |
2020年 | 229篇 |
2019年 | 325篇 |
2018年 | 435篇 |
2017年 | 497篇 |
2016年 | 445篇 |
2015年 | 335篇 |
2014年 | 397篇 |
2013年 | 2605篇 |
2012年 | 354篇 |
2011年 | 367篇 |
2010年 | 331篇 |
2009年 | 283篇 |
2008年 | 386篇 |
2007年 | 344篇 |
2006年 | 306篇 |
2005年 | 264篇 |
2004年 | 235篇 |
2003年 | 259篇 |
2002年 | 224篇 |
2001年 | 237篇 |
2000年 | 245篇 |
1999年 | 205篇 |
1998年 | 177篇 |
1997年 | 168篇 |
1996年 | 178篇 |
1995年 | 165篇 |
1994年 | 157篇 |
1993年 | 122篇 |
1992年 | 187篇 |
1991年 | 170篇 |
1990年 | 160篇 |
1989年 | 152篇 |
1988年 | 158篇 |
1987年 | 128篇 |
1986年 | 142篇 |
1985年 | 144篇 |
1984年 | 114篇 |
1983年 | 145篇 |
1982年 | 126篇 |
1981年 | 118篇 |
1980年 | 108篇 |
1979年 | 125篇 |
1978年 | 101篇 |
1977年 | 82篇 |
1976年 | 93篇 |
1975年 | 75篇 |
1974年 | 72篇 |
1973年 | 60篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
91.
92.
93.
94.
95.
Chris Bishop Lucas A. Pereira Valter P. Reis Paul Read Anthony N. Turner Irineu Loturco 《Journal of sports sciences》2020,38(11-12):1296-1303
ABSTRACT The aims of the present study were to provide an in-depth comparison of inter-limb asymmetry and determine how consistently asymmetry favours the same limb during different vertical jump tests. Eighteen elite female under-17 soccer players conducted unilateral squat jumps (SJ), countermovement jumps (CMJ) and drop jumps (DJ) on a portable force platform, with jump height, peak force, concentric impulse and peak power as common metrics across tests. For the magnitude of asymmetry, concentric impulse was significantly greater during the SJ test compared to CMJ (p = 0.019) and DJ (p = 0.003). No other significant differences in magnitude were present. For the direction of asymmetry, Kappa coefficients revealed fair to substantial levels of agreement between the SJ and CMJ (Kappa = 0.35 to 0.61) tests, but only slight to fair levels of agreement between the SJ and DJ (Kappa = ?0.26 to 0.18) and CMJ and DJ (Kappa = ?0.13 to 0.26) tests. These results highlight that the mean asymmetry value may be a poor indicator of true variability of between-limb differences in healthy athletes. The direction of asymmetry may provide a useful monitoring tool for practitioners in healthy athletes, when no obvious between-limb deficit exists. 相似文献
96.
Science & Education - 相似文献
97.
98.
99.
Adam E. Wyse Eric M. Stickney David Butz Amanda Beckler Catherine N. Close 《Educational Measurement》2020,39(3):60-64
There is no denying the impact that the coronravirus disease (COVID-19) outbreak has had on many aspects of our lives. This article looks at the potential impact of COVID-19 on student learning as schools abruptly morphed into virtual learning environments using data from several instructional, practice, and assessment solutions offered by Renaissance. First, three hypothetical learning scenarios are considered using normative data from Star assessments to explore the potential impact on reading and math test performace. Next, data on Focus Skills are used to highlight which grades may have missed the most foundational math and reading content if instruction was stopped or reduced. Last, data from two of Renaissance's practice tools are used to evaluate whether students were practicing key skills following school closures. The article concludes that academic decline will likely occur but may be tempered by the increased use of practice tools; effects may look different for math and reading; and may impact grades and schools differently. As such, schools may need to leverage decision-making frameworks, such as the Multi-tiered Systems of Support/Response-to-Intervention (MTSS/RTI) framework, more than ever to identify needs and target instruction where it matters most when school begins in fall 2020. 相似文献
100.
Qingli Lei Rose A. Mason Yan Ping Xin John L. Davis Marie David Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217
This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects. 相似文献