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61.
We used an appetitive sensory preconditioning procedure to investigate temporal integration in rats in two experiments. In
Phase 1, rats were presented with simultaneous compound trials on which a 10-sec conditioned stimulus (CS) X was embedded
within a 60-sec CS A. In Group Early, CS X occurred during the early portion of CS A, whereas in Group Late, CS X occurred
during the latter portion of CS A. In Phase 2, CS X was paired simultaneously with sucrose. On a subsequent test with CS A,
the rate of magazine entries peaked during the early portions of the stimulus in Group Early and during the latter portions
of the stimulus in Group Late (Experiments 1 and 2). Similar response peaks were not observed on tests with a control stimulus
that had been presented in compound with a stimulus that did not signal reward (Experiment 2). 相似文献
62.
Supplemental instruction classes have been shown in many studies to enhance performance in the supported courses and even to improve graduation rates. Generally, there has been little evidence of a differential impact on students from different ethnic/racial backgrounds. At San Francisco State University, however, supplemental instruction in the Introductory Biology I class is associated with even more dramatic gains among students from underrepresented minority populations than the gains found among their peers. These gains do not seem to be the product of better students availing themselves of supplemental instruction or other outside factors. The Introductory Biology I class consists of a team-taught lecture component, taught in a large lecture classroom, and a laboratory component where students participate in smaller lab sections. Students are expected to master an understanding of basic concepts, content, and vocabulary in biology as well as gain laboratory investigation skills and experience applying scientific methodology. In this context, supplemental instruction classes are cooperative learning environments where students participate in learning activities that complement the course material, focusing on student misconceptions and difficulties, construction of a scaffolded knowledge base, applications involving problem solving, and articulation of constructs with peers. 相似文献
63.
64.
65.
Dr. phil. Jens Flatau Werner Pitsch Dirk Bogendörfer Eike Emrich 《Sportwissenschaft》2009,39(2):110-119
In a joint project involving European association staff and sports scientists, basic structural data were collected on British, Swedish, Spanish and German athletics clubs to be used for analysis of hypotheses concerning conditions of participation in sports clubs, particularly by children and adolescents. The results showed clear differences in organizational level as well as membership and activity structures in comparisons between European countries and within Germany. The findings revealed the differential functions and significance of sports clubs in the context of the respective institutions and cultures. 相似文献
66.
Prof. Dr. Wolfram Pyta 《Sportwissenschaft》2009,39(4):339-346
The comments in this article are designed to survey productive fields of a contemporary directed history of sport in a heuristic way. These comments represent a resolute plea for an in-depth interdisciplinary access to sport whereby in particular a hermeneutic perspective is seen as being productive. The main question on the meaning which reaches out beyond the performative completion of a sport activity contains an interdisciplinary cultural scientific programme, which must pay equal attention to the historical prerequisites of the narrative form and the medial constitution of such a generation of importance. Historians have also recently turned their attention to the cultural powers of sport. Classical questions on the functionalisation of sport by politics still attract the attention of contemporary history. 相似文献
67.
Dr. Hans-Dieter Krebs 《Sportwissenschaft》2009,39(2):168-169
68.
Priv.-Doz. Dr. Wolfgang Buss 《Sportwissenschaft》2009,39(4):283-297
On 1 August 1929 the Prussian Minister of Education enacted a regulation establishing“exercise and physical education” as an academic field of study to be offered at all universities and institutes of technology under his jurisdiction. This action served to successfully complete the process that had been evolving since the middle of the nineteenth century to recognize the discipline as a university level specialty in the face of considerable longstanding opposition. The gravest forms of opposition emanated from the universities themselves and starting in the middle of the 1920s were ultimately overcome by proceedings and argumentation. These circumstances are described in this contribution based on accessing and evaluating new sources. The central focus is on a memorandum written in February 1929 by the Göttingen University physical education lecturer Bernhard Zimmermann. The article concludes by classifying and assessing the act of 1929 with a view to the further development of the academic education of sports instructors in the ensuing era of National Socialism and the postwar period in West Germany and the Federal Republic of Germany. 相似文献
69.
70.
Dr. Thomas Horky 《Sportwissenschaft》2009,39(4):298-308
The popularity of sports varies to different extents around the world and leads to the question: what is a media sport? This contribution discusses definitional principles with the goal of using a model to establish the basis of categorization for future empirical analysis of diverse sports types. Media sports are defined as characteristic of movement structures in the culturally differentiated media sports complex. Features of media sports are distinguished according to the dimensions of context, organization, and (interactive) structure. It becomes clear that media sports types are not only characterized by cultural grounding, success, and charismatic stars, but can also exhibit structural distinctions. In conclusion, real, media-driven, and medial media sports are differentiated to demonstrate application of the model. 相似文献