全文获取类型
收费全文 | 656篇 |
免费 | 16篇 |
专业分类
教育 | 519篇 |
科学研究 | 43篇 |
各国文化 | 7篇 |
体育 | 64篇 |
文化理论 | 2篇 |
信息传播 | 37篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 9篇 |
2020年 | 13篇 |
2019年 | 22篇 |
2018年 | 28篇 |
2017年 | 25篇 |
2016年 | 32篇 |
2015年 | 17篇 |
2014年 | 16篇 |
2013年 | 117篇 |
2012年 | 18篇 |
2011年 | 23篇 |
2010年 | 11篇 |
2009年 | 20篇 |
2008年 | 21篇 |
2007年 | 19篇 |
2006年 | 18篇 |
2005年 | 13篇 |
2004年 | 14篇 |
2003年 | 13篇 |
2002年 | 13篇 |
2001年 | 12篇 |
2000年 | 12篇 |
1999年 | 13篇 |
1998年 | 4篇 |
1997年 | 5篇 |
1996年 | 10篇 |
1995年 | 8篇 |
1994年 | 7篇 |
1993年 | 7篇 |
1991年 | 4篇 |
1989年 | 5篇 |
1988年 | 10篇 |
1987年 | 9篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 11篇 |
1983年 | 8篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 9篇 |
1976年 | 2篇 |
1972年 | 2篇 |
1970年 | 2篇 |
1968年 | 2篇 |
1857年 | 6篇 |
1840年 | 2篇 |
排序方式: 共有672条查询结果,搜索用时 93 毫秒
21.
Children's outdoor play is declining, despite clear links between play, learning and development. Alternative learning initiatives which provide children with a diversity of play opportunities, including the chance to play outdoors, are therefore needed. One such programme, Forest School, is increasing in popularity in the UK and internationally, yet little is understood about its impact on children's learning, or how alternative approaches are informing learning in mainstream settings. This novel study examined primary school children's experiences of engaging in a Forest School programme in relation to this intersection between formal and informal approaches to learning. It explored how children interpret their experiences when faced with a fusion of learning environments and critically evaluates the benefits children realise, when asked to reflect on their learning engagement in both classroom and outdoor settings. Interviews were conducted with 33 children from two mainstream primary schools in England who had recently completed a 6-week Forest School programme. A rigorous phenomenological thematic analysis revealed three inter-related themes: a break from routine; learning through play; collaboration and teamwork. The findings suggest that the blending of Forest School with mainstream settings contributes to children's social, cognitive, emotional and physical skill development through experiential learning using play. These findings are significant because they not only emphasise the values of social constructivist play-pedagogy which underpin Forest School practice, but also highlight the need for primary schools to consider learning outside of the classroom as an effective pedagogy. 相似文献
22.
23.
The roles and functions of 52 school psychologists from Iowa and Tennessee were examined. A multivariate analysis of variance (MANOVA) was used to test differences between reported time spent on prereferral, assessment, intervention, consultation, and curriculum-based assessment. Significant differences were found for the time spent in all areas. A second one-way MANOVA was used to test the differences between the two groups in reported actual time spent and desired time spent. A significant difference was found for consultation. A third MANOVA was utilized to test the differences between the two groups' desired time spent on the five variables. A significant difference was found for curriculum-based assessment. The results suggest that school psychologists in Tennessee and Iowa occupy different roles. School psychologists in Tennessee reported spending the majority of their time on assessment activities, whereas the Iowa sample balances their time between the five functions. The Iowa role exemplifies alternative functions for school psychologists. The Tennessee role is oriented more toward the refer, test, place model. 相似文献
24.
Lee P. Rylands Simon J. Roberts Howard T. Hurst 《European Journal of Sport Science》2017,17(2):127-131
The aim of this study was to ascertain if gear ratio selection would have an effect on peak power and time to peak power production in elite Bicycle Motocross (BMX) cyclists. Eight male elite BMX riders volunteered for the study. Each rider performed three, 10-s maximal sprints on an Olympic standard indoor BMX track. The riders’ bicycles were fitted with a portable SRM power meter. Each rider performed the three sprints using gear ratios of 41/16, 43/16 and 45/16 tooth. The results from the 41/16 and 45/16 gear ratios were compared to the current standard 43/16 gear ratio. Statistically, significant differences were found between the gear ratios for peak power (F(2,14)?=?6.448; p?=?.010) and peak torque (F(2,14)?=?4.777; p?=?.026), but no significant difference was found for time to peak power (F(2,14)?=?0.200; p?=?.821). When comparing gear ratios, the results showed a 45/16 gear ratio elicited the highest peak power,1658?±?221?W, compared to 1436?±?129?W and 1380?±?56?W, for the 43/16 and 41/16 ratios, respectively. The time to peak power showed a 41/16 tooth gear ratio attained peak power in ?0.01?s and a 45/16 in 0.22?s compared to the 43/16. The findings of this study suggest that gear ratio choice has a significant effect on peak power production, though time to peak power output is not significantly affected. Therefore, selecting a higher gear ratio results in riders attaining higher power outputs without reducing their start time. 相似文献
25.
26.
27.
28.
29.
30.