全文获取类型
收费全文 | 5666篇 |
免费 | 80篇 |
国内免费 | 20篇 |
专业分类
教育 | 3903篇 |
科学研究 | 654篇 |
各国文化 | 39篇 |
体育 | 456篇 |
综合类 | 7篇 |
文化理论 | 41篇 |
信息传播 | 666篇 |
出版年
2022年 | 42篇 |
2021年 | 53篇 |
2020年 | 95篇 |
2019年 | 136篇 |
2018年 | 179篇 |
2017年 | 222篇 |
2016年 | 182篇 |
2015年 | 131篇 |
2014年 | 177篇 |
2013年 | 935篇 |
2012年 | 151篇 |
2011年 | 155篇 |
2010年 | 135篇 |
2009年 | 121篇 |
2008年 | 127篇 |
2007年 | 156篇 |
2006年 | 115篇 |
2005年 | 86篇 |
2004年 | 97篇 |
2003年 | 92篇 |
2002年 | 76篇 |
2001年 | 113篇 |
2000年 | 141篇 |
1999年 | 95篇 |
1998年 | 78篇 |
1997年 | 74篇 |
1996年 | 67篇 |
1995年 | 45篇 |
1994年 | 58篇 |
1993年 | 48篇 |
1992年 | 80篇 |
1991年 | 79篇 |
1990年 | 66篇 |
1989年 | 68篇 |
1988年 | 80篇 |
1987年 | 65篇 |
1986年 | 88篇 |
1985年 | 75篇 |
1984年 | 59篇 |
1983年 | 78篇 |
1982年 | 57篇 |
1981年 | 46篇 |
1980年 | 36篇 |
1979年 | 59篇 |
1978年 | 61篇 |
1977年 | 41篇 |
1976年 | 49篇 |
1975年 | 34篇 |
1974年 | 43篇 |
1973年 | 38篇 |
排序方式: 共有5766条查询结果,搜索用时 0 毫秒
91.
92.
93.
David H. Jonassen R. Scott Grabinger N. Duncan C. Harris 《Performance Improvement Quarterly》1990,3(2):29-47
“Formulation of instructional strategy to match subject matter and learner requirements” is an integral part of most instructional design models (Andrews & Goodson, 1980, p.5). Yet the meaning and purpose of instructional strategies in these design models vary considerably. An instructional strategy in traditional design models usually refers to the selection of instructional delivery vehicles (e.g., lecture, demonstration, computer-assisted instruction) and support activities (e.g., practice exercises, tutoring) (cf. Tracey, Flynn, <& Legere, 1970). Contrast those conceptions with the many instructional strategies described in elaboration theory (Reigeluth & Stein, 1983), such as sub-sumptive sequencing, internally consistent orienting structures, synthesizers, summarizers, and cognitive strategy activators. What is obvious from these disparate conceptions is that instructional designers do not share a consistent definition of instructional strategies. Many of the activities that are referred to as instructional strategies are not in fact strategies, but rather are presentation vehicles. In this article, we first define instructional strategies and tactics in the context of an iterative design model. Instructional strategies are then distinguished from instructional tactics, which are the implementation of strategies. We then list the range of instructional strategies and tactics that implement them. Finally, we provide a decision tree for assisting designers to select appropriate instructional tactics. 相似文献
94.
S. Béliard J. Cassirame G. Ennequin G. Coratella N. Tordi 《Journal of sports sciences》2019,37(6):708-716
During soccer matches, performance decrements have been reported that relate to both physical abilities and technical skills. To investigate the effects of low-frequency electrical stimulation LFES (VeinoplusSport®, Ad Rem Technology, France) administered during half-time recovery on performance alterations during the second half. Twenty-two highly trained young players undertook a soccer-match simulation (SAFT90). During half-time, they were randomly assigned to LFES group or Placebo group. Each half was split into 3 bouts of 12 minutes. Following each bout, maximal strike speed (MSS), sprint test (ST), maximal sprint accelerations (MA) and metabolic power (MP) were determined in both groups. Arterial (AF) and venous flows (VF) were measured at rest and at the end of half-time. LEFS group exhibited beneficial effects on performance compared to the Placebo group with a likely effect for MSS, ST, MA, and a possible effect for MP. AF and VF increased statistically more in LEFS group compared to Placebo group. The use of specific calf-pump LFES during half-time of a youth simulated soccer match attenuated the decrease in performance during the second half compared to Placebo group. This effect is most marked at the beginning of the second half with regards to explosive parameters. 相似文献
95.
Filipe J. Teixeira Catarina N. Matias Cristina P. Monteiro Maria J. Valamatos Joana F. Reis Ana Batista 《European Journal of Sport Science》2019,19(6):802-810
β-hydroxy-β-methylbutyrate (calcium: HMB-Ca and free acid: HMB-FA) and α-hydroxyisocaproic acid (α-HICA) are leucine metabolites that have been proposed to improve body composition and strength when combined with resistance exercise training (RET). In this double-blind randomized controlled pragmatic trial, we evaluated the effects of off-the-shelf supplements: α-HICA, HMB-FA and HMB-Ca, on RET-induced changes in body composition and performance. Forty men were blocked randomized to receive α-HICA (n?=?10, fat-free mass [FFM]?=?62.0?±?7.1?kg), HMB-FA (n?=?11, FFM?=?62.7?±?10.5?kg), HMB-Ca (n?=?9, FFM?=?65.6?±?10.1?kg) or placebo (PLA; n?=?10, FFM?=?64.2?±?5.7?kg). The training protocol consisted of a whole-body resistance training routine, thrice weekly for 8 weeks. Body composition was assessed by dual-energy x-ray absorptiometry (DXA) and total body water (TBW) by whole-body bioimpedance spectroscopy (BIS), both at baseline and at the end of weeks 4 and 8. Time-dependent changes were observed for increase in trunk FFM (p?0.05). No statistically significant between-group or group-by-time interactions were observed. Supplementation with HMB (FA and Ca) or α-HICA failed to enhance body composition to a greater extent than placebo. We do not recommend these leucine metabolites for improving body composition changes with RET in young adult resistance trained men. 相似文献
96.
Form A of the Boehm Test of Basic Concepts (BTBC) was administered to 180 kindergartners—90 boys and 90 girls. Neither their mean scores nor their standard deviations differed significantly, and the distributions of scores for the two groups were virtually identical. Moreover, the application of three internal criteria for bias yielded totally negative results; thus, there was no evidence of either sex differences or sex bias in the data. 相似文献
97.
Eardrum perforation as evidence of child abuse 总被引:2,自引:0,他引:2
M N Obiako 《Child abuse & neglect》1987,11(1):149-151
98.
Mental health care for foster children in California 总被引:3,自引:0,他引:3
This paper reports on a study conducted to assess the health care needs of foster children in California. To evaluate foster children's mental health problems and the services provided to meet them, 154 program administrators, social workers, foster parents, and health care providers were interviewed in 14 counties. Foster parents and social workers were interviewed in groups, and foster parents and administrators also completed questionnaires. We found that although all counties care immediately for children who are injured, abused, or ill, only one county performs routine mental health evaluations of all children, and in most counties less than a third of children ever receive such evaluations. Informants identified mental health problems as more severe than medical problems in this population, and they identified four major barriers to access to appropriate therapy. Recommendations are that all children should receive comprehensive mental health evaluations, and procedures for immediate and ongoing care with consistent providers who are sensitive to foster children's needs should be included in case management plans, and covered by improved payment mechanisms. Additionally, communication, coordination and joint planning should be instituted among relevant agencies to address foster children's needs, and increased resources and training should be directed towards social service agencies and foster parents. 相似文献
99.
100.