全文获取类型
收费全文 | 236篇 |
免费 | 7篇 |
专业分类
教育 | 184篇 |
科学研究 | 11篇 |
各国文化 | 2篇 |
体育 | 31篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2024年 | 1篇 |
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 9篇 |
2020年 | 8篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 12篇 |
2016年 | 22篇 |
2015年 | 11篇 |
2014年 | 7篇 |
2013年 | 31篇 |
2012年 | 6篇 |
2011年 | 4篇 |
2010年 | 5篇 |
2009年 | 5篇 |
2008年 | 3篇 |
2006年 | 10篇 |
2004年 | 3篇 |
2003年 | 3篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 7篇 |
1997年 | 6篇 |
1995年 | 11篇 |
1994年 | 7篇 |
1992年 | 5篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 2篇 |
排序方式: 共有243条查询结果,搜索用时 0 毫秒
61.
62.
63.
Shazly Savahl Carme Montserrat Ferran Casas Sabirah Adams Habib Tiliouine Elizabeth Benninger Kyle Jackson 《Child development》2019,90(2):414-431
The study used data from the second wave of the Children's Worlds Survey to explore the relation between children's experiences of bullying victimization (physical and psychological) and their subjective well-being (SWB) across three age groups (8, 10, and 12) and 15 global geographical regions. The sample consists of 47,029 children randomly selected from 15 countries. Data were analyzed using structural equation modeling and multigroup confirmatory factor analysis. The results show appropriate fit structure for the overall model, and that the combined influence of physical and psychological bullying made a significant contribution to SWB across age groups and geographical regions. The findings are interpreted using Cummins's (1995) Homeostasis Theory of SWB. 相似文献
64.
Walter A. Laughlin Kyle T. Aune Alek Z. Diffendaffer 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(1):36-47
Swing trajectory and ground reaction forces (GRF) of 30 collegiate baseball batters hitting a pitched ball were compared between a standard bat, a bat with extra weight about its barrel, and a bat with extra weight in its handle. It was hypothesised that when compared to a standard bat, only a handle-weighted bat would produce equivalent bat kinematics. It was also hypothesised that hitters would not produce equivalent GRFs for each weighted bat, but would maintain equivalent timing when compared to a standard bat. Data were collected utilising a 500 Hz motion capture system and 1,000 Hz force plate system. Data between bats were considered equivalent when the 95% confidence interval of the difference was contained entirely within ±5% of the standard bat mean value. The handle-weighted bat had equivalent kinematics, whereas the barrel-weighted bat did not. Both weighted bats had equivalent peak GRF variables. Neither weighted bat maintained equivalence in the timing of bat kinematics and some peak GRFs. The ability to maintain swing kinematics with a handle-weighted bat may have implications for swing training and warm-up. However, altered timings of kinematics and kinetics require further research to understand the implications on returning to a conventionally weighted bat. 相似文献
65.
66.
67.
68.
69.
April Luehmann Yang Zhang Heather Boyle Eve Tulbert Gena Merliss Kyle Sullivan 《科学教学研究杂志》2024,61(2):319-357
We find ourselves at a time when the need for transformation in science education is aligning with opportunity. Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized communities and youth as well as practices to enact it. While NGSS and AST provide concrete guidelines to support deep learning, revisions are needed to explicitly promote social justice. In this study, we sought to understand how a commitment to social justice, operationalized through culturally sustaining pedagogy (Paris, Culturally sustaining pedagogies and our futures. The Educational Forum, 2021; 85, pp. 364–376), might shape the AST framework to promote more critical versions of teaching science for equity. Through a qualitative multi-case study, we observed three preservice teacher teams engaged in planning, teaching, and debriefing a 6-day summer camp in a rural community. Findings showed that teachers shaped the AST sets of practices in ways that sustained local culture and addressed equity aims: anchoring scientific study in phenomena important to community stakeholders; using legitimizing students' stories by both using them to plan the following lessons and as data for scientific argumentation; introducing local community members as scientific experts, ultimately supporting a new sense of pride and advocacy for their community; and supporting students in publicly communicating their developing scientific expertise to community stakeholders. In shaping the AST framework through culturally sustaining pedagogy, teachers made notable investments: developing local networks; learning about local geography, history, and culture; building relationships with students; adapting lessons to incorporate students' ideas; connecting with community stakeholders to build scientific collaborations; and preparing to share their work publicly with the community. Using these findings, we offer a justice-centered ambitious science teaching (JuST) framework that can deliver the benefits of a framework of practices while also engaging in the necessarily more critical elements of equity work. 相似文献
70.
Miguel A. Acosta Xiao Jiang Pin-Kang Huang Kyle B. Cutler Christine S. Grant Glenn M. Walker Michael P. Gamcsik 《Biomicrofluidics》2014,8(5)
Metastatic cancer cells must traverse a microenvironment ranging from extremely hypoxic, within the tumor, to highly oxygenated, within the host''s vasculature. Tumor hypoxia can be further characterized by regions of both chronic and intermittent hypoxia. We present the design and characterization of a microfluidic device that can simultaneously mimic the oxygenation conditions observed within the tumor and model the cell migration and intravasation processes. This device can generate spatial oxygen gradients of chronic hypoxia and produce dynamically changing hypoxic microenvironments in long-term culture of cancer cells. 相似文献