全文获取类型
收费全文 | 1717篇 |
免费 | 21篇 |
专业分类
教育 | 1242篇 |
科学研究 | 85篇 |
各国文化 | 26篇 |
体育 | 155篇 |
综合类 | 1篇 |
文化理论 | 26篇 |
信息传播 | 203篇 |
出版年
2021年 | 14篇 |
2020年 | 26篇 |
2019年 | 36篇 |
2018年 | 45篇 |
2017年 | 44篇 |
2016年 | 63篇 |
2015年 | 33篇 |
2014年 | 59篇 |
2013年 | 415篇 |
2012年 | 40篇 |
2011年 | 48篇 |
2010年 | 38篇 |
2009年 | 43篇 |
2008年 | 57篇 |
2007年 | 51篇 |
2006年 | 47篇 |
2005年 | 52篇 |
2004年 | 31篇 |
2003年 | 34篇 |
2002年 | 37篇 |
2001年 | 24篇 |
2000年 | 32篇 |
1999年 | 18篇 |
1998年 | 16篇 |
1997年 | 19篇 |
1996年 | 17篇 |
1995年 | 19篇 |
1994年 | 18篇 |
1993年 | 28篇 |
1992年 | 20篇 |
1991年 | 25篇 |
1990年 | 19篇 |
1989年 | 21篇 |
1988年 | 17篇 |
1987年 | 14篇 |
1986年 | 20篇 |
1985年 | 18篇 |
1984年 | 7篇 |
1983年 | 19篇 |
1982年 | 14篇 |
1981年 | 13篇 |
1980年 | 12篇 |
1979年 | 14篇 |
1978年 | 10篇 |
1976年 | 12篇 |
1974年 | 5篇 |
1973年 | 9篇 |
1972年 | 5篇 |
1971年 | 8篇 |
1970年 | 8篇 |
排序方式: 共有1738条查询结果,搜索用时 15 毫秒
61.
62.
Paul Bruce 《Counselor Education & Supervision》1969,8(4):327-330
63.
64.
65.
The purpose of this study was to compare reaction time (RT) and fractionated RT components (premotor and motor times) between normal and postcontraction conditions. Twelve participants performed 20 trials each of control and postcontraction RT conditions. For the control condition, participants executed a learned, rapid, knee-extension contraction response to an auditory stimulus. The postcontraction condition was identical to the control condition except that the participants performed a 3-s isometric contraction of the knee extensor muscles prior to an auditory stimulus. Muscle activity was recorded from the quadriceps muscle group. Results indicated that the postcontraction condition was significantly faster than the control condition for the average RT, premotor time, and motor time. It was concluded that reaction time, processing time, and muscle contraction time for a learned task could be significantly reduced following an isometric contraction. 相似文献
66.
Larsen GE George JD Alexander JL Fellingham GW Aldana SG Parcell AC 《Research quarterly for exercise and sport》2002,73(1):66-72
The purpose of this study was to develop a submaximal, 1.5-mile endurance test for college-aged students using walking, jogging, or running exercise. College students (N = 101: 52 men, 47 women), ages 18-26years, successfully completed the 1.5-mile test twice, and a maximal graded exercise test. Participants were instructed to achieve a "somewhat hard" exercise intensity (rating of perceived exertion = 13) and maintain a steady pace throughout each 1.5-mile test. Multiple linear regression generated the following prediction equation: VO2 max = 65.404 + 7.707 x gender (1 = male; 0 =female) - 0.159 x body mass (kg) - 0.843 x elapsed exercise time (min; walking, jogging orrunning). This equation shows acceptable validity (R = .86, SEE = 3.37 ml x kg(-1) min(-1)) similar to the accuracy of comparable field tests, and reliability (ICC = .93) is also comparable to similar models. The statistical shrinkage is minimal (R(press) = 0.85, SEE(press) = 3.51 ml x kg(-) x min(-1)); hence, it should provide comparable results when applied to other similar samples. A regression model (R =.90, and SEE = 2.87 ml x kg(-1) min(-1)) including exercise heart rate was also developed: VO2 max = 100.162 +/- 7.301 x gender(1 = male; 0 =female) - 0.164 x body mass (kg) - 1.273 x elapsed exercise time -0.156 x exercise heart rate, for those who have access to electronic heart rate monitors. This submaximal 1.5-mile test accurately predicts maximal oxygen uptake (VO2max) without measuring heart rate and is similar to the 1.5-mile run in that it allowsfor mass testing and requires only a flat, measured distance and a stopwatch. Further, it can accommodate a wide range of fitness levels (from walkers to runners). 相似文献
67.
68.
Bruce Macfarlane 《Higher Education Quarterly》2015,69(1):101-118
Dualisms pervade the language of higher education research providing an over‐simplified roadmap to the field. However, the lazy logic of their popular appeal supports the perpetuation of erroneous and often outdated assumptions about the nature of modern higher education. This paper explores nine commonly occurring dualisms: collegiality/managerialism, student‐centred/teacher‐centred, deep learning/surface learning, academics/non‐academics; research/teaching, old universities/new universities, liberal/vocational, public universities/private universities and higher education/further education. Illustrated by reference to a range of international contexts, it is argued that over‐reliance on dualisms among higher education scholars has adverse effects including narrowing the possibilities of research design and inhibiting intellectual advancement within the field. 相似文献
69.
Credibility of the Web: Why We Need Dialectical Reading 总被引:1,自引:0,他引:1
B. Bruce 《Journal of Philosophy of Education》2000,34(1):97-109
70.
Bruce Hayllar 《首都体育学院学报》2007,19(1):1-3
IntroductionLike most western countries,and probably those in the‘east’,contemporary leisure behaviour in Australia is shapedby its past.As the logical corollary,the leisure of today willlikely shape the future.As with the past,the future will bei mpacted upon by a range of social and economic changes?some predictable,some speculative,and some for which ourcurrent state of knowledge and forecasting cannot conceivablypredict.Reflecting on the PastAustralia’s leisure history has two distinct periods.Thefirst ... 相似文献