全文获取类型
收费全文 | 633篇 |
免费 | 13篇 |
国内免费 | 1篇 |
专业分类
教育 | 430篇 |
科学研究 | 29篇 |
各国文化 | 47篇 |
体育 | 39篇 |
文化理论 | 2篇 |
信息传播 | 100篇 |
出版年
2023年 | 5篇 |
2021年 | 6篇 |
2020年 | 14篇 |
2019年 | 19篇 |
2018年 | 23篇 |
2017年 | 29篇 |
2016年 | 19篇 |
2015年 | 14篇 |
2014年 | 17篇 |
2013年 | 136篇 |
2012年 | 13篇 |
2011年 | 10篇 |
2010年 | 11篇 |
2009年 | 22篇 |
2008年 | 18篇 |
2007年 | 17篇 |
2006年 | 12篇 |
2005年 | 23篇 |
2004年 | 25篇 |
2003年 | 13篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 15篇 |
1999年 | 15篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 6篇 |
1995年 | 10篇 |
1993年 | 3篇 |
1991年 | 6篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1983年 | 4篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1978年 | 7篇 |
1977年 | 3篇 |
1976年 | 3篇 |
1975年 | 7篇 |
1973年 | 4篇 |
1971年 | 3篇 |
1946年 | 3篇 |
1943年 | 4篇 |
1933年 | 3篇 |
1929年 | 3篇 |
1928年 | 3篇 |
排序方式: 共有647条查询结果,搜索用时 15 毫秒
11.
12.
Jeff D. Farmer Helen Gerretson Marshall Lassak 《Journal of Mathematics Teacher Education》2003,6(4):331-360
In this article, we report on an 18-month longmathematics professional development projectwith elementary school teachers. Using a modelwe developed, three participant case studieswere analyzed with respect to not only theprofessional development milieu, but also howthese teachers interacted with the professionaldevelopment experience. In particular we foundthat having teachers reflect on new, authenticreform-oriented mathematics learningexperiences leads some teachers to take aninquiry stance concerning their own teaching,resulting in self-sustaining changes in theirmathematics instructional practices. Thisimplies that professional development forelementary mathematics teachers should includechallenging mathematics learning experiencescomplete with opportunities to reflect on personal and professional implications. 相似文献
13.
Drawing comparisons between students’ alternative solution strategies to a single mathematics problem is a powerful yet challenging instructional practice. We examined 80 preservice teachers’ when asked to design a short lesson when given a problem and two student solutions—one correct and one incorrect. These micro-teaching events were videotaped and coded, revealing that fewer than half of participants (43%) made any explicit comparison or contrasts between the two solution strategies. Those who did were still not likely to use additional support strategies to draw students’ attention to key elements of the comparison. Further, correlations suggest that participants’ mathematical content knowledge may be related to whether participants’ showed contrasting cases but not to whether they used specific pedagogical cues to support those comparisons. While these micro-teaching events differ from the interactive constraints of a classroom, they reveal that participants did not immediately orient toward differing student solutions as a discussion opportunity, and that future instruction on contrasting cases must highlight the utility of this practice. 相似文献
14.
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
15.
16.
17.
Samuel T. Orange Phil Marshall Leigh A. Madden Rebecca V. Vince 《Journal of sports sciences》2019,37(11):1227-1234
This study examined the relationship between sit-to-stand (STS) power and physical function in adults with severe obesity. Thirty-eight adults (age: 44 ± 12 years; body mass index [BMI]: 45.2 ± 7.8 kg/m2) completed evaluations of STS power, strength and functional performance. STS power was measured with a wearable inertial sensor, strength was assessed with the isometric mid-thigh pull, and function was measured with the timed up-and-go (TUG), six-minute walk test (6MWT) and 30-s chair STS. Power and strength (normalised to body mass) entered regression models in addition to age, gender, BMI and physical activity (daily step count). Power displayed large univariate associations with TUG (r = 0.50) and 30-s chair STS (r = 0.67), and a moderate association with 6MWT (r = 0.49). Forward stepwise regression revealed that power independently contributed to TUG (β = ?0.40, p = 0.010), 30-s chair STS (β = 0.67, p < 0.001) and 6MWT performance (β = 0.27, p = 0.007). Power also appeared to be a superior determinant of function compared with strength. Power generated via the STS transfer largely underpins the ability to perform functional tasks in adults with severe obesity, although intervention studies are required to investigate a potentially causal relationship. 相似文献
18.
19.
20.