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41.
Adrianne E. Hardman P. Harrison Tudor Hale P. Jakeman Penny Crisfield John Dulla 《Journal of sports sciences》2013,31(3):249-254
Women, sport and performance, C.L. Wells, Human Kinetics, Champaign, Illinois, 1985. xi+333 pp, $24.00 (hb), ISBN 0 931250 87 0 Research designs and statistics for physical education, Anne L. Rothstein, Prentice Hall, New York, 1985. xiii + 353 pp, £31 (hb), ISBN 0 13 774142 1 Limits of human performance, American Academy of Physical Education Papers No. 18, D.H. Clarke and H.M. Eckert (eds), Human Kinetics, Champaign, Illinois, 1985. 144 pp, £14.50 (pb), ISBN 0 931250 99 4 Sports physiology, (2nd edn) E.L. Fox, Holt Saunders, Eastbourne, 1984. xii+418 pp, £18.95 (hb), ISBN 0 03 063771 6 Sport management ‐ macro perspectives, P. Chelladurai, Sports Dynamics, London, Ontario, 1985. 191 pp, $11.95 (pb), ISBN 0 9691619 0 5 Microelectronics in the sport sciences, Charles F. Cicciarella, Human Kinetics, Champaign, Illinois (distributed in the UK by Eddington Hook & Co.), 1986. 105 pp, $12.00 (pb), ISBN 0 87322 056 0 The biomechanics of sports techniques, (3rd edn) J.G. Hay, Prentice Hall, New Jersey, 1985. xvii+539 pp, £15.95 (pb), ISBN 0 13 078304 8 相似文献
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Six male cricket bowlers (mean - s x ¥ : age 23.5 - 1.3 years; height 1.83 - 0.04 m; body weight 826 - 20 N) performed their typical bowling action at a set of stumps positioned at standard pitch length (20.1 m). A specially designed force platform rig allowed the correct positioning of two force platforms to be achieved beneath an outdoor polyflex runway (0.017 m depth) for each player's delivery stride pattern. For the back foot, the peak vertical ground reaction force was 1.95 - 0.08 kN (2.37 - 0.14 BW) and the braking force was 0.77 - 0.12 kN (0.94 - 0.16 BW). For the front foot, the peak vertical force was 4.80 - 0.92 kN (5.75 - 0.98 BW) and the braking force was 2.93 - 0.56 kN (3.54 - 0.67 BW). The mean peak vertical loading rate for front foot contact was 205 - 52.8 kN·s -1 (249 - 64 BW·s -1 ) with mean values ranging from 81 to 446 kN·s -1 (98 to 540 BW·s-1). The range for back foot contact was much smaller, 25-70 kN·s -1 (30-85 BW·s -1 ), with a mean of 41.7 - 7.10 kN·s -1 (50.6 - 8.6 BW·s -1 ). Mean peak impact occurred 24 ms after touchdown for the back foot and 16 ms after touchdown for the front foot. At impact, mean peak loading rates were greater for the front foot at 246 kN·s -1 (298 BW·s -1 ), with a range of 80-483 kN·s -1 (98-534 BW·s -1 ), than for the back foot at 65 kN·s -1 (79 BW·s -1 ), with a range of 40-84 kN·s -1 (49-110 BW·s -1 ). 相似文献
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ABSTRACTThe intersections between learning, technology, and media are often the scene of tumult and change. The forces of learning, technology, and politics are pervasive in the lives of young people. These contexts of learning are fueled by the current political moment, but also informed by historical contexts that impact our youth, regardless of socioeconomics, culture, race, or gender. Educators are struggling with how to discuss these trends, and their impact on the learning and engagement of youth. This study focuses on how local Charleston activists formed groups, and utilized technology and media in order to resist socio-political discourses post Trump. 相似文献
46.
Bayram Asilioglu 《Children‘s Literature in Education》2008,39(1):1-8
The anecdotes of Nasreddin Hodja, who lived in Anatolia in the 13th century, have always attracted people due to the humour they contain, but this discussion also focuses on exploring the educational value of the anecdotes. According to teachers who contributed to this study, the anecdotes stimulate students’ interest in language work, create a relaxed learning atmosphere and help students think positively through Nasreddin Hodja’s humour. The anecdotes, which relate to social life and society, cover a rich diversity of topics with both positive and negative examples of behaviour; and they also may provoke positive effects in the personality development of children. 相似文献
47.
Christine E. Neddenriep Andrea D. Hale Christopher H. Skinner Renee O. Hawkins Beth D. Winn 《Psychology in the schools》2007,44(4):373-388
Reading comprehension rate (RCR) is a direct measure of reading skills that may be useful in formatively evaluating students reading beyond the fourth‐grade level. To investigate the concurrent validity of RCR, we correlated RCR, reading comprehension level (RCL), and words correct per minute (WC/M) with the Broad Reading Cluster Scores of the Woodcock‐Johnson III Tests of Achievement (WJ‐III ACH) across 88 students in 4th, 5th, and 10th grades. Results showed that aloud‐RCR was significantly correlated with the WJ‐III ACH scores for 4th‐grade (r = .90; n = 22), 5th‐grade (r = .87; n = 29), and 10th‐grade (r = .65; n = 37) students. Regression analysis specified a one‐predictor model for 4th‐grade students (aloud‐RCR), a two‐predictor model for 5th‐grade students (WC/M and aloud‐RCR), and a one‐predictor model for 10th‐grade students (WC/M). Discussion focuses on directions for future research and applied issues related to RCR probe passage development. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 373–388, 2007. 相似文献
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Andrea D. Hale Christopher H. Skinner Beth D. Winn Renee Oliver Jessica D. Allin Cherish C.M. Molloy 《Psychology in the schools》2005,42(1):39-51
Researchers used alternating treatment designs to investigate the effects of listening‐while‐reading (LWR) and listening interventions on comprehension levels and rates in four middle school students with emotional disorders. During LWR, students were instructed to read passages silently along with experimenters. During the listening condition, we did not give students a printed copy of the passage but merely instructed them to listen as an experimenter read the passages aloud. The control condition consisted of students reading passages silently. After each condition, students answered 10 comprehension questions without referring back to the printed passage. Although neither intervention resulted in comprehension levels consistently superior to those of the silent reading control condition, LWR and listening resulted in higher rates of comprehension than the silent reading control condition across all four students. However, listening appeared to improve reading comprehension rates in only two students. These results suggest that LWR may be an efficient procedure for enhancing comprehension across content areas with groups of students who have heterogeneous reading skills. The discussion focuses on future applied research with students with disabilities. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 39–51, 2005. 相似文献
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Educational technology research and development - In this section, we have responses to Joo, Kim and Kim (2016)’s study, from two scholars with international and inclusion perspectives. They... 相似文献