全文获取类型
收费全文 | 7350篇 |
免费 | 92篇 |
国内免费 | 19篇 |
专业分类
教育 | 5346篇 |
科学研究 | 513篇 |
各国文化 | 91篇 |
体育 | 614篇 |
综合类 | 5篇 |
文化理论 | 84篇 |
信息传播 | 808篇 |
出版年
2022年 | 57篇 |
2021年 | 95篇 |
2020年 | 160篇 |
2019年 | 236篇 |
2018年 | 287篇 |
2017年 | 296篇 |
2016年 | 280篇 |
2015年 | 196篇 |
2014年 | 249篇 |
2013年 | 1632篇 |
2012年 | 231篇 |
2011年 | 217篇 |
2010年 | 240篇 |
2009年 | 217篇 |
2008年 | 227篇 |
2007年 | 216篇 |
2006年 | 172篇 |
2005年 | 130篇 |
2004年 | 131篇 |
2003年 | 126篇 |
2002年 | 129篇 |
2001年 | 100篇 |
2000年 | 137篇 |
1999年 | 96篇 |
1998年 | 90篇 |
1997年 | 82篇 |
1996年 | 91篇 |
1995年 | 73篇 |
1994年 | 80篇 |
1993年 | 82篇 |
1992年 | 61篇 |
1991年 | 91篇 |
1990年 | 60篇 |
1989年 | 62篇 |
1988年 | 47篇 |
1987年 | 63篇 |
1986年 | 56篇 |
1985年 | 63篇 |
1984年 | 58篇 |
1983年 | 50篇 |
1982年 | 46篇 |
1981年 | 45篇 |
1980年 | 39篇 |
1979年 | 37篇 |
1978年 | 43篇 |
1977年 | 43篇 |
1976年 | 30篇 |
1975年 | 29篇 |
1974年 | 27篇 |
1971年 | 19篇 |
排序方式: 共有7461条查询结果,搜索用时 15 毫秒
61.
Paul S. R. Goods Brian Dawson Grant J. Landers Christopher J. Gore Kevin Croft Peter Peeling 《European Journal of Sport Science》2016,16(8):1047-1054
This investigation examined the oxidative stress (F2-Isoprostane; F2-IsoP) and inflammatory (interleukin-6; IL-6) responses to repeat-sprint training in hypoxia (RSH). Ten trained male team sport athletes performed 3(sets)*9(repetitions)*5?s cycling sprints in simulated altitude (3000?m) and sea-level conditions. Mean and peak sprint power output (MPO and PPO) were recorded, and blood samples were collected pre-exercise, and again at 8 and 60?min post-exercise. Both MPO and PPO were significantly reduced in hypoxia (compared to sea-level) in the second (MPO: 855?±?89 vs. 739?±?95?W, p?=?.006; PPO: 1024?±?114 vs. 895?±?112?W, p?=?.010) and third (MPO: 819?±?105 vs. 686?±?83?W, p?=?.008; PPO: 985?±?125 vs. 834?±?99?W, p?=?.008) sets, respectively. IL-6 was significantly increased from pre- to 1?h post-exercise in both hypoxia (0.7?±?0.2 vs. 2.4?±?1.4?pg/mL, p?=?.004) and sea-level conditions (0.7?±?0.2 vs. 1.6?±?0.3?pg/mL, p?.001), with a large effect (d?=?0.80) suggesting higher IL-6 levels of post-hypoxia. F2-IsoP was significantly lower 1?h post-exercise in both the hypoxic (p?=?.005) and sea-level (p?=?.002) conditions, with no differences between trials. While hypoxia can impact on exercise intensity and may result in greater post-exercise inflammation, it appears to have little effect on oxidative stress. These results indicate that team sport organisations with ready access to hypoxic training facilities could confidently administer RSH without significantly increasing the post-exercise inflammatory or oxidative stress response. 相似文献
62.
Lee Ingle Ashlie Stephenson Gavin R. Sandercock 《European Journal of Sport Science》2016,16(8):1187-1196
The aim of the study was to compare and contrast habitual physical activity (PA) profiles and muscular fitness in schoolchildren from northern and southern regions of England. Data were collected from two secondary schools in the north east (NE) of England. The study procedures followed methods employed by the East of England Healthy Hearts Study in 10–16-year-old boys and girls based in the south east (SE) region of England and data were compared. Habitual physical activity (PAQ-A), vertical jump test, and hand-grip (HG) strength were assessed. We converted raw scores from all assessments to age- and sex-normalised z-scores. We recruited 597 children (58% boys) in the NE and compared findings to 597 age- and sex-matched boys and girls from the SE. Boys in the SE had significantly stronger HG scores, jumped higher, were more powerful (mean peak power: 2131?W vs. 1782?W; P?0.0001), and reported being more physically active (mean PAQ-A: 2.9 vs. 2.5; P?0.0001) than their male counterparts in the NE. In girls, the opposite trend was evident. Girls from the NE of England had a higher HG score, jumped higher, and were more powerful (mean peak power: 2114?W vs. 1839?W; P?.0001) than their peers from the SE. Regional variations in the habitual PA profiles and muscular fitness of schoolchildren from the SE and NE of England do exist. The systematic surveillance of children’s PA and fitness profiles throughout England would help identify regional inequalities on a larger scale. 相似文献
63.
Purpose: The purpose of this study was to investigate whether loads carried in a backpack, with a load mass ranging from 0 to 20?kg, causes respiratory muscle fatigue. Methods: Eight males performed four randomised load carriage (LC) trials comprising 60?min walking at 6.5?km?h?1 wearing a backpack of either 0 (LC0), 10 (LC10), 15 (LC15) or 20?kg (LC20). Inspiratory (PImax) and expiratory (PEmax) mouth pressures were assessed prior to and immediately following each trial. Pulmonary gas exchange, heart rate (HR), blood lactate and glucose concentration and perceptual responses were recorded during the first and final 60?s of each trial. Results: Group mean PImax and PEmax were unchanged following 60-min load carriage in all conditions (p?>?.05). There was an increase over time in pulmonary gas exchange, HR and perceptions of effort relative to baseline measures during each trial (p?.05) with changes not different between trials (p?>?.05). Conclusions: These findings indicate that sub-maximal walking with no load or carrying 10, 15 or 20?kg in a backpack for up to 60?min does not cause respiratory muscle fatigue despite causing an increase in physiological, metabolic and perceptual parameters. 相似文献
64.
65.
66.
67.
Peter Colenso 《Compare》2005,35(4):411-428
There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework. 相似文献
68.
Mikyung Shin Hyunjoo Lee John William McKenna 《International Journal of Inclusive Education》2016,20(1):91-107
Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed. 相似文献
69.
Fischer Peter Michael Mandl Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233
The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.
相似文献70.
Peter Smetacek 《Resonance》2001,6(5):8-15
In this part of the series on butterflies, we look at the types of variations found within species as well as their causes. 相似文献