全文获取类型
收费全文 | 734篇 |
免费 | 7篇 |
专业分类
教育 | 535篇 |
科学研究 | 49篇 |
各国文化 | 6篇 |
体育 | 55篇 |
文化理论 | 5篇 |
信息传播 | 91篇 |
出版年
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 20篇 |
2018年 | 26篇 |
2017年 | 24篇 |
2016年 | 40篇 |
2015年 | 16篇 |
2014年 | 30篇 |
2013年 | 158篇 |
2012年 | 17篇 |
2011年 | 22篇 |
2010年 | 16篇 |
2009年 | 28篇 |
2008年 | 38篇 |
2007年 | 25篇 |
2006年 | 27篇 |
2005年 | 26篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 17篇 |
2001年 | 16篇 |
2000年 | 12篇 |
1999年 | 14篇 |
1998年 | 7篇 |
1997年 | 9篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 5篇 |
1993年 | 9篇 |
1992年 | 7篇 |
1991年 | 5篇 |
1990年 | 5篇 |
1989年 | 7篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1986年 | 5篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 9篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有741条查询结果,搜索用时 15 毫秒
31.
Steve Shann Michele Bauer Rachel Cunneen Jaki Troy Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462
There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens. 相似文献
32.
33.
34.
35.
36.
37.
38.
Christelle Nithart Elisabeth Demont Marie‐Noëlle Metz‐Lutz Steve Majerus Martine Poncelet Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition. 相似文献
39.
The aim of this study was to examine the effectiveness of either a standard care programme (n = 9) or a 12-week supported exercise programme (n = 10) on glycaemic control, β-cell responsiveness, insulin resistance, and lipid profiles in newly diagnosed Type 2 diabetes patients. The standard care programme consisted of advice to exercise at moderate to high intensity for 30 min five times a week; the supported exercise programme consisted of three 60-min supported plus two unsupported exercise sessions per week. Between-group analyses demonstrated a difference for changes in low-density lipoprotein cholesterol only (standard care programme 0.01 mmol · L(-1), supported exercise programme -0.6 mmol · L(-1); P = 0.04). Following the standard care programme, within-group analyses demonstrated a significant reduction in waist circumference, whereas following the supported exercise programme there were reductions in glycosylated haemoglobin (6.4 vs. 6.0%; P = 0.007), waist circumference (101.4 vs. 97.2 cm; P = 0.021), body mass (91.7 vs. 87.9 kg; P = 0.007), body mass index (30.0 vs. 28.7 kg · m(-2); P = 0.006), total cholesterol (5.3 vs. 4.6 mmol · L(-1); P = 0.046), low-density lipoprotein cholesterol (3.2 vs. 2.6 mmol · L(-1); P = 0.028), fasting β-cell responsiveness (11.5 × 10(-9) vs. 7.0 × 10(-9) pmol · kg(-1) · min(-1); P = 0.009), and insulin resistance (3.0 vs. 2.1; P = 0.049). The supported exercise programme improved glycaemic control through enhanced β-cell function associated with decreased insulin resistance and improved lipid profile. This research highlights the need for research into unsupported and supported exercise programmes to establish more comprehensive lifestyle advice for Type 2 diabetes patients. 相似文献
40.
研究目的:通过准静态到动态的加载,研究以不锈钢点阵结构为芯材的夹芯结构的层间断裂韧性。创新要点:制备的夹芯结构不需要黏合剂,但是具有优异的面板-芯材界面性能;证明改良后的三点弯曲实验可用于研究夹芯结构在低速冲击下的界面性能。研究方法:采用改良后的三点弯曲实验(见图2)测试夹芯结构的面板芯材断裂韧性;采用低速冲击米测试夹芯结构的抗分层性能(见图5)和吸收能量性能(见图8)。重要结论:1.采用热压法制备的以碳纤维增强环氧树脂预浸料为面板,不锈钢点阵结构为芯材的夹芯结构不需要任何粘合剂;2.所得夹芯结构在受到准静态和动态三点弯曲加载时展现了优异的抗面板一芯材界面分层性能,断裂能达到5500J/m2;3.改良的三点弯曲实验可以用于测试低速冲击条件下夹芯结构的断裂性能。 相似文献