全文获取类型
收费全文 | 3016篇 |
免费 | 49篇 |
国内免费 | 3篇 |
专业分类
教育 | 2092篇 |
科学研究 | 225篇 |
各国文化 | 63篇 |
体育 | 280篇 |
综合类 | 2篇 |
文化理论 | 60篇 |
信息传播 | 346篇 |
出版年
2023年 | 13篇 |
2022年 | 13篇 |
2021年 | 33篇 |
2020年 | 53篇 |
2019年 | 78篇 |
2018年 | 152篇 |
2017年 | 135篇 |
2016年 | 121篇 |
2015年 | 86篇 |
2014年 | 101篇 |
2013年 | 678篇 |
2012年 | 95篇 |
2011年 | 94篇 |
2010年 | 75篇 |
2009年 | 78篇 |
2008年 | 73篇 |
2007年 | 68篇 |
2006年 | 58篇 |
2005年 | 63篇 |
2004年 | 59篇 |
2003年 | 56篇 |
2002年 | 59篇 |
2001年 | 39篇 |
2000年 | 50篇 |
1999年 | 39篇 |
1998年 | 38篇 |
1997年 | 37篇 |
1996年 | 37篇 |
1995年 | 35篇 |
1994年 | 32篇 |
1993年 | 36篇 |
1992年 | 21篇 |
1991年 | 19篇 |
1990年 | 32篇 |
1989年 | 23篇 |
1988年 | 20篇 |
1987年 | 21篇 |
1986年 | 15篇 |
1985年 | 25篇 |
1984年 | 30篇 |
1983年 | 23篇 |
1982年 | 19篇 |
1981年 | 21篇 |
1980年 | 23篇 |
1979年 | 17篇 |
1978年 | 13篇 |
1977年 | 18篇 |
1974年 | 14篇 |
1973年 | 15篇 |
1971年 | 10篇 |
排序方式: 共有3068条查询结果,搜索用时 8 毫秒
71.
Israel Halperin Dale W. Chapman David T. Martin Chris Abbiss 《Journal of sports sciences》2017,35(5):500-507
Research indicates that instructing athlete’s to focus on bodily movements (internal focus of attention [IFA]) may hinder performance, whereas instructing them to focus on the movement outcome (external focus of attention [EFA]) often enhances performance. Despite the importance of instructions in striking combat sports, limited research has examined the influence of IFA and EFA on performance in well-trained combat athletes. This study investigated the effects of different instructional cues on punching velocity (m · s?1) and normalised impact forces (N · kg?1) among intermediate (n = 8) and expert (n = 7) competitive boxers and kickboxers. Athletes completed three rounds of 12 maximal effort punches delivered to a punching integrator on three separate days. Day one was a familiarisation session with only control instructions provided. In the following two days athletes randomly received IFA, EFA or control instructions prior to each of the three rounds. Athletes punching with EFA were 4% faster and 5% more forceful than IFA (P < 0.05), and 2% faster and 3% more forceful than control (P < 0.05). Furthermore, experts punched 11% faster and with 13% greater force compared with intermediate athletes (P < 0.05). EFA led to a positive effect on punching performance and should be favoured over IFA and control instructions. 相似文献
72.
Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar, Science Direct, Cochrane Library, and EMBASE) and reference lists were searched for English-language articles, published January 1990 through March 2015, reporting classroom-based interventions that deliberately taught academic content using physically active teaching methods for at least 1 week duration, with physical activity, health, learning, or facilitators-of-learning outcomes. Two authors reviewed full-text articles. Data were extracted onto an Excel spreadsheet, and authors were contacted to confirm accuracy of the information presented. Results: Fifteen studies met the inclusion criteria. Six studies reporting on physical activity levels were found to have medium-to-large effect sizes. All 4 studies reporting learning outcomes showed positive effects of intervention lessons. Teachers and students were pleased with the programs, and enhanced on-task behavior was identified (n = 3). Positive effects were also reported on students’ body mass index levels (n = 3). Conclusions: Physically active academic lessons increase physical activity levels and may benefit learning and health outcomes. Both students and teachers positively received and enjoyed these teaching methods. These findings emphasize the need for such interventions to contribute toward public health policy. 相似文献
73.
74.
Martin Jacques 《Inter-Asia Cultural Studies》2013,14(2):174-177
AbstractThis study analyzes Japanese and Korean ethno-national (minzoku-kokumin) education in postwar Japan. During a period of political unrest in Japan (1945–1955), some of the Korean residents and Japanese worked together to overcome the culture of Imperial Japan and its assimilative education. They also regarded themselves as people colonized by the United States, and pursued a political-cultural movement for their liberation and independence from American imperialism. The Koreans in Japan rejected compulsory education in the Japanese language. As a result, since 1956, Korean schools (Chōsengakkō), funded and supported by North Korea, were founded all across Japan. Their ethno-national education was in fact incorporated into North Korean politics, and has been considered in many studies as having overcome Japanese assimilation and ethnic inequalities. Such a view was a result of many academic Zainichi Korean studies that come from an “insider's perspective” to criticize Japanese colonialism and discrimination. In order to go beyond this insider's view, I focus on the political alliance between Zainichi Koreans and the Japanese people in their pursuit of ethno-national education. Since 2010, the Japanese state funding for Korean schools has become a major controversy in Japan. By tracing the historical background, this article intends to explain why this political issue has arisen. The ultimate purpose of this article is to suggest an ethical perspective to resolve the current political conflict regarding Korean schools in Japan. 相似文献
75.
76.
77.
This research examines the value-expressive function of attitudes and achievement goal theory in predicting moral attitudes. In Study 1, the Youth Sport Values Questionnaire (YSVQ; Lee, Whitehead, & Balchin, 2000) was modified to measure moral, competence, and status values. In Study 2, structural equation modeling on data from 549 competitors (317 males, 232 females) aged 12-15 years showed that moral and competence values predicted prosocial attitudes, whereas moral (negatively) and status values (positively) predicted antisocial attitudes. Competence and status values predicted task and ego orientation, respectively, and task and ego orientation partially mediated the effect of competence values on prosocial attitudes and of status values on antisocial attitudes, respectively. The role of sport values is discussed, and new research directions are proposed. 相似文献
78.
McCaughtry N Barnard S Martin J Shen B Kulinna PH 《Research quarterly for exercise and sport》2006,77(4):486-497
The purpose of this study was to analyze how the challenges of urban schools influence physical education teachers' emotional understanding and connections with their students and the implications on their teaching. Sixty-one elementary physical educators from an urban school district in the midwestern U.S. were interviewed multiple times (N = 136) over 3 years using interpretive methodology. Teachers reported five unique challenges that significantly shaped their thinking about students and their careers, along with strategies they used to overcome or manage those challenges. The challenges were: (a) insufficient instructional resources, (b) implementing culturally relevant pedagogy, (c) dealing with community violence, (d) integrating more games in curricula, and (e) teaching in a culture of basketball. Implications centered on the guilt-inducing nature of urban teaching, developing an informed and realistic vision of urban physical education, and the role of teacher preparation and professional development. 相似文献
79.
This paper summarizes some of the experimental evidence of the apparent biological effects produced by atmospheric ionization. Thermionic ion sources are discussed and the results of experimental determinations of their characteristics are presented. 相似文献
80.