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David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献
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Scott Ailliet Rik Vandenberghe Toon Schiemsky Lode Van Overbeke Philippe Demaerel Wouter Meersseman David Cassiman Pieter Vermeersch 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2022,32(2)
Vitamin B12 deficiency can present with neurologic and psychiatric symptoms without macrocytic anaemia. We describe a case of late-onset cobalamin C deficiency which typically presents with normal serum vitamin B12 concentrations, posing an additional diagnostic challenge. A 23-year-old woman with decreased muscle strength and hallucinations was diagnosed with ‘catatonic depression’ and admitted to a residential mental health facility. She was referred to our hospital for further investigation 3 months later. Heteroanamnesis revealed that the symptoms had been evolving progressively over several months. Magnetic resonance imaging (MRI) of the brain showed diffuse symmetrical white matter lesions in both hemispheres. Routine laboratory tests including vitamin B12 and folic acid were normal except for a slight normocytic, normochromic anaemia. Over the next 6 weeks her symptoms deteriorated, and she became unresponsive to stimuli. A new MRI scan showed progression of the white matter lesions. The neurologist requested plasma homocysteine (Hcys) which was more than 8 times the upper limit of normal. Further testing revealed increased methylmalonic acid and the patient was diagnosed with adult-onset cobalamin C deficiency. This case illustrates that Hcys and/or methylmalonic acid should be determined in patients presenting with neuropsychiatric symptoms suggestive of vitamin B12 deficiency with a normal serum vitamin B12 to rule out a late-onset cobalamin C deficiency. 相似文献
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Compared intrachild variability of five-year-old children (49 black, 34 white) on the Primary Mental Abilities Test when subjects reached their fifth birthday after completing at least two years of preschool enrichment. Conclusions, although qualified on the basis of limited sample size, revealed wider intrachild variability with minority children. This suggests that abandonment of testing may increase instructional problems and possibly lower the quality of instruction provided minority and poor children. 相似文献
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许多运动队将全程比赛分析作为教练员的指导工具,研究己方和对方运动员的类型、战术和技术特点.网球项目中,拥有个人分析师的运动员并不多见,大部分运动员和教练员使用分析设备和程序提供的客观、可靠的反馈信息,自己进行赛前及赛后分析.很多教练员采用其他教练员的有效训练模式,因为不是所有人都有时间去分析1000h的大满贯录像来找出战术差异,但可利用他人的分析结果.赛事录像记录的客观数据提供了充足的反馈信息,教练员可根据这些反馈信息调整技战术,进行针对性的训练. 相似文献
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Wilson C Simpson SE van Emmerik RE Hamill J 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(1):2-9
The aim of this study was to examine the influence of skill of expert triple jumpers on the coordination variability of lower extremity intra-limb couplings. In contrast to the traditional motor learning perspective, we hypothesized that as skill and thus performance increases, movement coordination variability will also increase. Three-dimensional kinematic and ground reaction force data were collected during the hop-step transition phase of the triple jump. Relative motion plots and a modified vector coding technique were used to quantify the coordination variability across the trials. The results were consistent with a U-shaped curve, representing coordination variability, as skill increases. The high coordination variability in less skilled athletes is present while the appropriate characteristics defining the movement coordination patterns are acquired. This coordination variability may not be beneficial to performance. As the refinement of these characteristics is achieved, coordination variability decreases, resulting in a more consistent or regulated performance. In the final stages of developing a skilled performance, a functional variability is accessed that brings flexibility to the system allowing it to cope with perturbations. This study highlights the need to address the learning effect when analysing coordination variability from a dynamical systems perspective. 相似文献
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The home advantage is a widely acknowledged sporting phenomenon, especially in association football. Here, we examine the second leg home advantage, an effect that is discussed in the public domain but which has received very little scientific attention. The second leg home advantage effect occurs when on average teams are more likely to win a two-stage knock-out competition when they play at home in the second leg. That is, both teams have a home advantage but this advantage is significantly greater for the team that plays at home second. Examining data from three different European Cup football competitions spanning 51 years, we show that the second leg home advantage is a real phenomenon. The second leg home team has more than a 50% probability to qualify for the next round in the competition even after controlling for extra time and team ability as possible alternative explanations. The second leg home advantage appears, however, to have decreased significantly over the past decade. Possible reasons for its existence and subsequent decline are presented. 相似文献
29.
This study assessed the differential contribution of personality to the explanation of variance in achievement in the mother tongue and mathematics at the high school level. The results indicated that personality, as measured by the HSPQ, aided the explication of variance in achievement in the mother tongue significantly, but had little influence on mathematics. Personality contributed as much to the explanation of variance in the mother tongue as did the composite cognitive variable. The influence of personality on achievement in mathematics was shown to be negligible. Some practical implications for the teaching of the first language are drawn. 相似文献
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