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991.
One of the tests used to evaluate the performance of sports surfaces measures the peak deceleration of a rigid mass during
contact with the surface, after being dropped from a set height. It is widely used and is included in a number of international
standards.
The test was carried out using two drop heights on four different designs of artificial cricket pitch, with a full set of
acceleration data being collected over the duration of impact. These data were then integrated twice with respect to time
to produce velocity and displacement information. Oblique impacts of cricket balls were also carried out and analysed using
a high-speed video system to evaluate the playing performance of each pitch design.
It was found that, although the pitches gave quite different readings of peak deceleration, they produced similar values for
coefficient of restitution and were therefore considered to ‘play’ in a very similar way. This was due to a high peak deceleration
reading being accompanied by a short contact time and low peak deceleration being accompanied by a long contact time, meaning
that the change in momentum was similar in both cases. It was concluded that for accelerometer tests to be useful, all the
acceleration-time data should be analysed, rather than the peak value alone. 相似文献
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993.
Biomechanical differences in soccer kicking with the preferred and the non-preferred leg 总被引:2,自引:2,他引:0
The aims of this study were to examine the release speed of the ball in maximal instep kicking with the preferred and the non-preferred leg and to relate ball speed to biomechanical differences observed during the kicking action. Seven skilled soccer players performed maximal speed place kicks with the preferred and the non-preferred leg; their movements were filmed at 400 Hz. The inter-segmental kinematics and kinetics were derived. A coefficient of restitution between the foot and the ball was calculated and rate of force development in the hip flexors and the knee extensors was measured using a Kin-Com dynamometer. Higher ball speeds were achieved with the preferred leg as a result of the higher foot speed and coefficient of restitution at the time of impact compared with the non-preferred leg. These higher foot speeds were caused by a greater amount of work on the shank originating from the angular velocity of the thigh. No differences were found in muscle moments or rate of force development. We conclude that the difference in maximal ball speed between the preferred and the non-preferred leg is caused by a better inter-segmental motion pattern and a transfer of velocity from the foot to the ball when kicking with the preferred leg. 相似文献
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Cecilia Bjursell Paul Nystedt Anita Björklund Ola Sternäng 《Educational gerontology》2017,43(10):511-521
A prolonged working life is crucial for sustaining social welfare and fiscal stability for countries facing ageing populations. The group of older adults is not homogeneous; however, differences within the group may affect the propensity to continue working and to participate in continuing education. The aim of this paper is to explore how participation in work and education vary with gender, age, and education level in a sample of older adults. The study was performed in Sweden, a context characterized by high female labour-market-participation rates and a high average retirement age. The participants were 232 members of four of the major senior citizens’ organizations. We found no differences in participation in work and education based on gender. People older than 75 years were found to be as active as people 65–75 years old in education, but the older group worked less. There were positive associations between education level and participation in both work and education. Hence, this study implies that socio-economic inequalities along these dimensions are widened later in life. This highlights the importance of engaging workers with lower education levels in educational efforts throughout life. It also emphasizes the need for true lifelong learning in society. 相似文献
998.
Preschool work against bullying and degrading treatment: experiences from an action learning project
Åsa Söderström Annica Löfdahl Hultman 《Early Years: An International Journal of Research and Development》2017,37(3):300-312
This article deals with experiences from an action learning project against bullying and degrading treatment among nine Swedish preschools. Even though definitions of bullying and degrading treatment tend to lead to thoughts of school-age children rather than preschoolers, previous research shows that bullying occurs in preschool as well. Our data consist of documentation of improvement work carried out in the preschools that were analysed from both a peer culture perspective and a school improvement perspective. Our main results show that the preschools, by identifying challenges and actions anchored in the local context, ‘hit the target’ in their work against bullying and degrading treatment in the preschools. However, the children and their perspectives were rarely taken into account in the improvement work, which we consider as ‘missing the point’. Didactic implications for further preschool action learning projects are discussed. 相似文献
999.
Elin Sundström Sjödin 《课程研究杂志》2017,49(1):96-110
AbstractIn this article we explore factors that constitute ‘the social’ for the teacher Susan, which at the same time highlights ethical aspects of the exercise of her profession. We meet her in a situation where she is setting grades, and our interest focuses on the relations that become of concern for her in her professional task to give the students their grades. In this exploration, we recognize the renewal of interest in realism and examine the possible links that can be drawn between transactional realism, as a pragmatic view, and the new materialism, here represented by actor–network theory. Building on a narrative from an interview with a named teacher in a daily newspaper, the empirical study focuses on actors constituting Susan’s reality when grading. Our argument is that in order to understand the complex levels of aspects that influence teachers’ actions, it is necessary to start from the local and from there trace the human and material factors that may affect teachers’ room for action. Bringing material aspects into the consideration of Susan’s situation helps us see that technology itself changes time and spaces and moves the action of grading into spaces outside her professional sphere. 相似文献
1000.