全文获取类型
收费全文 | 253篇 |
免费 | 1篇 |
专业分类
教育 | 157篇 |
科学研究 | 52篇 |
各国文化 | 4篇 |
体育 | 15篇 |
信息传播 | 26篇 |
出版年
2022年 | 2篇 |
2020年 | 4篇 |
2019年 | 6篇 |
2018年 | 8篇 |
2017年 | 14篇 |
2016年 | 10篇 |
2015年 | 4篇 |
2013年 | 57篇 |
2012年 | 7篇 |
2011年 | 10篇 |
2010年 | 7篇 |
2008年 | 4篇 |
2007年 | 4篇 |
2006年 | 5篇 |
2005年 | 6篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 4篇 |
2000年 | 6篇 |
1999年 | 3篇 |
1995年 | 2篇 |
1994年 | 3篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 2篇 |
1984年 | 3篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1958年 | 1篇 |
1927年 | 2篇 |
1925年 | 1篇 |
1862年 | 1篇 |
1860年 | 2篇 |
1859年 | 3篇 |
1857年 | 6篇 |
1847年 | 5篇 |
1845年 | 2篇 |
1844年 | 4篇 |
1843年 | 2篇 |
1840年 | 5篇 |
1838年 | 6篇 |
1835年 | 3篇 |
1830年 | 5篇 |
排序方式: 共有254条查询结果,搜索用时 93 毫秒
181.
David Hamilton 《International Journal of Disability, Development & Education》2005,52(2):121-137
Ecobehavioural analysis procedures were used to examine the interactive engagement of children with developmental disabilities due to Down syndrome who attended inclusive preschools for 2 years. Compared with typical children, the children with disabilities displayed infrequent interactions with peers for the duration of the study. For the children with disabilities, interactive engagement was largely unrelated to the characteristics of class activities, while typical children responded positively to activities expected to promote peer interaction. The results are discussed in terms of the inadequacy of informal strategies commonly applied in inclusive preschool settings to promote interactive engagement in children with disabilities. 相似文献
182.
Miriam Hamilton 《Teachers and Teaching》2018,24(2):151-165
This paper examines attitudes to pedagogical change, among teachers within a second level science department in Ireland. It explores the beliefs and contextual constraints that mediate diversification from a primarily didactic pedagogical approach towards more student-led pedagogies. Using a multi-method approach incorporating observations of teaching, focus group interviews, one to one interviews and open-ended questionnaires, findings were analysed inductively to generate a number of themes. The findings suggest that a teacher’s sense of identity and beliefs are significant influences on their predisposition towards pedagogical change. Interestingly, the middle class, academic context of the school and the terminal Leaving Certificate state examination, were both identified as latent contextual barriers to pedagogical change. The implementation of curricular reform at Junior Cycle level in Ireland is ongoing, with a new science specification in place since September 2016. This specification has a significant student-led and skill-based emphasis and varied pedagogical approaches are necessary to effectively deliver this new curriculum. Professional development is available to assist teachers with the curricular reform. However, findings in this paper suggest that intrinsic beliefs and contextual constraints may limit access to, or meaningful engagement with such training, negating pedagogical change for some teachers and their students. 相似文献
183.
184.
185.
186.
187.
188.
William Hamilton 《Journal of The Franklin Institute》1844,37(2):110-111
189.
190.
Alves CR Pasqua L Artioli GG Roschel H Solis M Tobias G Klansener C Bertuzzi R Franchini E Lancha Junior AH Gualano B 《Journal of sports sciences》2012,30(3):305-311
The purpose of this study was to determine the physiological, anthropometric, performance, and nutritional characteristics of the Brazil Canoe Polo National Team. Ten male canoe polo athletes (age 26.7 ± 4.1 years) performed a battery of tests including assessments of anthropometric parameters, upper-body anaerobic power (Wingate), muscular strength, aerobic power, and nutritional profile. In addition, we characterized heart rate and plasma lactate responses and the temporal pattern of the effort/recovery during a simulated canoe polo match. The main results are as follows: body fat, 12.3 ± 4.0%; upper-body peak and mean power, 6.8 ± 0.5 and 4.7 ± 0.4 W · kg(-1), respectively; 1-RM bench press, 99.1 ± 11.7 kg; peak oxygen uptake, 44.3 ± 5.8 mL · kg(-1) · min(-1); total energy intake, 42.8 ± 8.6 kcal · kg(-1); protein, carbohydrate, and fat intakes, 1.9 ± 0.1, 5.0 ± 1.5, and 1.7 ± 0.4 g · kg(-1), respectively; mean heart rate, 146 ± 11 beats · min(-1); plasma lactate, 5.7 ± 3.8 mmol · L(-1) at half-time and 4.6 ± 2.2 mmol · L(-1) at the end of the match; effort time (relative to total match time), 93.1 ± 3.0%; number of sprints, 9.6 ± 4.4. The results of this study will assist coaches, trainers, and nutritionists in developing more adequate training programmes and dietary interventions for canoe polo athletes. 相似文献