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21.
The primary purpose of this article is to provide an in-depth understanding of the manner in which surveillance technologies have become readily appropriated and utilised by elite Rugby Union coaches. It is conceded that positions adopted by populist writings commonly categorise the act of coaching as an educational activity that harnesses holistic intentions. Through reflecting upon semi-structured interviews with players located at an Aviva Premiership Rugby Union Club, we provide insight into an elite sporting institution that more accurately depicts coaching as a technocratic activity. The resultant analysis is critical in its review of surveillance mechanisms embedded in institutional practice, extending to the sports coaching setting, which explicate sinister rather than pastoral motives to enforce a disciplinary power that enhances the quantification of athletic performance. The article concludes by emphasising the impact of such practices upon establishing a sense of trust and the construction of self autonomous to the sporting domain. We argue that the emerging and steadfast acceptance of technology in the elite coaching environment is threatening to circumvent the learning potential of players by merely viewing them as functionaries. In adopting this position, we tentatively suggest that future research seeking to inform the practice of coaching and coach education should continue to pursue this critical dialogue to question whether, and to what extent, an overreliance on technology is becoming perceived as the ‘gold standard’ of professional practice amongst the coaching fraternity. 相似文献
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We identified the perceptual–cognitive skills and player history variables that differentiate players selected or not selected into an elite youth football (i.e. soccer) programme in Australia. A sample of elite youth male football players (n?=?127) completed an adapted participation history questionnaire and video-based assessments of perceptual–cognitive skills. Following data collection, 22 of these players were offered a full-time scholarship for enrolment at an elite player residential programme. Participants selected for the scholarship programme recorded superior performance on the combined perceptual–cognitive skills tests compared to the non-selected group. There were no significant between group differences on the player history variables. Stepwise discriminant function analysis identified four predictor variables that resulted in the best categorization of selected and non-selected players (i.e. recent match-play performance, region, number of other sports participated, combined perceptual–cognitive performance). The effectiveness of the discriminant function is reflected by 93.7% of players being correctly classified, with the four variables accounting for 57.6% of the variance. Our discriminating model for selection may provide a greater understanding of the factors that influence elite youth talent selection and identification. 相似文献
24.
Sandra Smith 《Annals of dyslexia》1992,42(1):141-158
Extended families of 12 young adults (9 LD, 3 non-LD) were given a battery of tests and questionnaires, and 131 persons, ranging
in age from 6 to 85, were classified as LD or non-LD on the basis of subtest scores 1 SD below the mean or less on subtests
of the PIAT and WRAT achievement tests. Pedigree analysis indicated that LD was strongly familial, with the most probable
mode involving a major gene effect, but the type of disability (reading/ math) was not directly inherited. Autoimmune disorders
were significantly correlated (P<.005) with LD, especially in families in which LD remained a major handicap into adulthood,
a trait that also varied between families. In two of the LD families, adults showed little evidence of the reading/spelling
deficits they had shown when tested as children, while adults in other families failed to make gains in reading and spelling. 相似文献
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There appear to be unconditioned affective reactions to the four basic tastes: liking for sweet and salt and disliking for sour and bitter. We attempted to modify these reactions by pairing the tastes with calories and with sweeter tastes. Differing sucrose concentrations were ineffective in reversing the preference for salt over citric acid or for saccharin over quinine. We could, however, reverse the preference for salt over citric acid, producing an actual preference for sour over salt, by using sucrose and saccharin as the reinforcers. The initial reactions to tastes could also be modified by reducing the initial difference in affect produced by the tastes through mixing both tastes with sucrose. 相似文献
28.
David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
29.
Shahron Williams van Rooij 《Educational technology research and development : ETR & D》2011,59(1):139-158
This paper reports the results of a study to identify the extent to which organizations that develop educational/training
products are committed to project management, as measured by their project management implementation maturity, as a methodology
that is separate and distinct from the processes of instructional design. A Web survey was conducted among 103 public and
private sector organizations worldwide that develop educational/training products. Results show no significant difference
by project management maturity level in the roles of instructional designer and project manager, although there is some relationship
between maturity level and how organizations perceive the skills/competencies of project managers versus those of instructional
designers. Further, organizational decision-makers have very specific expectations about the formal education and training
of educational/training product development project leaders. The findings should be of value to institutions of higher education
in evaluating programs that prepare students for careers in instructional design. 相似文献
30.
Sandra M. Linder Beth Powers-Costello Dolores A. Stegelin 《Early Childhood Education Journal》2011,39(1):29-37
Mathematics education is a critical part of the curriculum for students worldwide. The foundation for understanding mathematical
concepts related to number sense begins early in life, and early childhood classrooms can provide the seeds for mathematical
skills that will be needed later in life. In this article, the authors make a case for meaningful and developmentally appropriate
mathematics experiences for young children in diverse early learning settings. Instructional and curricular methods inspired
by the Reggio Emilia Approach are described as effective ways to teach number concepts to young children from preschool through
primary age. Strategies for teachers of young learners are presented in order to strengthen the mathematics curriculum in
contemporary early learning settings. The authors’ analysis and recommendations are informed by their extensive experiences
including studies in Reggio Emilia early childhood settings (infant toddler, preschool, and primary schools) and their work
in early childhood teacher education at their respective universities. 相似文献