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991.
Robert Atwan Barry Orton Alliam Vesterman Everette E. Dennis Arnold H. Ismach Donald M. Gillmor 《Communication Booknotes Quarterly》2013,44(9):145-147
Atwan, Robert, Barry Orton, and Alliam Vesterman. American Mass Media: Industries and Issues (New York: Random House, 1978—$8.95, paper) Dennis, Everette E., Arnold H. Ismach, and Donald M. Gillmor, eds. Enduring Issues in Mass Communication (St. Paul, Minn.: West P.' _fishing Co., 1978—price not given, paper) White, David Manning, and John Pendleton, eds. Popular Culture: Mirror of American Life (Del Mar, Calif.: Publisher's Inc., 1977—$11.95/6.25) Charlene J. Brown, Trevor R. Brown, and William L. Rivers' The Media and the People (New York: Holt, Rinehart a Winston, 1978 —price not given, paper) Malcolm Muggeridge's Christ and the Media (Grand Rapids, Mich.: William B. Eerdmans Publishing Co., 1977— $5.95) 相似文献
992.
993.
Argyris G. Toubekis Henryk K. A. Lakomy Mary E. Nevill 《Journal of sports sciences》2013,31(14):1497-1505
Abstract The effect of active and passive recovery on repeated-sprint swimming bouts was studied in eight elite swimmers. Participants performed three trials of two sets of front crawl swims with 5 min rest between sets. Set A consisted of four 30-s bouts of high-intensity tethered swimming separated by 30 s passive rest, whereas Set B consisted of four 50-yard maximal-sprint swimming repetitions at intervals of 2 min. Recovery was active only between sets (AP trial), between sets and repetitions of Set B (AA trial) or passive throughout (PP trial). Performance during and metabolic responses after Set A were similar between trials. Blood lactate concentration after Set B was higher and blood pH was lower in the PP (18.29 ± 1.31 mmol · l?1 and 7.12 ± 0.11 respectively) and AP (17.56 ± 1.22 mmol · l?1 and 7.14 ± 0.11 respectively) trials compared with the AA (14.13 ± 1.56 mmol · l?1 and 7.23 ± 0.10 respectively) trial (P < 0.01). Performance time during Set B was not different between trials (P > 0.05), but the decline in performance during Set B of the AP trial was less marked than in the AA or PP trials (main effect of sprints, P < 0.05). Results suggest that active recovery (60% of the 100-m pace) could be beneficial between training sets, and may compromise swimming performance between repetitions when recovery durations are short (< 2 min). 相似文献
994.
Phillip G. Post Jeffrey T. Fairbrother Joao A.C. Barros 《Research quarterly for exercise and sport》2013,84(3):474-481
Abstract Self-control over factors involving task-related information (e.g., feedback) can enhance motor learning. It is unknown if these benefits extend to manipulations that do not directly affect such information. The purpose of this study was to determine if self-control over the amount of practice would also facilitate learning. Participants learned to throw a dart using their nonpreferred hand. The self-control (SC) group decided when to stop practice. The yoked group completed the same number of trials as their SC counterparts. Results revealed the SC group was more accurate during transfer and in recalling the number of trials completed. These findings indicate that self-control benefits extend to factors that do not directly alter task-related information. 相似文献
995.
Emiliya S. Egorova Alyona V. Borisova Leysan J. Mustafina Alina A. Arkhipova Rashid T. Gabbasov Anastasiya M. Druzhevskaya 《Journal of sports sciences》2014,32(13):1286-1293
AbstractResearch concerned with predictors of talent in football has highlighted a number of potentially important and partially inherited measures such as body size, anaerobic power, aerobic capacity, agility, psychological profile, game intelligence and susceptibility to injuries. Genotyping for performance-associated DNA polymorphisms at an early age could be useful in predicting later success in football. The aim of the study was to investigate individually and in combination the association of common gene polymorphisms with football player’s status. A total of 246 Russian football players and 872 controls were genotyped for 8 gene polymorphisms, which were previously reported to be associated with athlete status. Four alleles (ACE D, ACTN3 Arg577, PPARA rs4253778 C and UCP2 55Val) were first identified, showing discrete associations with football player’s status. Next, we determined the total genotype score (TGS, from the accumulated combination of the 4 polymorphisms, with a maximum value of 100 for the theoretically optimal polygenic score) in athletes and controls. The mean TGS was significantly higher in football players (52.0 (17.6) vs. 41.3 (15.5); P < 0.0001) than in controls. These data suggest that the likelihood of becoming a football player depends on the carriage of a high number of “favourable” gene variants. 相似文献
996.
Gale M. Sinatra Sherry A. Southerland Frances McConaughy James W. Demastes 《科学教学研究杂志》2003,40(5):510-528
We examined the intersection of students' understanding and acceptance of evolution and their epistemological beliefs and cognitive dispositions. Based on previous research, we hypothesized there would be a relation between understanding and acceptance. We also hypothesized that students who viewed knowledge as changing and who have a disposition toward open‐minded thinking would be more likely to accept the scientific explanation of human evolution, and that beliefs and dispositions would not be related to acceptance of a topic that is generally perceived as noncontroversial. Ninety‐three undergraduate students enrolled in a nonmajors biology class completed measures of their (a) content knowledge of evolution and photosynthesis and respiration; (b) acceptance of theories of animal evolution, human evolution, and photosynthesis; and (c) epistemological beliefs and cognitive dispositions. Although our findings did reveal a significant relation between knowledge and reported acceptance for photosynthesis, there was no relation between knowledge and acceptance of animal or human evolution. Epistemological beliefs were related to acceptance, but only to the acceptance of human evolution. There was no relation between students' epistemological beliefs and their general acceptance of animal evolution or photosynthesis. Three subscales, Ambiguous Information, Actively Open‐Minded Thinking, and Belief Identification, were significantly correlated with understanding evolutionary theory. We argue these findings underscore the importance of intentional level constructs, such as epistemological beliefs and cognitive dispositions, in the learning of potentially controversial topics. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 510–528, 2003 相似文献
997.
998.
A. D. C. Peterson Brian Holmes G. De Landsheere Helena W. F. Stellwag Oskar Anweiler J. O. J. Vanden Bossche Abraham Robinson F. I. Calvert H. H. Stern J. F. Willatt Sydney Taylor M. J. Langeveld M. A. Brimer T. N. Postlethwaite Alexandre Vexliard 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1964,10(1):106-126
999.
Julie A. Bianchini 《Cultural Studies of Science Education》2011,6(4):871-882
In this response to Konstantinos Alexakos, Jayson K. Jones, and Victor H. Rodriguez’s study, I discuss ways attending to student
membership in groups can both inform research on equity and diversity in science education and improve the teaching of science
to all students. My comments are organized into three sections: how underrepresented students’ experiences in science classrooms
are shaped by their peers; how science teachers can help students listen to and learn from one another; and how the subject
matter can invite or discourage student participation in science. More specifically, I underscore the need for teachers and
students to listen to one another to promote student learning of science. I also highlight the importance of science education
researchers and science teachers viewing students both as individuals and as members of multiple groups; women of color, for
example, should be understood as similar to and different from each other, from European American women and from ethnic minorities
in general. 相似文献
1000.
A standardized tool for assessing the quality of classroom-based shared reading: Systematic Assessment of Book Reading (SABR) 总被引:1,自引:0,他引:1
Jill M. Pentimonti Tricia A. Zucker Laura M. Justice Yaacov Petscher Shayne B. Piasta Joan N. Kaderavek 《Early childhood research quarterly》2012
Participation in shared-reading experiences is associated with children's language and literacy outcomes, yet few standardized assessments of shared-reading quality exist. The purpose of this study was to describe the psychometric characteristics of the Systematic Assessment of Book Reading (SABR), an observational tool designed to characterize the quality of classroom-based shared-reading sessions in early childhood settings. Participants included 105 preschool teachers. The quality of teachers’ videotaped, whole-class shared-reading sessions was examined using the SABR. Reliability levels for each of the SABRs five constructs were examined, as well as delayed alternate-form reliability and inter-rater reliability. The tools’ factor structure and construct validity were also assessed. Findings provide initial validation and preliminary evidence that the SABR is a reliable and valid tool. Potential uses for early childhood researchers, teachers, and allied professionals are described. 相似文献