全文获取类型
收费全文 | 519篇 |
免费 | 15篇 |
专业分类
教育 | 357篇 |
科学研究 | 30篇 |
各国文化 | 7篇 |
体育 | 74篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 58篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 10篇 |
2020年 | 17篇 |
2019年 | 30篇 |
2018年 | 31篇 |
2017年 | 28篇 |
2016年 | 25篇 |
2015年 | 18篇 |
2014年 | 21篇 |
2013年 | 105篇 |
2012年 | 26篇 |
2011年 | 20篇 |
2010年 | 9篇 |
2009年 | 21篇 |
2008年 | 11篇 |
2007年 | 17篇 |
2006年 | 10篇 |
2005年 | 16篇 |
2004年 | 12篇 |
2003年 | 17篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 10篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1985年 | 3篇 |
1983年 | 5篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有534条查询结果,搜索用时 0 毫秒
91.
Abstract We examined the extent to which attributions are consistent in the days following competition and how attributions made immediately after competition may influence the temporal patterning of emotions experienced in response to competition. A sample of 60 adult female golfers completed measures of performance satisfaction, causal attribution, and emotion immediately after competition, 5 h after competition, and 2 days after competition. Repeated-measures multivariate analysis of covariance indicated that attributions did not change over this period. Emotions showed a significant decrease in intensity over the 5-h post-competition period. Regression analyses indicated that changes in anger and dejection were more likely in the case of less successful performances. For anger, attributions moderated this level of change. Golfers experienced anger for a longer period when they identified the cause of poor performance as stable rather than unstable. Thus, in the present sample although attributions did not change over 2 days, the longevity of anger depended on the attributions made immediately after competition. 相似文献
92.
93.
We tested the educational utility of “teaching in students' preferred ways” as a new autonomy-supportive way of teaching to enhance students' autonomy and conceptual learning. A pilot test first differentiated preferred versus nonpreferred ways of teaching. In the main study, a hired teacher who was blind to the purpose of the study taught 63 college-age participants in small groups the same 48-minute lesson in one of these two different ways, and we assessed participants' perceived autonomy support, autonomy-need satisfaction, engagement (self-report and rater scored), and conceptual learning (self-report and rater scored). Multilevel analyses showed that participants randomly assigned to receive a preferred way of teaching perceived the teacher as more autonomy supportive and showed significantly greater autonomy-need satisfaction, engagement, and conceptual learning. Mediation analyses using multilevel modeling for clustered data showed that this way of teaching enhanced conceptual learning because it first increased students' autonomy. We conclude that “teaching in students' preferred ways” represents a way of teaching that increases students' autonomy, engagement, and conceptual learning. 相似文献
94.
95.
96.
Is your library market-driven, product-driven or customer-driven? New internet-based data and tools are now available for public libraries that enable you to be customer-driven—for your own unique service area. This article shows how three library systems are using these tools—focused on market segmentation data and geographic information system (GIS) technology—to deliver more relevant customer services. Each solution described in the article was developed in close collaboration between CIVICTechnologies and the library, involving research to understand the library's objectives and desired outcomes, and using the data needed to meet each library's unique challenge. 相似文献
97.
Vladimir Vilde Marc Fourneau Catherine Charles Daniel Van Vlaender Julie Bouhy Yves Poumay 《文物保护研究》2013,58(5):284-297
ABSTRACTThe preservation state of parchment primarily depends on the structure of the collagen fibre network, which in turn is responsible for optical anisotropy, i.e. birefringence. Polarised light microscopy can therefore be used as a non-invasive technique that allows recording of birefringence distribution in the parchment, which directly relates to stress–strain distribution. Using samples from diverse sources (commercial parchment, parchment used by restorers for book binding, and parchment fabricated for the purpose of this study), we assessed the capability of polarised light microscopy for various diagnostics. We performed, for instance, identification of gelatinised regions, layered or ?brous regions in parchment cross section, qualitative analysis of parchment fat content (lipids), observation of stress-induced patterns resulting from tensile tests, and observation of water diffusion. These proof-of-principle experiments extend the capability of polarised light microscopy far beyond its common use and open the path to its deployment in conservation studies. 相似文献
98.
99.
100.
Elena Bender Peter Hubwieser Niclas Schaper Melanie Margaritis Marc Berges Laura Ohrndorf 《Peabody Journal of Education》2013,88(4):519-532
To address the special challenges of teaching computer science, adequate development of teachers’ competencies during their education is extremely important. In particular, pedagogical content knowledge and teachers’ beliefs and motivational orientations play an important role in effective teaching. This research field has been sparsely investigated up to now and there exists no consistent competency model for teaching computer science in Germany. Therefore, this paper describes the development of competency in the areas of pedagogical content knowledge, teachers’ beliefs, and motivational orientations with regard to computer science. Competency-relevant factors for teaching computer science are theoretically derived and concretely formulated with the help of expert interviews conducted according to the critical incident technique and analyzed using techniques of qualitative content analysis. 相似文献