全文获取类型
收费全文 | 981篇 |
免费 | 18篇 |
专业分类
教育 | 813篇 |
科学研究 | 20篇 |
各国文化 | 11篇 |
体育 | 58篇 |
文化理论 | 2篇 |
信息传播 | 95篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 12篇 |
2020年 | 10篇 |
2019年 | 26篇 |
2018年 | 40篇 |
2017年 | 34篇 |
2016年 | 35篇 |
2015年 | 23篇 |
2014年 | 36篇 |
2013年 | 254篇 |
2012年 | 30篇 |
2011年 | 21篇 |
2010年 | 15篇 |
2009年 | 22篇 |
2008年 | 27篇 |
2007年 | 28篇 |
2006年 | 28篇 |
2005年 | 27篇 |
2004年 | 25篇 |
2003年 | 13篇 |
2002年 | 25篇 |
2001年 | 20篇 |
2000年 | 7篇 |
1999年 | 16篇 |
1998年 | 9篇 |
1997年 | 10篇 |
1996年 | 15篇 |
1995年 | 11篇 |
1994年 | 10篇 |
1993年 | 13篇 |
1992年 | 11篇 |
1991年 | 22篇 |
1990年 | 11篇 |
1989年 | 9篇 |
1988年 | 7篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 11篇 |
1984年 | 7篇 |
1983年 | 5篇 |
1982年 | 6篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 7篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1973年 | 3篇 |
1830年 | 1篇 |
排序方式: 共有999条查询结果,搜索用时 15 毫秒
71.
Janet M. Batzli Amber R. Smith Paul H. Williams Seth A. McGee Katalin Dósa Jesse Pfammatter 《CBE life sciences education》2014,13(3):410-424
Genetics instruction in introductory biology is often confined to Mendelian genetics and avoids the complexities of variation in quantitative traits. Given the driving question “What determines variation in phenotype (Pv)? (Pv=Genotypic variation Gv + environmental variation Ev),” we developed a 4-wk unit for an inquiry-based laboratory course focused on the inheritance and expression of a quantitative trait in varying environments. We utilized Brassica rapa Fast Plants as a model organism to study variation in the phenotype anthocyanin pigment intensity. As an initial curriculum assessment, we used free word association to examine students’ cognitive structures before and after the unit and explanations in students’ final research posters with particular focus on variation (Pv = Gv + Ev). Comparison of pre- and postunit word frequency revealed a shift in words and a pattern of co-occurring concepts indicative of change in cognitive structure, with particular focus on “variation” as a proposed threshold concept and primary goal for students’ explanations. Given review of 53 posters, we found ∼50% of students capable of intermediate to high-level explanations combining both Gv and Ev influence on expression of anthocyanin intensity (Pv). While far from “plug and play,” this conceptually rich, inquiry-based unit holds promise for effective integration of quantitative and Mendelian genetics. 相似文献
72.
This article examines the implications of shifting technology trends by looking at what we’ve lost or are losing, where we are, and where we need to go for making the needed transitions in knowledge and skills. Areas of growth within new media and the tech industry are good indicators of our growing interests in mobility, improved quality, and personalization, all happening within our increasingly global community. With the tremendous technological shifts, we need to consider the potential gaps or missing bits of knowledge slipping through the cracks. Then, determine where we need to go while forging ahead to provide the meaningful integration of new technologies through the selection of quality tools aligning to current best research based instructional practices to foster powerful, meaningful, engaged learning opportunities. 相似文献
73.
74.
75.
In two experiments, immediate feedback defined as feedback following the completion of a 40-item multiple-choice test and delayed feedback (received 48 hr later) were examined in a simulated classroom situation with college students. As defined, delayed feedback was not superior to immediate feedback, as would be predicted by the delayed retention effect. Also, feedback in the form of correct answer only was superior to correct answer plus distractors lending partial support to the frequency theory of recognition memory. In addition to not finding the delayed retention effect, an analysis of errors in experiment two did not support the interference—perseveration hypothesis as an explanation for the type of error committed following immediate feedback. 相似文献
76.
77.
78.
This study examined the reliability of a retrospective recall methodology for providing evidence of deliberate imagery practice. A secondary purpose was to determine which imagery activities constituted the sport-specific definition of deliberate practice (Starkes, Deakin, Allard, Hodges, & Hayes, 1996). Ninety-three Canadian athletes from one of three different competitive levels (regional, provincial, and national) completed the Deliberate Imagery Practice Recall Questionnaire, which was specifically designed for the present study. The athletes also completed a 1-week imagery diary to assess their use of 14 different imagery activities. The results of the study indicated that the athletes were able to reliably estimate their use of imagery over a short recall interval. Four imagery activities were also determined to fulfill the sport specific definition of deliberate practice. 相似文献
79.
80.
The primary aim of this study was to determine whether variations in rebound speed and accuracy of a tennis ball could be detected during game-simulated conditions when using three rackets strung with three string tensions. Tennis balls were projected from a ball machine towards participants who attempted to stroke the ball cross-court into the opposing singles court. The rebound speed of each impact was measured using a radar gun located behind the baseline of the court. An observer also recorded the number of balls landing in, long, wide and in the net. It was found that rebound speeds for males (110.1+/-10.2 km.h-1; mean+/-s) were slightly higher than those of females (103.6+/-8.6 km.h-1; P<0.05) and that low string tensions (180 N) produced greater rebound speeds (108.1+/-9.9 km.h-1) than high string tensions (280 N, 105.3+/-9.6 km.h-1; P<0.05). This finding is in line with laboratory results and theoretical predictions of other researchers. With respect to accuracy, the type of error made was significantly influenced by the string tension (P<0.05). This was particularly evident when considering whether the ball travelled long or landed in the net. High string tension was more likely to result in a net error, whereas low string tension was more likely to result in the ball travelling long. It was concluded that both gender and the string tension influence the speed and accuracy of the tennis ball. 相似文献