全文获取类型
收费全文 | 1000篇 |
免费 | 16篇 |
国内免费 | 1篇 |
专业分类
教育 | 736篇 |
科学研究 | 19篇 |
各国文化 | 22篇 |
体育 | 82篇 |
文化理论 | 7篇 |
信息传播 | 151篇 |
出版年
2023年 | 8篇 |
2022年 | 7篇 |
2021年 | 21篇 |
2020年 | 45篇 |
2019年 | 44篇 |
2018年 | 70篇 |
2017年 | 61篇 |
2016年 | 60篇 |
2015年 | 23篇 |
2014年 | 54篇 |
2013年 | 207篇 |
2012年 | 24篇 |
2011年 | 27篇 |
2010年 | 20篇 |
2009年 | 26篇 |
2008年 | 31篇 |
2007年 | 29篇 |
2006年 | 23篇 |
2005年 | 19篇 |
2004年 | 11篇 |
2003年 | 19篇 |
2002年 | 13篇 |
2001年 | 27篇 |
2000年 | 20篇 |
1999年 | 8篇 |
1998年 | 7篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1992年 | 10篇 |
1991年 | 5篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1982年 | 4篇 |
1981年 | 3篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1972年 | 2篇 |
1971年 | 3篇 |
1967年 | 3篇 |
1906年 | 2篇 |
排序方式: 共有1017条查询结果,搜索用时 9 毫秒
31.
Workbook reading achievement of five second-grade girls was assessed under two teacher-contact contingencies. Under one contingency, teacher contacts were made during on-task behavior. Under the other contingency, differential reinforcement of an incompatible behavior (DRI) was in effect, with teacher contacts contingent on students' hand-raising behavior. Both reading achievement and time on task were greater under the on-task contingency than under DRI for hand raising. 相似文献
32.
33.
L. DiAnne Borders Laura M. Gonzalez Lindsey K. Umstead Kelly L. Wester 《Counselor Education & Supervision》2019,58(4):293-308
Eighteen new counselor educators shared in‐depth reports of their efforts to establish an early record of scholarly productivity, critical to their success in academe. Analyses of their experiences using consensual qualitative research methods revealed components of both highly positive and highly discouraging program environments and their impact on participants’ research goals. 相似文献
34.
Kelly A. Mackintosh Nicola D. Ridgers Melitta A. McNarry 《Journal of sports sciences》2019,37(13):1506-1511
Physical activity (PA) is a key element in Cystic Fibrosis (CF) treatment strategies, yet little is known as to whether activity compensation occurs. This study examined whether PA and/or sedentary time on one day were temporally associated with time spent in these intensities the following day in youth with CF. Time spent sedentary and in different PA intensities were objectively-measured for seven consecutive days in 50 youth (22 boys; 12.0 ± 2.7 years); 25 with mild-to-moderate CF and 25 age- and sex-matched controls. Multilevel analyses (day and child) were conducted using generalised linear latent and mixed models. On any given day, every additional 10 minutes spent in sedentary time or moderate-to-vigorous physical activity (MVPA) were associated with 1.9 (95%CI: ?3.6 to ?1.2) and 12.4 (95%CI: ?22.1 to ?2.9) minutes less sedentary time the following day, respectively. These temporal associations were also observed when split by group (3.1 vs. 1.9 minutes for healthy and CF, respectively). These findings indicate that youth do not compensate their PA, irrespective of disease status, between days, but may compensate their sedentary time between days. Experimental studies are warranted to fully elucidate whether compensatory responses to PA and sedentary time occur, which is fundamental for informing PA promotion strategies. 相似文献
35.
Cathryn L. Booth Jean F. Kelly Susan J. Spieker Tracy G. Zuckerman 《Early education and development》2003,14(1):83-100
Attachment relationships of toddlers (N = 45) to their child-care providers were investigated. Children's behaviors with their mothers were observed at home at 24 months and with their child-care providers at 26 months. Attachment Q-Sort procedures were used at home (90 items) and in child care (78 items); the latter yielded a 15-item Safe and Secure Scale describing the safe haven and secure base functions of attachment relationships in child care—being able to (a) seek and receive positive attention, (b) feel safe and protected, (c) receive support for exploration, (d) receive consolation when distressed, and (e) seek and accept assistance. Independent observational measures of child-care quality also were obtained at 24 months. As hypothesized, the Safe and Secure Scale was related to proximal rather than distal indicators of child-care quality, and it was a stronger measure than the child-caregiver Q-security score that was based on all 78 items. Child-mother and child-caregiver security were significantly related. 相似文献
36.
ABSTRACT We compared cardiometabolic demand and post-exercise enjoyment between continuous walking (CW) and time- and intensity-matched interval walking (IW) in insufficiently active adults. Sixteen individuals (13 females and three males, age 25.3 ± 11.1 years) completed one CW and one IW session lasting 30 min in a randomised-counterbalanced design. For CW, participants walked at a mean intensity of 65–70% predicted maximum heart rate (HRmax). For IW, participants alternated between 3 min at 80% HRmax and 2 min at 50% HRmax. Expired gas was measured throughout each protocol. Participants rated post-exercise enjoyment following each protocol. Mean HR and V˙O2 showed small positive differences in IW vs. CW (2, 95%CL 0, 4 beat.min?1; d = 0.23, 95%CL 0.06, 0.41 and 1.4, 95%CL 1.2 ml.kg?1.min?1, d = 0.36, 95%CL 0.05, 0.65, respectively). There was a medium positive difference in overall kcal expenditure in IW vs. CW (25, 95%CL 7 kcal, d = 0.58, 95%CL 0.33, 0.82). Post-exercise enjoyment was moderately greater following IW vs. CW (9.1, 95%CL 1.4, 16.8 AU, d = 0.62, 95%CL 0.06, 0.90), with 75% of participants reporting IW as more enjoyable. Interval walking elicits meaningfully greater energy expenditure and is more enjoyable than CW in insufficiently active, healthy adults. 相似文献
37.
The study examined the ability of deaf and hearing students at the college and middle school levels to discern and apply knowledge of printed word morphology. There were 70 deaf and 58 hearing participants. A two-part paper-and-pencil test of morphological knowledge examined subjects' ability to (a) perceive segmentation of morphemes within printed words and (b) recognize meanings associated with various printed morphemes. The hearing college students performed best on every dependent measure of the two-part test. The deaf college students scored significantly lower than the hearing college students but similarly to the hearing middle school students. Deaf middle school students consistently scored the lowest on both parts of the test. While all students' performance declined as the difficulty of the morphemic content increased within both tasks, the decline was greatest among middle school deaf students. Although segmentation and semantic analysis skills necessary to morphographic decoding were apparent in the deaf students, their mastery levels fell significantly below those of the hearing subjects. 相似文献
38.
Modern biological sciences require practitioners to have increasing levels of knowledge, competence, and skills in mathematics and programming. A recent review of the science curriculum at the University of Queensland, a large, research-intensive institution in Australia, resulted in the development of a more quantitatively rigorous undergraduate program. Inspired by the National Research Council''s BIO2010 report, a new interdisciplinary first-year course (SCIE1000) was created, incorporating mathematics and computer programming in the context of modern science. In this study, the perceptions of biological science students enrolled in SCIE1000 in 2008 and 2009 are measured. Analysis indicates that, as a result of taking SCIE1000, biological science students gained a positive appreciation of the importance of mathematics in their discipline. However, the data revealed that SCIE1000 did not contribute positively to gains in appreciation for computing and only slightly influenced students'' motivation to enroll in upper-level quantitative-based courses. Further comparisons between 2008 and 2009 demonstrated the positive effect of using genuine, real-world contexts to enhance student perceptions toward the relevance of mathematics. The results support the recommendation from BIO2010 that mathematics should be introduced to biology students in first-year courses using real-world examples, while challenging the benefits of introducing programming in first-year courses. 相似文献
39.
40.