全文获取类型
收费全文 | 322篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 262篇 |
科学研究 | 22篇 |
各国文化 | 1篇 |
体育 | 12篇 |
综合类 | 2篇 |
信息传播 | 28篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 8篇 |
2019年 | 15篇 |
2018年 | 16篇 |
2017年 | 20篇 |
2016年 | 22篇 |
2015年 | 10篇 |
2014年 | 11篇 |
2013年 | 58篇 |
2012年 | 18篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 13篇 |
2008年 | 6篇 |
2007年 | 8篇 |
2006年 | 4篇 |
2005年 | 6篇 |
2004年 | 6篇 |
2002年 | 5篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1999年 | 2篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 5篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1979年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 3篇 |
1974年 | 1篇 |
1971年 | 1篇 |
1959年 | 1篇 |
1921年 | 1篇 |
1920年 | 1篇 |
1844年 | 1篇 |
1843年 | 1篇 |
排序方式: 共有327条查询结果,搜索用时 31 毫秒
191.
Anita?KothariEmail author Nina?Hovanec Shannon L?Sibbald Lorie?Donelle Patricia?Tucker 《知识管理研究与实践》2016,14(3):401-411
Translating formal and informal knowledge into public health (PH) action is essential given that PH professionals rely on up-to-date and context-specific information for effective programme planning, implementation, and evaluation. Knowledge management (KM) provides possible solutions to this challenge. We conducted an evaluation of a pilot implementation of four KM tools: (1) After Action Review; (2) Communities of Practice; (3) Peer Assist and; (4) Organizational Yellow Pages. The evaluation focused on fidelity, feasibility, and acceptability of the tools. Three main messages emerged from the study findings: (1) KM tools can be implemented in a PH context for the sharing of explicit and tacit knowledge, (2) enabling organizational environments were important for implementation, and (3) the provision of a facilitator during the implementation period was also important and appreciated by study participants. 相似文献
192.
Laura Repo Nina Sajaniemi 《Early Years: An International Journal of Research and Development》2015,35(1):5-21
Despite the growing body of evidence that the origins of bullying lie in early childhood, very little is known about the nature of the phenomenon in preschool groups. The current understanding among studies conducted in the school environment is that bullying prevention can only be effective if training with individual children takes place parallel to broader interventions in the classroom. The aim of this study was to examine how bullying prevention should be focused among under school-aged children. Since we know that children with special educational needs (SEN) have been found to be extremely vulnerable to bullying and victimization, we examined the role of three- to six-year olds with SEN in bullying situations. In addition, we examined whether the peripheral roles of other children in bullying situations can already be observed in preschool groups. The data were collected from a survey of day care staff in the city of Vantaa (n = 771). According to staff reports, 18% of bullying took place in situations in which children with SEN were present. Bullies with SEN used more physical forms of bullying and bullies without SEN used more psychological forms of bullying. The findings also showed that the multiple, peripheral roles of the bystanders in bullying situations are already occurring in preschool groups, especially among boys. It is important to target intervention programs in preschools both on individual children and at group level. 相似文献
193.
Steffen Ringhof Nina Zeeb Stefan Altmann Rainer Neumann Alexander Woll Thorsten Stein 《European Journal of Sport Science》2019,19(5):557-566
Slackline training has been shown to improve balance and neuromuscular performance. However, recent studies suggested that balance is task-specific, implying that transferability of balance skills is limited and might depend on the similarity of the tasks. This study therefore investigated if short-term slackline training could improve performance in balance tasks that are either more or less similar to the trained slackline task. Furthermore, we assessed potential transfer effects to other neuromuscular performance tests.25 female handball players (23.7?±?3.9 years) participated in our study and were matched to either a slackline training (SLT; n?=?14) or a control group (CON; n?=?11). The intervention comprised 12 sessions with overall 120 minutes of slackline training using single and double slacklines. Slackline standing time and measures of dynamic and static balance were assessed before and after the intervention, as well as power and sprint-related performance parameters.Two-way repeated-measures ANOVA found a significant group?×?time interaction for slackline standing time, indicating larger training effects for SLT. For the remaining dynamic and static balance tests, no significant interactions were found. With regard to neuromuscular performance, there was a significant group?×?time interaction only in change of direction.In essence, the study showed that slackline training induced task-specific balance improvements without affecting general balance. This adds further evidence to the task-specificity principle of balance, although the specificity of the sample as well as the briefness of the intervention should be taken into account when generalizing our findings. Nonetheless, this study contains practical implications for team sports interventions and future balance training studies, highlighting the importance of selecting appropriate balance exercises to yield rapid and the desired training outcomes. 相似文献
194.
Identification and characterization of two key visitor groups by age emerged from a year-long visitor research project at the Chicago Botanic Garden. the two groups (seniors aged 55 and older, who dominated the audience profile in all four seasons, and younger guests, aged 18 to 34, who were minimally present) are discussed in relation to their differing leisure preferences, expectations of the Garden, psychographics, and demographics, and to the impact their distinct leisure interests and values will have on program planning and marketing. Applying the data to decision making and action requires prioritizing the Garden's responses to each of these audiences regarding use of interpretive materials/activities, design of special events and learning programs, development of a family discovery center, expansion of environmental programming, and emphasis on the social experience of a casual visit to the Garden. 相似文献
195.
196.
197.
历史文化主题公园承载着地方传统文化、科学技术、民俗风情等各个方面的展示和传承,是文旅融合发展的先锋.本文以清明上河园、杭州宋城为经验借鉴,探讨文旅融合背景下苏州构建历史文化主题公园的构想,为推进苏州文旅融合发展实践提供参考. 相似文献
198.
O.P. Hood 《Journal of The Franklin Institute》1921,192(3):391-392
199.
200.
Research Findings: Sibling teaching and learning behaviors were investigated in 2 studies of children in early and middle childhood. Study 1 addressed individual differences in teaching/learning and associations with dyadic age, age gap, gender, birth order, and relationship quality in 71 middle-class dyads (firstborns M age = 81.54 months; second-borns M age = 56.27 months). Half of the firstborn and half of the second-born siblings were assigned the role of teacher. Regression analyses indicated that dyadic age and age gap made unique contributions to teacher and learner behavior. Few birth order differences in approaches to teaching/learning were revealed. Findings highlight the reciprocal nature of sibling teaching and learning. Study 2 investigated longitudinal associations between sibling relationship quality and teaching in a second sample (at Time 1 firstborns = 46.8 months; second-borns = 14 months). Positive sibling interaction (including play) at Time 1 was associated with teaching/learning behaviors 4 years later. Practice or Policy: Findings are discussed in light of recent social constructivist notions that children's development is facilitated in the context of intimate relationships. 相似文献