全文获取类型
收费全文 | 378篇 |
免费 | 9篇 |
专业分类
教育 | 277篇 |
科学研究 | 20篇 |
各国文化 | 9篇 |
体育 | 31篇 |
综合类 | 1篇 |
文化理论 | 2篇 |
信息传播 | 47篇 |
出版年
2022年 | 1篇 |
2021年 | 4篇 |
2020年 | 8篇 |
2019年 | 12篇 |
2018年 | 17篇 |
2017年 | 18篇 |
2016年 | 33篇 |
2015年 | 12篇 |
2014年 | 21篇 |
2013年 | 76篇 |
2012年 | 9篇 |
2011年 | 13篇 |
2010年 | 18篇 |
2009年 | 18篇 |
2008年 | 16篇 |
2007年 | 10篇 |
2006年 | 10篇 |
2005年 | 10篇 |
2004年 | 8篇 |
2003年 | 9篇 |
2002年 | 4篇 |
2001年 | 7篇 |
2000年 | 9篇 |
1999年 | 6篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1994年 | 6篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
排序方式: 共有387条查询结果,搜索用时 0 毫秒
361.
Knudson D Noffal G Bauer J McGinnis P Bird M Chow J Bahamonde R Blackwell J Strohmeyer S Abendroth-Smith J 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(2):267-277
To help instructors in evaluating innovations in biomechanics instruction, a standardised test of the key concepts taught in the introductory biomechanics course was developed. The Biomechanics Concept Inventory (BCI) consists of 24 questions that test four prerequisite competencies and eight biomechanics competencies. Three hundred and sixty seven students from ten universities throughout the United States took the test at the beginning and the end of the introductory biomechanics course. Analysis of a sub-sample of the students showed that the BCI was reliable with typical errors in internal consistency and test-retest conditions of 1.4 and 2.0 questions, respectively. Mean pre-test scores (8.5 +/- 2.0) significantly (p < 0.0001) improved to 10.5 +/- 3.2 in the posttest (n = 305). Typical biomechanics students could correctly answer half of the prerequisite questions on the pre-test. Instruction resulted in a mean normalised gain (g) of 13.0% of maximum possible improvement that was consistent with research on traditional instruction in introductory physics courses. It was concluded that the BCI could be an effective tool to evaluate the overall effect of pedagogical strategies on student learning of key biomechanical concepts in the introductory biomechanics course. 相似文献
362.
A scheme of professional development for teachers, leading to the award of Advanced Certificate, Advanced Diploma or degree of Master of Education, has been in operation at the University of Bath School of Education for some years. Recently this modular scheme has been extended to become more accessible to teachers in international and overseas schools around the world, with modules taught in a range of locations internationally including a Summer School held annually in July at the University of Bath. The Methods of Educational Enquiry (MEE) module provides an introduction to aspects of educational research and is recommended to participants as an early module for study: between 1992 and 1993 this module has thus been taught on more occasions than any other, in a number of different locations and by a number of different tutors. This paper considers issues arising from the implementation of an instrument for the evaluation of some aspects of the taught component of the MEE module in a wide range of contexts, and describes the development of two related measures of participants' satisfaction with respect to this component. A further paper will consider a wider range of issues across a number of different modules in a range of locations. 相似文献
363.
Chase M. Pfeifer Timothy J. Gay Jeff A. Hawks Shane M. Farritor Judith M. Burnfield 《Sports Engineering》2018,21(2):95-102
A mechanical field-goal kicking machine was used to investigate toppling ball flight in American football place-kicking, eliminating a number of uncontrollable impact variables present with a human kicker. Ball flight trajectories were recorded using a triangulation-based projectile tracking system to account for the football’s 3-dimensional position during flight as well as initial launch conditions. The football flights were described using kinematic equations relating to projectile motion including stagnant air drag and were compared to measured trajectories as well as projectile motion equations that exclude stagnant air drag. Measured football flight range deviations from the non-drag equations of projectile motion corresponded to deficits between 9 and 31%, which is described by a football toppling compound drag coefficient of 0.007 ± 0.003 kg/m. Independent variables including impact location and impact angle orientation resulted in 15 impact conditions. We found that an impact location of 5.5 cm from the bottom of the ball maximized trajectory height and distance. At the 5.5-cm impact location, alterations in impact angle produced minimal change in football trajectory, including launch angle (range = 1.96 deg), launch speed (range = 1.06 m/s), and range (range = 0.94 m). 相似文献
364.
Third-year College Retention and Transfer: Effects of Academic Performance, Motivation, and Social Connectedness 总被引:1,自引:0,他引:1
Jeff Allen Steven B. Robbins Alex Casillas In-Sue Oh 《Research in higher education》2008,49(7):647-664
We studied the effects of academic performance, motivation, and social connectedness on third-year retention, transfer, and
dropout behavior. To accommodate the three outcome categories and nesting of data within institutions, we fit a hierarchical
multinomial logistic regression path model with first-year academic performance as a mediating effect. Our sample included
6,872 students representing 23 four-year universities and colleges. This work expands the current state of persistence research
by (1) considering the effects of motivation and social connectedness on college persistence beyond the first year of college,
(2) testing whether the effects of motivation and social connectedness on third-year retention and transfer are direct, indirect,
or both, and (3) testing whether the effects of academic performance, motivation, and social connectedness are different for
retention and transfer. We found that academic performance has large effects on likelihood of retention and transfer; academic
self-discipline, pre-college academic performance, and pre-college educational development have indirect effects on retention
and transfer; and college commitment and social connectedness have direct effects on retention. Academic self-discipline led
to greater first-year academic performance, which suppressed its effect on retention and transfer. Practical and theoretical
implications of these findings and directions for future research are discussed.
A previous version of this paper was presented at the 2nd Annual National Symposium on Student Retention, Albuquerque, New
Mexico, October 2006. 相似文献
365.
University teachers are faced with a problem of ‘knowing’ their learners when teaching on a Massive Open Online Course (MOOC). This paper explores and analyses what the University of Edinburgh has come to know about its recent MOOC participants, highlighting one particular course. We draw attention to barriers and enablers from co-existent understandings and expectations of course design, and from an abundance of highly qualified participants. We compare characteristics of participants who report a positive experience with those who do not. Mixed messages about teacher presence may have implications that go beyond MOOCs. We contemplate whether the participant group should be seen as a single massive multivocal entity. The paper concludes with a discussion of the potential opportunity for MOOCs to challenge standardization, homogenization and commodification of education. Shifting attention from the achievements of an individual to what can be done with a multitude, MOOCs may open up new educational arenas. 相似文献
366.
David Matthew Waguespack Jhanna Kristín Birnir Jeff Schroeder 《Research Policy》2005,34(10):1570-1590
We examine the effect of national political institutions on patent application rates. The expected future value of a patent, like any other form of property, depends at least partially on certainty about the future. In circumstances where policy stability is greatest, and hence political uncertainty least, one should expect more aggressive pursuit of intellectual property rights. We test these ideas using a 27 year panel of Latin American and Caribbean nations, estimating US patent applications and domestic patent applications by local inventors for each observation, and holding other economic and technological inputs to innovation constant. Our principal finding is that political stability matters to patenting. For US patent applications institutional system tenure, regardless of system type, increases patent applications. For domestic patent applications, institutional stability has either a weakly negative or insignificant effect, a result we attribute to generally escalating local patenting standards over time. The type of government influences both US and domestic patent applications rates, with a veto-players institutional coding better predicting marginal patenting rates than regime type. 相似文献
367.
368.
Information Retrieval Journal - Ranking models are the main components of information retrieval systems. Several approaches to ranking are based on traditional machine learning algorithms using a... 相似文献
369.
Jeff Gerdes 《英语沙龙》2014,(1)
正说起美国加州,优胜美地(Yosemite)、棕榈泉(Palm Springs)、迪士尼乐园(Disneyland)也许是人们较为熟知的名字。本期,旅居中国的Jeff Gerdes将带领我们感受一个美国人眼中的加州:除了在好莱坞大片中经常出现的金门大桥(Golden 相似文献
370.
Byrnes LJ Sigafoos J Rickards FW Brown PM 《Journal of deaf studies and deaf education》2002,7(3):244-257
The inclusion of students who are deaf or hard of hearing in Department of Education and Training (government) schools in the state of New South Wales, Australia, is supported through a policy known as the Special Education Policy (NSW Department of School Education, 1993). The policy is operational for all students with disabilities, learning difficulties, or behavior disorders, regardless of their educational provision. This article focuses on how the policy and continuum of services have developed and the attitudes of stakeholders toward both policy and practice. The article begins by framing the policy in terms of legal mandates and then gives an overview of current educational provisions, followed by a discussion of attitudes toward inclusion as held by stakeholders in New South Wales government schools. The article concludes by attempting to assess the potential effects of both policy and practice on students who are deaf or hard of hearing. 相似文献