全文获取类型
收费全文 | 1402篇 |
免费 | 27篇 |
国内免费 | 2篇 |
专业分类
教育 | 1207篇 |
科学研究 | 20篇 |
各国文化 | 12篇 |
体育 | 42篇 |
综合类 | 2篇 |
文化理论 | 5篇 |
信息传播 | 143篇 |
出版年
2023年 | 2篇 |
2022年 | 6篇 |
2021年 | 10篇 |
2020年 | 17篇 |
2019年 | 44篇 |
2018年 | 50篇 |
2017年 | 70篇 |
2016年 | 61篇 |
2015年 | 42篇 |
2014年 | 50篇 |
2013年 | 306篇 |
2012年 | 40篇 |
2011年 | 38篇 |
2010年 | 45篇 |
2009年 | 49篇 |
2008年 | 41篇 |
2007年 | 55篇 |
2006年 | 40篇 |
2005年 | 42篇 |
2004年 | 44篇 |
2003年 | 30篇 |
2002年 | 26篇 |
2001年 | 31篇 |
2000年 | 33篇 |
1999年 | 22篇 |
1998年 | 21篇 |
1997年 | 23篇 |
1996年 | 10篇 |
1995年 | 24篇 |
1994年 | 10篇 |
1993年 | 21篇 |
1992年 | 19篇 |
1991年 | 7篇 |
1990年 | 9篇 |
1989年 | 8篇 |
1988年 | 2篇 |
1987年 | 9篇 |
1986年 | 4篇 |
1985年 | 10篇 |
1984年 | 7篇 |
1983年 | 5篇 |
1982年 | 4篇 |
1981年 | 8篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1917年 | 1篇 |
1910年 | 1篇 |
排序方式: 共有1431条查询结果,搜索用时 15 毫秒
91.
The aim of this study was to quantify movements of Super 12 rugby players in competition because information on elite rugby players' movements is unavailable. Players were categorized into forwards [front (n = 16) and back row (n = 15)] and backs [inside (n = 9) and outside backs (n = 7)] and their movements analysed by video-based time motion analysis. Movements were classified as rest (standing, walking and jogging) and work (striding, sprinting, static exertion, jumping, lifting or tackling). The total time, number and duration of individual activities were assessed, with differences between groups evaluated using independent sample t-tests (unequal variances), while differences between halves were assessed with paired sample t-tests. Forwards had 7:47 min:s (95% confidence limits: 6:39 to 8:55 min:s, P<0.01) more time in static exertion than backs, but backs spent 0:52 (0:34 to 1:09, P = 0.01) min:s more time sprinting than forwards, and had a 0.7 (0.3 to 1.2, P = 0.01) s longer duration of each sprint. Forwards spent 7:31 (5:55 to 9:08) min:s more time in work activities (P = 0.01) and had 2.1 (1.3 to 2.8) s longer work durations (P<0.01) than backs. The results indicate frequent short duration (<4 s) work efforts followed by moderate duration (<20 s) rest for forwards, and extended (>100 s) rest duration for backs. High-intensity efforts involved static exertion for forwards (mean +/- standard deviation frequency = 80 +/- 17) and sprinting for backs (27 +/- 9). In conclusion, after nearly a decade since becoming professional, elite rugby union is still characterized by highly intense, intermittent movement patterns and marked differences in the competition demands of forwards and backs. 相似文献
92.
93.
David Watson 《Perspectives: Policy and Practice in Higher Education》2013,17(3):63-72
This paper is the first part of an edited version of a Keynote Presentation delivered at the AUA Annual Conference, Queen's University Belfast, on 11 April 2006. The second part will appear in the next issue of perspectives. 相似文献
94.
Sue Tangney 《Teaching in Higher Education》2013,18(3):266-275
The notion of student-centred learning is often not defined; within the pedagogic literature it is generally associated with constructivism or principles associated with a constructivist environment such as building on prior knowledge, purposeful active learning and sense-making. An informal enquiry into conceptions of university staff prior to this study revealed a variety of interpretations warranting greater clarification and context. This interpretive study using a constructivist grounded approach focused on academic staff in art and design. It revealed a broader, more holistic conception of student-centred learning which is largely ignored in the literature and included ideas such as personal growth, consciousness raising and empowerment. It raises the question of whether humanist interpretations of student-centred learning should be more explicitly considered across the disciplines. 相似文献
95.
Sue Pattison 《International Journal of Inclusive Education》2013,17(6):547-564
Counselling is increasingly seen as a way of addressing the psychological needs of young people with emotional, behavioural and academic problems. This paper explores the existing counselling landscape regarding inclusion of young people with learning disabilities in counselling. The research findings are based on data collected from an empirical study (n = 396) and a series of interviews (n = 15) with counsellors. Findings identify inclusion in counselling as a process and highlight inclusive strategies, namely: creative counselling approaches, non‐verbal forms of communication and the use of simple adapted language. The most inclusive counsellors were highly qualified with greater knowledge and experience of this group of young people; awareness of disability issues; eclectic in practice; imaginative and creative; open‐minded, reflective, pragmatic; and proactive in promoting their services. Inclusive counselling practices adopt a person‐centred, psychodynamic or integrative therapeutic approach; take referrals through teachers, parents, carers, care managers and family doctors; have a welcoming attitude towards the young people, their parents and carers; are flexible regarding times and appointments. 相似文献
96.
This study reports findings of a tracer that investigated differences in the profile and subsequent experiences of scholarship recipients in Uganda who were able to complete the lower secondary school cycle (O level) without interruption (N = 174) and those that dropped out before completing their O-level cycle (N = 51), thereby losing their scholarship. Findings indicate that the scholarship programme had important positive impacts on all participants, even if they were unable to complete their O level. Moreover, scholarships had a multiplier effect; they had positive impacts on recipients' siblings, parents, and neighbours. When scholarship recipients did drop out, the most prevalent causes were poverty, pregnancy, and poor performance. However, even the modest amounts of education these dropouts received changed the course of their lives in positive ways. 相似文献
97.
David Hopkins Julie Howard Iain Johnston Barbara Glover Sue Woodburn 《School Leadership & Management》2013,33(1):37-53
The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship. 相似文献
98.
Alison Scope Janet Empson Sue McHale Dabie Nabuzoka 《Emotional and Behavioural Difficulties》2013,18(4):319-320
The objective of this paper is to report the development and use of an observation checklist to identify typically developing children with behavioural manifestations associated with inattention, hyperactivity and impulsivity. This measure is termed the Scope Classroom Observation Checklist (SCOC). The SCOC was developed, assessed for reliability using an independent observer and teacher ratings, and administered to a sample of 157 mainstream schoolchildren. The SCOC revealed a normal distribution of scores on the checklist, and the top and bottom quartiles of this distribution were found, as would be expected, to differ significantly on SCOC score. The SCOC had good inter‐observer reliability and a high rate of concordance with teacher ratings of attentional difficulties. The SCOC has emerged as a reliable measure that could prove to be a useful tool in a battery of screening measures to identify mainstream schoolchildren with difficulties characterised by inattention and hyperactivity‐impulsivity. 相似文献
99.
Unnar Thorsteinsson Sue Espinoza Madeline Justice 《Technology, Pedagogy and Education》2013,22(2):233-239
Abstract Telecommunications have moved into the world of education, and educational networks have arisen in many countries. The Icelandic Educational Network (IEN) is one of these, and a recent study was undertaken to examine its role and its impact on the educational community in Iceland. A critical incident study was conducted to determine what activities educators felt have led to their successful use of the IEN. Participants were asked to describe two critical incidents that fostered their successful use of the IEN; 580 critical incidents reported by 290 subscribers at the IEN were analyzed. The data, recorded and presented in narrative and visual form, revealed six categories that foster successful use of the IEN, and frequency distribution charts showing the frequency of each incident are included here. Participant feedback has provided information regarding instructor training for telecommunication technology, and has indicated possible areas for inclusion in teacher education, and professional development activities 相似文献
100.
Glenice Watson 《Technology, Pedagogy and Education》2013,22(1-2):179-190
Abstract The willingness and ability of teachers to integrate information technology (IT) into their teaching is largely dependent on the professional development they receive. However, it is not clear which models of IT professional development result in transformative and effective practice. This article reports on interviews in three countries with ‘exemplary’ IT users who also have professional development roles. It identifies ideas such as the change of teacher role, home-grown experts, comfortable shoes approach, let them struggle and killer applications as part of the repertoire of successful approaches employed by these IT professional developers 相似文献