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131.
Wendy M. Yen 《Educational Measurement》1988,7(4):16-17
Phillips and Clarizio (1988) make a serious error In concluding that developmental standard score scales produce unrealistic expectations for growth of low-achieving students. The nature of their error is described in this response to their paper. 相似文献
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Wendy Jo Girven 《图书馆管理杂志》2017,57(8):911-921
Academic librarians who work as subject specialists within a discipline and special librarians have a shared interest in information literacy instruction, despite differences in their library settings and culture. Collaboration between these parties would decrease the gap between information literacy skills developed in the classroom and in the workplace. Practical issues relating to collaboration, as well as a reviewed case study engage the dialogue surrounding this kind of partnership. 相似文献
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Wendy Su 《Critical Studies in Media Communication》2017,34(5):480-494
The unprecedented growth in U.S.-China film coproductions and Chinese companies’ high-profile investment in Hollywood studios and U.S. cinemas signal a shift in global power relationships and a reshaping of the global media structure. Combining textual and document analysis with interviews of policy makers and film professionals in China and Hollywood, this article explores the implications of U.S.-China coproduction for global communication. The article proposes three ways of understanding coproductions: as a market-driven and profit-seeking partnership, as a policy and power negotiation, and as a brave experimental adventure. This article contends that the current state of U.S.-China coproduction manifests the contradiction between desire and reality. Although coproductions have the potential to create a space for a new global culture, to develop innovative communication models, and to achieve a China-U.S. consensus, the fulfillment of these potentials will require a steadfast effort and the commitment of more than one generation of filmmakers from both China and the U.S.A. Nevertheless, a global culture and a reshaping of the global media structure are in the making. 相似文献
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Paul Bridges Bernard Bourdillon Debbie Collymore Angela Cooper Wendy Fox Chris Haines 《Assessment & Evaluation in Higher Education》1999,24(3):285-300
This study set out to ascertain whether percentage mark distributions show evidence of discipline‐related marking behaviour and, if so, to consider the implications of this for equity in assessment outcomes. Performance data were obtained for 10 subjects at seven English universities for 1993–94, 1994–95 and 1995–96. The data showed that mark distributions at universities using percentages may be categorised into three Types (A,B and C). Type A distributions (English and History) are characterised by a steep‐sided negatively skewed distribution with a narrow spread. Pronounced microscale variation in the frequency is evident only in the vicinity of the mode between 55‐65%. Type B distributions (Biology, Business Studies, Fine Art, French, Law and Sociology) have a slightly broader spread and display microscale variation in frequency across a wider range of percentiles [40‐70%]. Type C distributions (Computer Studies and Mathematics) are characterised by a subdued, slightly negatively skewed distribution with a considerably wider spread. Type C distributions show conspicuous microscale variation in frequency across most of the percentile range. The types of distributions appear to reflect the relative confidence of assessors in different disciplines in awarding marks. The extremities of the percentage scale are perceived as insecure territory for the assessors of qualitative subject matter. Type A distributions are characteristic of disciplines in which the assessment is qualitative. Type B distributions may reflect the assessment of combined qualitative‐quantitative subject matter. Type C distributions are typical of disciplines in which more quantitative matter is assessed. The existence of discipline‐related patterns of distribution is a potential cause of inequity of outcomes for students on joint or multidisciplinary programmes. Data derived from institutions using grading scales show that discipline‐related patterns are less evident. 相似文献
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There is a paucity of data describing the lofted instep kick and little information on the kinematic differences between male and female footballers. This study provides a preliminary investigation into the differences in motion patterns between the sexes. A four-camera motion analysis system videoed 13 amateur footballers (7 female and 6 male) attempting a standardised task that represented a lofted instep kick of approximately 35 m. Footballers performed 20 kicks, with the three trials categorised closest to the standardised distance retained for statistical analysis. Three-dimensional motion patterns for kicks of 35 m illustrated that female footballers produced greater fluctuation in movement patterns for pelvic, hip joint and thoracolumbar spine motion in the frontal plane; thorax and hip joint transverse rotation; and ankle dorsiflexion/plantarflexion motion. Peak hip extension (P = 0.018), impact hip abduction (P = 0.032), impact ankle plantar flexion (P = 0.030) and resultant ball velocity (P = 0.004) differed significantly between sexes. Principle component analysis highlighted associations between kinematic variables related to ball velocity and sex including a reduced hip abduction and increased internal rotation approaching impact, and greater peak knee flexion, respectively. In summary, increased variation in direction of segment motion, increased backswing and formation of a tension arc by females compared to males, may be related to anthropometric, strength and muscle activation differences. Specifically, this exploratory study indicates future research would benefit from exploring trunk, pelvis and hip kinematics and kinetics, and whether training the trunk, pelvis and hip musculature assists female footballers. 相似文献