全文获取类型
收费全文 | 4055篇 |
免费 | 49篇 |
国内免费 | 4篇 |
专业分类
教育 | 2965篇 |
科学研究 | 280篇 |
各国文化 | 70篇 |
体育 | 364篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 391篇 |
出版年
2023年 | 15篇 |
2022年 | 22篇 |
2021年 | 43篇 |
2020年 | 70篇 |
2019年 | 117篇 |
2018年 | 138篇 |
2017年 | 154篇 |
2016年 | 134篇 |
2015年 | 92篇 |
2014年 | 128篇 |
2013年 | 922篇 |
2012年 | 120篇 |
2011年 | 104篇 |
2010年 | 88篇 |
2009年 | 101篇 |
2008年 | 123篇 |
2007年 | 111篇 |
2006年 | 104篇 |
2005年 | 99篇 |
2004年 | 94篇 |
2003年 | 75篇 |
2002年 | 78篇 |
2001年 | 54篇 |
2000年 | 62篇 |
1999年 | 62篇 |
1998年 | 46篇 |
1997年 | 44篇 |
1996年 | 64篇 |
1995年 | 47篇 |
1994年 | 52篇 |
1993年 | 35篇 |
1992年 | 54篇 |
1991年 | 38篇 |
1990年 | 44篇 |
1989年 | 36篇 |
1988年 | 31篇 |
1987年 | 25篇 |
1986年 | 28篇 |
1985年 | 26篇 |
1984年 | 22篇 |
1983年 | 21篇 |
1982年 | 24篇 |
1981年 | 30篇 |
1980年 | 28篇 |
1979年 | 19篇 |
1978年 | 21篇 |
1976年 | 19篇 |
1975年 | 15篇 |
1974年 | 20篇 |
1973年 | 17篇 |
排序方式: 共有4108条查询结果,搜索用时 0 毫秒
221.
222.
223.
224.
Jeffrey M. McBride Tracie L. Haines Tyler J. Kirby 《Journal of sports sciences》2013,31(11):1215-1221
Abstract Nine males (age 24.7 ± 2.1 years, height 175.3 ± 5.5 cm, body mass 80.8 ± 7.2 kg, power clean 1-RM 97.1 ± 6.36 kg, squat 1-RM = 138.3 ± 20.9 kg) participated in this study. On day 1, the participants performed a one-repetition maximum (1-RM) in the power clean and the squat. On days 2, 3, and 4, participants performed the power clean, squat or jump squat. Loading for the power clean ranged from 30% to 90% of the participant's power clean 1-RM and loading for the squat and jump squat ranged from 0% to 90% of the participant's squat 1-RM, all at 10% increments. Peak force, velocity, and power were calculated for the bar, body, and system (bar + body) for all power clean, squat, and jump squat trials. Results indicate that peak power for the bar, body, and system is differentially affected by load and movement pattern. When using the power clean, squat or jump squat for training, the optimal load in each exercise may vary. Throwing athletes or weightlifters may be most concerned with bar power, but jumpers or sprinters may be more concerned with body or system power. Thus, the exercise type and load vary according to the desired stimulus. 相似文献
225.
Ella James-Brabham Toni Loveridge Francesco Sella Paul Wakeling Daniel J. Carroll Emma Blakey 《Child development》2023,94(6):1550-1565
Socioeconomic attainment gaps in mathematical ability are evident before children begin school, and widen over time. Little is known about why early attainment gaps emerge. Two cross-sectional correlational studies were conducted in 2018–2019 with socioeconomically diverse preschoolers, to explore four factors that might explain why attainment gaps arise: working memory, inhibitory control, verbal ability, and frequency of home mathematical activities (N = 304, 54% female; 84% White, 10% Asian, 1% black African, 1% Kurdish, 4% mixed ethnicity). Inhibitory control and verbal ability emerged as indirect factors in the relation between socioeconomic status and mathematical ability, but neither working memory nor home activities did. We discuss the implications this has for future research to understand, and work towards narrowing attainment gaps. 相似文献
226.
Sarah B. Laditka Carol L. Jenkins G. Paul Eleazer Susan G. Kelsey 《Educational gerontology》2013,39(6):469-482
This study examined non-geriatrician physicians' experiences in a geriatrics-focused faculty development program, and effects of the program on their geriatrics knowledge and their teaching and practice. In-depth interviews were conducted with all physicians (n = 26) participating in the Dean's Faculty Scholars in Aging program. Most participants reported substantial gains in geriatric knowledge, and in the knowledge that older people are a distinct group with special needs. Most reported substantial changes in the way they care for older patients. Most reported incorporating notably more geriatrics content into their teaching. The program may serve as a process to address the growing need for physicians with geriatric knowledge. 相似文献
227.
The aim of this observational study is to explore how history teachers promote historical contextualisation in their lessons. Historical contextualisation is the ability to situate phenomena and individuals’ actions in the context of time, historical location, long-term developments, or specific events to give meaning to these phenomena and actions. Using the Framework for Analysing the Teaching of Historical Contextualisation (FAT-HC), five trained raters observed eight history teachers twice. To further analyse the observation scores, the FAT-HC items were divided into eight categories while distinguishing between items that demonstrate historical contextualisation and items focusing on engaging students in historical contextualisation processes. The results indicate that the teachers in the sample did not explicitly promote historical contextualisation in their lessons. No teacher obtained a mean FAT-HC score >2.00 on a four-point scale. The teachers mainly demonstrated historical contextualisation, while engaging students in historical contextualisation processes was observed far less often. The findings can be used to help teachers formulate domain-specific instruction to promote students’ ability to perform historical contextualisation. 相似文献
228.
229.
Rapid advances in technology are changing the structure of the workforce. There are elite highly-paid hi-tech occupations
and low status poorly-paid jobs. Women are unfortunately more likely to be found in the latter category. To allow them to
qualify and compete for the higher-status positions, girls need to participate in the physical sciences and in technology
studies. However, they are rarely attracted to them in secondary school, possibly because they are already alienated from
them by the time they leave primary school.
This paper reports some of the outcomes of a curriculum unit taught in two primary school classes in an independent school
for girls. The unit was cross-curricular, involving technology, science and other fields of knowledge; it made extensive use
of LEGO Technic materials. The evaluation of the unit, based on observations, a teacher journal and pupil questionnaires,
focussed upon the issue of whether it assisted the girls to feel happier about working with unfamiliar technology and feel
more capable of doing so. Implications for teaching technology are also discussed.
M.Ed. St student, Monash University.Specializations: primary school science and technology for girls.
Dr. Paul Gardner, Reader in Education, Monash University, 3168.Specializations: science and technology education, technology teacher education, educational evaluation, measurement of attitudes and interests. 相似文献
230.