全文获取类型
收费全文 | 450篇 |
免费 | 5篇 |
国内免费 | 1篇 |
专业分类
教育 | 313篇 |
科学研究 | 30篇 |
各国文化 | 15篇 |
体育 | 46篇 |
文化理论 | 6篇 |
信息传播 | 46篇 |
出版年
2022年 | 2篇 |
2021年 | 2篇 |
2020年 | 8篇 |
2019年 | 19篇 |
2018年 | 15篇 |
2017年 | 25篇 |
2016年 | 28篇 |
2015年 | 11篇 |
2014年 | 13篇 |
2013年 | 107篇 |
2012年 | 10篇 |
2011年 | 9篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2008年 | 10篇 |
2007年 | 7篇 |
2006年 | 11篇 |
2005年 | 5篇 |
2004年 | 9篇 |
2003年 | 4篇 |
2002年 | 4篇 |
2001年 | 8篇 |
2000年 | 6篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 3篇 |
1995年 | 6篇 |
1994年 | 7篇 |
1993年 | 5篇 |
1992年 | 4篇 |
1991年 | 10篇 |
1990年 | 5篇 |
1989年 | 12篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1983年 | 2篇 |
1980年 | 2篇 |
1979年 | 3篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1975年 | 2篇 |
1970年 | 2篇 |
1968年 | 3篇 |
1929年 | 2篇 |
1920年 | 2篇 |
1917年 | 4篇 |
排序方式: 共有456条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
M. Jeanne Wilcox Shelley I. Gray Amy B. Guimond Addie E. Lafferty 《Early childhood research quarterly》2011,26(3):278-294
The purpose of this investigation was to examine the efficacy of a new preschool oral language and early literacy curriculum package (Teaching Early Literacy and Language [TELL]) for children with developmental speech and/or language impairment (DSLI) either as a primary (e.g., specific to speech and/or language) or secondary impairment (e.g., developmental delay that includes DSLI). Participants included 118 children (30 females, 88 males, M age = 53.58 months) with DLSI and their 29 preschool teachers. The design was a randomized controlled trial (RCT) with assignment to experimental versus contrast conditions at the classroom level. Teachers in TELL classes received formal training, in-class support, and mentoring to implement the curriculum. Dependent measures for the children included scores on the Clinical Evaluation of Language Fundamentals-Preschool 2nd edition (CELF-P2), the Phonological Awareness Literacy Screening for Preschool (PALS-PreK), the Renfrew Bus Story (BUS), and a receptive and expressive vocabulary measure developed for this investigation (VOCAB). Results indicated that when compared to the contrast group, children in the TELL condition demonstrated greater gains on the phonological awareness subtest of the CELF-P2, the sentence length score of the BUS, the letter sounds, beginning sound awareness, and rhyme awareness subtests of the PALS-PreK, and VOCAB. Results suggest that the TELL curriculum package has promise for promoting gains in early literacy and oral language skills in preschool children with DLSI. 相似文献
5.
6.
Claire Gray 《Higher Education Quarterly》2016,70(1):43-58
This paper reports on research into the operation of English further/higher education, with a focus on the role of partnerships in supporting the massification of higher education. The research draws on the bottom‐up policy implementation tradition to provide analysis of the effects on partnerships of a quasi‐marketised environment. The rationale and effects of market orientated policy are discussed with reference to empirical data from college staff and partnership managers. In employing the concept of the ‘street‐level bureaucrat’ as an agent of policy implementation, this research contributes to the interpretation of policy and partnership which has previously been unexplored within the further/higher education context. Conclusions are drawn with implications for the development of college higher education delivered in partnership. 相似文献
7.
Jiří Baláš David Giles Jan Kodejška Michaela Panáčková Simon Fryer 《European Journal of Sport Science》2016,16(7):764-772
This study aimed to (1) evaluate the effect of hand shaking during recovery phases of intermittent testing on the time–force characteristics of performance and muscle oxygenation, and (2) assess inter-individual variability in the time to achieve the target force during intermittent testing in rock climbers. Twenty-two participants undertook three finger flexor endurance tests at 60% of their maximal voluntary contraction until failure. Performances of a sustained contraction and two intermittent contractions, each with different recovery strategies, were analysed by time–force parameters and near-infrared spectroscopy. Recovery with shaking of the forearm beside the body led to a significantly greater intermittent test time (↑ 22%, P?.05), force–time integral (↑ 28%, P?.05) and faster muscle re-oxygenation (↑ 32%, P?.05), when compared to the hand over hold condition. Further, the ratio of intermittent to continuous test time distinguished specific aerobic muscular adaptations among sport climbers (2.02), boulderers (1.74) and lower grade climbers (1.25). Lower grade climbers and boulderers produced shorter duration contractions due to the slower development of target force during the intermittent test, indicating worse kinaesthetic differentiation. Both the type of recovery and climbing discipline determined muscle re-oxygenation and intermittent performance in rock climbers. 相似文献
8.
Purpose: The present study aimed to determine if autonomic cardiac modulation was influenced by acute exposure to normobaric hypoxia. Method: Ten healthy male lowland dwellers completed five block-randomised single-blinded, crossed-over acute exposures to a normobaric hypoxic environment, each separated by 24 hours’ recovery (20.3%, 17.4%, 14.5%, 12.0% and 9.8% FIO2). Supine recordings were made of arterial oxygen saturation and electrocardiogram (ECG). RR intervals from the ECG trace were analysed for time (SDNN, lnrMSSD), frequency (lnVLF, lnLF, lnHF, lnTP, LFnu, and HFnu), and nonlinear (DFA-α1 and SampEn) heart rate variability components. Results: A significant reduction in arterial SaO2 occurred with reduced FIO2, along with a rise in heart rate (Cohen’s d?=?1.16, 95% Confidence Interval [2.64–6.46]), significant at 9.8% FIO2. A decrease in autonomic cardiac modulation was also found as shown by a statistically significant (at 9.8% FIO2) decrease in lnTP (d?=?1.84 [1.74–1.94]), and SampEn (d?=?0.98 [0.83–1.12]) and an increase in DFA-α1 (d?=?0.72 [0.60–0.84]) from normoxia at 9.8% FIO2. Conclusion: The decrease in variability indicated a reduction in autonomic cardiac modulation. There appears to be a threshold ~9.8% FIO2 (~6000?m equiv.), below which significant alterations in autonomic control occur. 相似文献
9.
This study investigated the effects of a brief meditation intervention on perceived stress, mindfulness, and sleep quality for college freshmen who have aged out of foster care. Thirty-six youth who had aged out of foster care and enrolled at a large midwestern 4-year university (n?=?16 experimental group, n?=?20 control group) participated in a study in which they were assessed three times on the dependent variables. Students also participated in a focus group after the intervention ended. Four sessions of the brief mindfulness intervention resulted in significant short-term reductions in stress levels and increases in sleep quality. Finding effective personal interventions to increase chances for college success for students with histories in foster care can also offer potential insight toward the development of educational models and resources for other vulnerable college student populations. 相似文献
10.
Corina J. Logan Alexis J. Breen Alex H. Taylor Russell D. Gray William J. E. Hoppitt 《Learning & behavior》2016,44(1):18-28
New Caledonian crows make and use tools, and tool types vary over geographic landscapes. Social learning may explain the variation in tool design, but it is unknown to what degree social learning accounts for the maintenance of these designs. Indeed, little is known about the mechanisms these crows use to obtain information from others, despite the question’s importance in understanding whether tool behavior is transmitted via social, genetic, or environmental means. For social transmission to account for tool-type variation, copying must utilize a mechanism that is action specific (e.g., pushing left vs. right) as well as context specific (e.g., pushing a particular object vs. any object). To determine whether crows can copy a demonstrator’s actions as well as the contexts in which they occur, we conducted a diffusion experiment using a novel foraging task. We used a nontool task to eliminate any confounds introduced by individual differences in their prior tool experience. Two groups had demonstrators (trained in isolation on different options of a four-option task, including a two-action option) and one group did not. We found that crows socially learn about context: After observers see a demonstrator interact with the task, they are more likely to interact with the same parts of the task. In contrast, observers did not copy the demonstrator’s specific actions. Our results suggest it is unlikely that observing tool-making behavior transmits tool types. We suggest it is possible that tool types are transmitted when crows copy the physical form of the tools they encounter. 相似文献