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41.
William Glicksman 《Journal of Jewish Education》2013,79(3-4):174-178
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William Casement 《Curator: The Museum Journal》2015,58(3):335-350
Since the mid‐twentieth century, special exhibitions of art forgeries have appeared in many museums in the United States and Europe. These exhibitions have displayed artworks of many kinds, and have been structured around a variety of objectives and methodologies to engage the public. Fundamentally, they inform that public about an uncomfortable reality: that artistic deception is more common than they may think. The collective phenomenon of these forums displaying faux art has reached a point at which it is a topic worthy of study. This article draws upon representative examples of exhibitions of fake art to present an overview of their “what,” “why,” and “how” in light of commonalities and differences among them. It furthermore traces a loose historical pattern in these exhibitions that shows change over time as well as continuity. 相似文献
44.
Jon Bruschke Andrew Gonis III Sarah A. Hill Pam Fiber-Ostrow William Loges 《Communication monographs》2016,83(4):521-534
Prior research on pretrial publicity has produced mixed results and a roughly equal number of studies show an effect, show no effect, or show mixed results. We explored the effects of (a) homogenous vs. heterogeneous exposure (whether deliberating jurors were all exposed to the same publicity or not) and (b) pre-deliberation queries as potential contributors to mixed results. We found an effect for positive but not negative publicity on conviction rates but not evidence ratings. Exposure heterogeneity appears to explain these differences and pre-deliberation queries did appear to play some role in the obtained outcomes. Overall these findings do not replicate a robust publicity effect and future research should consider how homogeneous exposure and pre-deliberation opinion queries influence results. 相似文献
45.
Cheng-Shiun He William D. Fraser Jonathan Tang Kirsty Brown Stephen Renwick Jay Rudland-Thomas 《Journal of sports sciences》2016,34(1):67-74
Heavy training is associated with increased respiratory infection risk and antimicrobial proteins are important in defence against oral and respiratory tract infections. We examined the effect of 14 weeks of vitamin D3 supplementation (5000 IU/day) on the resting plasma cathelicidin concentration and the salivary secretion rates of secretory immunoglobulin A (SIgA), cathelicidin, lactoferrin and lysozyme in athletes during a winter training period. Blood and saliva were obtained at the start of the study from 39 healthy men who were randomly allocated to vitamin D3 supplement or placebo. Blood samples were also collected at the end of the study; saliva samples were collected after 7 and 14 weeks. Plasma total 25(OH)D concentration increased by 130% in the vitamin D3 group and decreased by 43% in the placebo group (both P = 0.001). The percentage change of plasma cathelicidin concentration in the vitamin D3 group was higher than in the placebo group (P = 0.025). Only in the vitamin D3 group, the saliva SIgA and cathelicidin secretion rates increased over time (both P = 0.03). A daily 5000 IU vitamin D3 supplement has a beneficial effect in up-regulating the expression of SIgA and cathelicidin in athletes during a winter training period, which could improve resistance to respiratory infections. 相似文献
46.
David S. Haydon Ross A. Pinder Paul N. Grimshaw William S. P. Robertson 《Sports Engineering》2016,19(3):177-184
Limited recommendations of wheelchair configurations for court sports have been identified in the published literature. To accommodate the wide range of impairments in wheelchair rugby, players are given a point score that reflects their impairment. Players have regularly been grouped as high-, mid-, or low-point players in research, with high-point players having greater levels of muscle function compared with other classifications. This research documented the wheelchair configurations of elite Australian wheelchair rugby players across classification groups. Significant differences (p < 0.05) were found for increased seat height and decreased seat depth for high-point players compared with low- and mid-point groups, respectively. Low-point players displayed reduced wheelchair mass compared with high- and mid-point players, as well as increased frame length. Camber angles showed no significant differences across the classification groups. The incorporation of anthropometric measures, such as the elbow angle at the top dead center, was also investigated. While elbow angle showed no significant differences, seat height-to-total arm length ratio was higher for high-point players. Participants also completed surveys detailing their perception of the effect of altering wheelchair configurations. It is suggested that wheelchair configurations should consider an individual’s anthropometrics, impairment, training history, and court role to promote optimal performance, with predictive modeling having the potential to reduce the associated time and cost. 相似文献
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The purpose of this study was to investigate whether a linear factor analytic method commonly used to investigate violation of the item response theory (IRT) unidimensionality assumption is sensitive to measurable curricular differences within a school district and to examine the possibility of differential item performance for groups of students receiving different instruction. For grades 3 and 6 in reading and mathematics, personnel from two midwestern school systems that regularly administer standardized achievement tests identified the formal textbook series used and provided ratings of test-instructional match for each school building (classroom). For both districts, the factor analysis results suggested no differences in percentages of variance for large first factors and relatively small second factors across ratings or series groups. The IRT analyses indicated little, if any, differential item performance for curricular subgroups. Thus, the impact of factors that might be related to curricular differences was judged to be minor. 相似文献
49.
Mikyung Shin Hyunjoo Lee John William McKenna 《International Journal of Inclusive Education》2016,20(1):91-107
Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed. 相似文献
50.
This paper follows on from the authors’ previous research into minimal Black teacher representation in Liverpool schools [Boyle, B., and M. Charles. 2010. “Tightening the Shackles: The Continued Invisibility of Liverpool's British African Caribbean Teachers.” Journal of Black Studies 42 (3): 427–435]. It is based on a re-examination of their findings of Liverpool's Black teachers’ historic institutionalised invisibility [Swann Report. 1985. Education for All. Report of the Committee of the Enquiry into the Education of Children from Ethnic Minority Groups. London: Her Majesty's Stationery Office.] and an interrogation of the situation as revealed by the 2015 data. The article uses as its evidence base, questionnaire responses and data from a sample of interviews with the current 18 Black teachers. Despite the voices of Black teachers being marginalised and even less likely to be heard, it is vital that the pedagogies of Black teachers contribute to a ‘dismantling of binaries and hierarchies that privilege Eurocentric paradigms of teaching’ [Escayg, K. 2010. “Diverse Classrooms, Diverse Teachers: Representing Cultural Diversity in the Teaching Profession and Implications for Pre-Service Admissions.” Canadian Journal for new Scholars in Education 3 (2): 1–8, 4]. 相似文献