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921.
Journal of Science Education and Technology - Technology can be thought of in two ways: as a set of tools that amplify or extend what we currently do (make it better, faster, stronger), or as... 相似文献
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Asymmetry in gymnastics underpins successful performance and may also have implications as an injury mechanism; therefore, understanding of this concept could be useful for coaches and clinicians. The aim of this study was to examine kinematic and external kinetic asymmetry of the arm segments during the contact phase of a fundamental skill, the forward handspring on floor. Using a repeated single subject design six female National elite gymnasts (age: 19?±?1.5 years, mass: 58.64?±?3.72?kg, height: 1.62?±?0.41?m), each performed 15 forward handsprings, synchronised 3D kinematic and kinetic data were collected. Asymmetry between the lead and non-lead side arms was quantified during each trial. Significant kinetic asymmetry was observed for all gymnasts (p?0.005) with the direction of the asymmetry being related to the lead leg. All gymnasts displayed kinetic asymmetry for ground reaction force. Kinematic asymmetry was present for more gymnasts at the shoulder than the distal joints. These findings provide useful information for coaching gymnastics skills, which may subjectively appear to be symmetrical. The observed asymmetry has both performance and injury implications. 相似文献
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Sarah B. Hales Breănna Grant Daheia J. Barr-Anderson Gabrielle M. Turner-McGrievy 《Sport in Society》2016,19(10):1690-1702
This study examined use of an online social media physical activity (PA) challenge to encourage participants to complete at least 13 races in the year 2013. Following the challenge, researchers recruited participants through the Facebook group. Using the #13in2013 Twitter hashtag, participants completed an online survey. Survey participants reported completing a significantly greater mean total number of races during the challenge (17.5 ± 6.9 races) than the previous year (8.6 ± 7.4 races, p = .001) and 93% (n = 56) reported completing at least 13 races. Participants completed a mean of 1.4 ± 2.1 virtual races. Mean reported number of total miles ran/walked during the challenge was significantly greater (718.4 ± 465.0 miles) than the previous year (462.1 ± 436.5 miles, p = .002). Mean reported participant body weight post-challenge (68.2 ± 13.1 kg) was significantly lower than reported weight pre-challenge (69.7 ± 14.4 kg, p = .012). This study demonstrated that a social media PA challenge has the potential to present a scalable way to motivate individuals to participate in PA and decrease body weight. 相似文献
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To understand the complexities of education policy implementation, it is necessary to consider how artifacts associated with reform are imbued with ideas, meanings, and values. This empirical paper draws on neo-institutional theory to reveal how artifacts carried particular logics (D’Adderio in J Inst Econ 7(2):197–230, 2011; Feldman and Pentland in Adm Sci Q 48:94–118, 2003; Pentland & Feldman in Ind Corporate Change 14(5):793–815, 2005; in: Scott, Institutions and organizations, Sage Publications, Thousand Oaks, 2001). This paper argues that two types of artifacts, policy documents, and instructional materials, carried logics of reading instruction, thereby playing a role in the implementation of this reform. This paper draws on qualitative data collected over a 13-month period in order to advance our understanding of the relationship between institutional logics, policy, and practice. The findings from this paper have implications for district and school reform, as well as for policymakers and non-system actors. 相似文献
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Sarah Ryan Julia Kaufman Joel Greenhouse Ruicong She Judy Shi 《Community College Journal of Research & Practice》2016,40(4):285-298
Whether through the use of online-only or hybrid/blended formats, colleges and universities across the country are increasingly utilizing online platforms as a medium for the delivery of instruction. At the same time, we know little about how student learning outcomes are related to students’ engagement with online instructional formats. In particular, few studies have evaluated online learning in community colleges, and fewer yet have employed an experimental or quasi-experimental design to do so. In this research, we use propensity score matching to compare learning gains between community college students enrolled in blended courses, (courses that combine online instructional delivery with traditional classroom-based instruction) with gains experienced by students receiving only classroom-based instruction. Among students enrolled in blended courses, we also consider which aspects of student use of online instructional materials are most strongly associated with student learning. While some evidence has suggested significantly poorer outcomes for community college students enrolled in online-only courses, our results suggest that students enrolled in blended courses perform similarly, if not better, relative to students in a traditional instructional setting. Implications for practice and research are discussed. 相似文献
927.
Bertrand Melanie Salinas Sarah M. Demps Dawn Rentería Roberto Durand E. Sybil 《The Urban Review》2020,52(2):392-414
The Urban Review - Participatory action research (PAR) with youth holds potential to spur social justice-oriented change due to its explicit orientation to transform systemic inequity. Whereas... 相似文献
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Sarah Brown 《档案与原稿》2018,46(1):49-58
This paper reflects on the place of books in archival collections and outlines the methodology used to incorporate Germaine Greer’s publications and personal library in the Greer Archive. Identification and inclusion of metadata documenting context, significance to the creator and relationships to other records in the Archive, demonstrate the value that can be added to bibliographic records. 相似文献