全文获取类型
收费全文 | 1195篇 |
免费 | 10篇 |
国内免费 | 2篇 |
专业分类
教育 | 958篇 |
科学研究 | 36篇 |
各国文化 | 20篇 |
体育 | 99篇 |
文化理论 | 25篇 |
信息传播 | 69篇 |
出版年
2019年 | 20篇 |
2018年 | 18篇 |
2017年 | 34篇 |
2016年 | 24篇 |
2015年 | 10篇 |
2014年 | 24篇 |
2013年 | 259篇 |
2012年 | 28篇 |
2011年 | 30篇 |
2010年 | 22篇 |
2009年 | 39篇 |
2008年 | 44篇 |
2007年 | 31篇 |
2006年 | 28篇 |
2005年 | 23篇 |
2004年 | 25篇 |
2003年 | 20篇 |
2002年 | 24篇 |
2001年 | 17篇 |
2000年 | 22篇 |
1999年 | 15篇 |
1998年 | 21篇 |
1997年 | 20篇 |
1996年 | 21篇 |
1995年 | 12篇 |
1994年 | 17篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 11篇 |
1990年 | 13篇 |
1989年 | 15篇 |
1988年 | 13篇 |
1987年 | 13篇 |
1986年 | 17篇 |
1985年 | 16篇 |
1984年 | 14篇 |
1983年 | 13篇 |
1982年 | 14篇 |
1981年 | 16篇 |
1980年 | 14篇 |
1979年 | 22篇 |
1978年 | 16篇 |
1977年 | 21篇 |
1976年 | 14篇 |
1975年 | 8篇 |
1974年 | 10篇 |
1973年 | 10篇 |
1969年 | 6篇 |
1967年 | 6篇 |
1966年 | 6篇 |
排序方式: 共有1207条查询结果,搜索用时 15 毫秒
941.
942.
Roger F. Bass 《Psychology in the schools》1987,24(2):97-104
Arguments concerning the generality and statistical analysis of single-subject data are evaluated. Consideration is also given to the role that philosophy of science can play in evaluating research methodology. From this background, single-subject data emerge as a unique phenomenon with special relevance for psychologists and educators who focus on the individual. Statistical techniques for analyzing an individual's data are found to have numerous limitations. Furthermore, critiques of visual analysis yield analogous arguments against inferential statistics. Philosophy of science has proven a poor touchstone for evaluating scientific methodology. Instead, it is best at placing philosophical foundations under already constructed methods and theories. 相似文献
943.
Planning looks to the future. It can have several different intentions and frames of reference; (a) to pursue more economical ways and means to implement courses, activities, and jobs based on accepted purposes; (b) to seek ways to increase the efficiency of an entire educational system, including all of its parts (such as a curriculum, a school, a school system, or a state); and (c) to search for, and possibly create, a new and improved future set of realities and consequences. The first two approaches are basically concerned with increasing efficiency in reaching established goals. The third is holistic in intending to both improve current efficiency and help to create a better future. This article (a) identifies and defines these three major distinct (yet related) planning modes, and (b) discusses one educational research and development effort which intends to integrate them. 相似文献
944.
945.
946.
947.
The purpose of this study was to examine changes in landing performance during fatigue that could result in increased stress fracture injury risk. Five participants performed nonfatigued and fatigued drop landings (0.60 m), while ground reaction force (GRF), electromyographic (EMG) activity, and kinematics were recorded. Fatigue was defined as a 5-20% reduction in vertical jumping performance. Single-subject analyses revealed that all participants were affected (p < or = .05) by fatigue. Post hoc comparisons revealed a group effect (p < or = .05) for selected variables. Participants landed with (a) less joint flexion at contact and used a greater range of motion, (b) greater GRF peaks and loading rates, and (c) less EMG activity. These changes were consistent with greater risk of stress fracture. 相似文献
948.
949.
950.
We report a case study of model‐based reasoning in which a small group of fourth‐grade students analyzes the energy flow when a solar panel is used to power an electric motor that spins a propeller. In developing their explanation of energy flow, the students draw on a general model of energy developed collectively by their class in the course of an experimental classroom curriculum led by a trained teacher. They also construct a model‐based representation of the specific system under study. Their investigation and reasoning process exhibit all the features of authentic scientific model‐based inquiry, including the revision of their models to incorporate new information. In the course of their work the students recruit and seamlessly integrate nearly all of the practices of science designated in the Next Generation Science Standards. This case study provides an example of what modeling‐based teaching and learning can look like in an elementary school classroom. It also suggests that the study of energy offers a particularly promising context for developing students' use of science practices, especially the practice of developing and using models. 相似文献