全文获取类型
收费全文 | 237篇 |
免费 | 2篇 |
专业分类
教育 | 189篇 |
科学研究 | 4篇 |
各国文化 | 5篇 |
体育 | 12篇 |
信息传播 | 29篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 17篇 |
2017年 | 15篇 |
2016年 | 12篇 |
2015年 | 7篇 |
2014年 | 13篇 |
2013年 | 52篇 |
2012年 | 9篇 |
2011年 | 5篇 |
2010年 | 10篇 |
2009年 | 9篇 |
2008年 | 7篇 |
2007年 | 1篇 |
2006年 | 3篇 |
2005年 | 11篇 |
2004年 | 10篇 |
2003年 | 1篇 |
2002年 | 7篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1990年 | 1篇 |
1987年 | 2篇 |
1984年 | 1篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1966年 | 1篇 |
1965年 | 1篇 |
1963年 | 1篇 |
1898年 | 1篇 |
排序方式: 共有239条查询结果,搜索用时 31 毫秒
231.
Jonathan Sinclair Katrina Taylor Andrew Greenhalgh 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):65-71
Fencing is a high-intensity sport involving dynamic movements such as the lunge exposing the musculoskeletal system to high impact forces, which emphasises the importance of the shock attenuating properties of footwear as a factor in the prevention of injury. The aim of this study was to investigate the magnitudes of the transient axial impact shock experienced at the tibia between traditional fencing shoes and standard athletic footwear during the impact phase of the fencing lunge. Peak tibial shock was measured in 19 male fencers in 4 different footwear conditions using an accelerometer placed on the distal aspect of the tibia. The standard footwear (11.08 g and 8.75 g for squash and running shoe, respectively) resulted in significant (p < 0.01) reductions in peak impact shock in comparison to the traditional fencing shoes (15.93 g and 13.97 g for the Adidas and Hi-Tec shoe, respectively). No significant differences were found between the running and squash shoes (p = 0.09) or between the fencing shoes (p = 0.48). The documented reduction in impact shock found suggests that running or squash specific footwear may reduce overuse injury occurrence, indicating that there is justification for a re-design of fencing shoes. 相似文献
232.
R Scott Van Zant Kelly Jo Cape Katrina Roach Janie Sweeney 《Cardiopulmonary Physical Therapy Journal》2013,24(2):18-26
Purpose
The study purpose was to assess perceptions of physical therapists (PTs) regarding the role of physical therapy in cardiovascular disease (CVD) prevention.Methods
A 25-item survey, validated by expert cardiovascular/pulmonary (CVP) PTs, was sent electronically to 2,673 PTs. Each item represented an element of clinical practice behavior: education of CVD/risk factors (EDCVD), administration of primary CVD prevention (PRECVD), identifying underlying CVD/risk factors (IDCVD), monitoring CV status in patients with CVD (MONCVD). Responses were assigned numeric values (strongly agree = 5 to strongly disagree = 1), and mean element scores were analyzed.Results
Most of the 516 respondents were APTA Section members (34% CVP Section, 42% other Section membership) and worked in academia (53%). Items showing a high (> 95%) level of agreement included patient education of smoking (97%) and monitoring exercise intensity (99%), assessing exercise benefits (99%), clinically identifying obesity (97%) and hypertension (97%), and monitoring CV response to exercise (99%). Items failing to reach 80% overall agreement were patient education of CVD medications (79%) and blood chemistry (72%), and assessing CVD family history (75%), patient BMI (60%), and body composition (33%). Identifying underlying CVD (77.2%) was the only practice behavior failing to reach 80% agreement. Outpatient PTs agreed significantly less to all elements vs. academics, and to IDCVD vs. all PTs except home health.Conclusions
Physical therapists support most CVD prevention behaviors, but not given elements of patient education and identifying underlying CVD/risk factors.Key Words: cardiovascular disease, primary disease prevention, secondary disease prevention 相似文献233.
Jacqueline M. Swank Glenn W. Lambie E. Lea Witta 《Counselor Education & Supervision》2012,51(3):189-206
The authors examined the psychometric properties of the Counseling Competencies Scale (CCS; University of Central Florida Counselor Education Faculty, 2009 ), an instrument designed to assess trainee competencies as measured in their counseling skills, dispositions, and behaviors. There was strong internal consistency for the 4‐factor model for midterm data (.927) and the 5‐factor model for final data (.933). Interrater reliability for the total CCS score was .570, and criterion‐related validity (correlation between the total score on the final CCS and semester grade) yielded a moderate correlation (r= .407, p < .01). Thus, the results provide initial support for using the CCS to assess counseling students’ professional competencies. 相似文献
234.
In a previous paper, we described the process in which a reform, grown in the soil of one school district (Community District
#2 in New York City) was transplanted to new soil, a new context (the San Diego City Schools). In this paper we examine the
condition of the reform 6 years later, at the time Anthony Alvarado, the architect of the reform in New York City and its
transplant to San Diego, left the San Diego City Schools, and a new phase of reform was underway. From 1998 through 2002,
the San Diego City Schools engaged in a dramatic, daring, and possibly unprecedented reform. Their overarching goal was expressed
consistently in terms of student learning. To achieve that commendable goal, the District instituted a content-driven, centralized,
comprehensive, and fast-paced reform in 1998. We discuss the tensions that were produced when the ambitiousness of a reform
outpaced the capacity of educators to carry it out; when the values, norms, and beliefs of teachers and principals col These
developments have consequences for our assessment of how reforms travel from one district to another. Reforms that were developed
for and proved their effectiveness in elementary settings appear to have limited transferability to middle and high school
settings because elementary students’ learning trajectories are different from adolescents and the organizations of high schools
are very different from elementary schools. And reforms that privilege the technical dimension of school reform must always
be sensitive to the way that interacts with the political and cultural dimensions. 相似文献
235.
236.
The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group. 相似文献
237.
Libraries are looking for a better way to encode and share their data. Christensen's disruptive technologies theory provides a framework for evaluating linked data and thinking about future uses of library technology. Because of its lack of use and technical weaknesses, linked data is not yet poised to emerge as a disruptive innovation. It has the potential, however, to become disruptive and should be explored first in spin-offs that supplement library data or provide access to other electronic content. Library systems under development should focus on remaining nimble and open to unforeseen future technologies and uses. 相似文献
238.
What is an action learning set (ALS)? An ALS is a regular, action focused peer discussion group, generally facilitated, to address work place issues. Methods of undertaking ALS: methods are flexible within a range of approaches according to the group's developing needs. Benefits of ALS: builds trust, professional development, enables action, increases self-awareness and organisational thinking. Conclusion: ALS represents a workable peer group supervision format worth considering in nursing education and practice. 相似文献
239.
Chimezie O. Amaefule Jasmin Breitwieser Daniel Biedermann Lea Nobbe Hendrik Drachsler Garvin Brod 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1351-1372
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.
Practitioner notes
What is already known about this topic- Educational applications provide children with unrestricted access to mobile learning resources.
- Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
- There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
- Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
- Perceived enjoyment predicted behavioural intention to use the application.
- Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
- These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
- Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
- The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.