全文获取类型
收费全文 | 918篇 |
免费 | 27篇 |
国内免费 | 1篇 |
专业分类
教育 | 731篇 |
科学研究 | 43篇 |
各国文化 | 11篇 |
体育 | 79篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 75篇 |
出版年
2023年 | 8篇 |
2022年 | 11篇 |
2021年 | 13篇 |
2020年 | 31篇 |
2019年 | 52篇 |
2018年 | 46篇 |
2017年 | 50篇 |
2016年 | 48篇 |
2015年 | 34篇 |
2014年 | 29篇 |
2013年 | 203篇 |
2012年 | 34篇 |
2011年 | 31篇 |
2010年 | 22篇 |
2009年 | 23篇 |
2008年 | 21篇 |
2007年 | 24篇 |
2006年 | 15篇 |
2005年 | 21篇 |
2004年 | 14篇 |
2003年 | 16篇 |
2002年 | 11篇 |
2001年 | 5篇 |
2000年 | 15篇 |
1999年 | 14篇 |
1998年 | 8篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1995年 | 9篇 |
1994年 | 9篇 |
1993年 | 5篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1983年 | 8篇 |
1981年 | 3篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1969年 | 5篇 |
1967年 | 2篇 |
1929年 | 2篇 |
1902年 | 3篇 |
排序方式: 共有946条查询结果,搜索用时 46 毫秒
21.
Campbell AM Zanta CA Heyer LJ Kittinger B Gabric KM Adler L Schulz B 《CBE life sciences education》2006,5(4):332-339
We have developed a wet lab DNA microarray simulation as part of a complete DNA microarray module for high school students. The wet lab simulation has been field tested with high school students in Illinois and Maryland as well as in workshops with high school teachers from across the nation. Instead of using DNA, our simulation is based on pH indicators, which offer many ideal teaching characteristics. The simulation requires no specialized equipment, is very inexpensive, is very reliable, and takes very little preparation time. Student and teacher assessment data indicate the simulation is popular with both groups, and students show significant learning gains. We include many resources with this publication, including all prelab introductory materials (e.g., a paper microarray activity), the student handouts, teachers notes, and pre- and postassessment tools. We did not test the simulation on other student populations, but based on teacher feedback, the simulation also may fit well in community college and in introductory and nonmajors' college biology curricula. 相似文献
22.
Recurve archery is an Olympic sport that requires extreme precision, upper body strength and endurance. The purpose of this research was to quantify how postural stability variables both pre- and post-arrow release, draw force, flight time, arrow length and clicker reaction time, collectively, impacted on the performance or scoring outcomes in elite recurve archery athletes. Thirty-nine elite-level recurve archers (23 male and 16 female; mean age?=?24.7?±?7.3 years) from four different countries volunteered to participate in this study prior to competing at a World Cup event. An AMTI force platform (1000Hz) was used to obtain centre of pressure (COP) measurements 1s prior to arrow release and 0.5s post-arrow release. High-speed footage (200Hz) allowed for calculation of arrow flight time and score. Results identified clicker reaction time, draw force and maximum sway speed as the variables that best predicted shot performance. Specifically, reduced clicker reaction time, greater bow draw force and reduced postural sway speed post-arrow release were predictors of higher scoring shots. It is suggested that future research should focus on investigating shoulder muscle tremors at full draw in relation to clicker reaction time, and the effect of upper body strength interventions (specifically targeting the musculature around the shoulder girdle) on performance in recurve archers. 相似文献
23.
Emma Loosley 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(3):318-319
24.
W.A Campbell 《Endeavour》1979,3(1):38-41
Chemical analysis is now so precise and sophisticated a science that it is difficult to appreciate that scarcely a century ago its deficiencies were a cause for public scandal. This article reviews some of the main causes for complaint and how they were remedied. 相似文献
25.
26.
27.
Chère Campbell Gibson 《The American journal of distance education》2013,27(1):23-36
Abstract Academic self‐concept has been demonstrated to influence student success in distance education. The purpose of this study was to examine the nature of academic self‐concept in distance education and to determine its enhancers and detractors. It was determined that this construct is dynamic and multi‐faceted: the process of both learning as an adult and learning at a distance, as well as the content studied, influences academic self‐concept. Implications for both practice and further research are discussed. 相似文献
28.
29.
30.