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31.
32.
Byrd R Pierce K Rielly L Brady J 《Sports biomechanics / International Society of Biomechanics in Sports》2003,2(1):133-140
Prestigious professional organisations have questioned the efficacy of resistive training by children or have often neglected to address weightlifting in their position papers on resistive training for children. The purpose of this paper was to address the deficit in data regarding the efficacy of training children for weightlifting and to report data regarding to safety in this population. Eleven subjects (3 female, 8 male) who had trained at the USA Weightlifting Development Centre in Shreveport Louisiana for a minimum of 22 months (mean = 28.8; SD +/- 4.4) served as subjects for this study. Means for the pool of subjects subjected to t-test to compare data obtained at each subject's initial competition with that obtained at the individual's most recent competition revealed significant positive changes in body weight, snatch weight, clean and jerk weight, and total weight lifted. The latter three were significant both in absolute weight and in weight lifted per kg of body weight. Total weight lifted at competitions plotted separately for boys and for girls across time indicated an apparently steeper slope of improvement for boys. The latter were not tested for significance because of the small sample sizes. The lack of injury in training and in 534 competitive lifts was discussed. None required medical attention or loss of training time. It was concluded that there can be no doubt regarding the efficacy of weightlifting as carried out at the USA Weightlifting Development Centre. The importance of proper application of scientific theory of conditioning in a conservative manner for this population was emphasised. 相似文献
33.
At the Butcher Shop, a steakhouse in downtown Memphis, a banquet-size table is crowded with people who are all somehow asso-ciated with Justin Timberlake: his mother and stepfather, Lynn and Paul Harless (who co-manage his career), his best friend's girlfriend, his publicist, some family friends, business asso-ciates, me. We pass our time laughing and drinking wine and eating filet (鱼片) mignon and twice-baked potatoes, but we're really just waiting 相似文献
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A major feature of education in the twenty-first century is assessment. Forensic educators should heighten the importance of learning outcomes and utilize assessment efforts to directly measure how forensic programs develop educational foundations for students. This article focuses on the use of tournaments and noncompetitive educational outcomes, such as engagement within academic communities, service-learning, and the promotion of the value of forensics, to connect the educational benefits of the activity to help define the mission of forensics in the twenty-first century. 相似文献
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Jenny Olin Shanahan Elizabeth Ackley-Holbrook Eric Hall Kearsley Stewart Helen Walkington 《Mentoring & Tutoring: Partnership in Learning》2015,23(5):359-376
This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant “lessons learned,” or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches. 相似文献
38.
Emily E. Scott Jack Cerchiara Jenny L. McFarland Mary Pat Wenderoth Jennifer H. Doherty 《科学教学研究杂志》2023,60(1):63-99
In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry. 相似文献
39.
John Colvin Chris Blackmore Sam Chimbuya Kevin Collins Mark Dent John Goss Ray Ison Pier Paolo Roggero Giovanna Seddaiu 《Research Policy》2014
Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed. 相似文献
40.
Jerry Booth Sarah Collins Anna Hammond† 《Assessment & Evaluation in Higher Education》2009,34(1):17-29
This article suggests that quality assessment in the UK has been largely set apart from learning and teaching and reports on a pilot project at the Hull York Medical School which attempted to integrate students’ evaluation of their clinical placements into the curriculum. It outlines the operational demands of this integrated method and compares the student experience of different evaluation methods. It argues that, when properly prepared and considered, evaluation can help students to practise useful skills and suggests that integrating this type of evaluation into the curriculum could be a step towards encouraging academic staff to engage with quality processes. 相似文献