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91.
92.
The aim of this study was to determine the reproducibility of the maximal accumulated oxygen deficit and the associated exercise time to exhaustion during short-distance running. Fifteen well-trained males (mean - s : VO 2max = 58.0 - 4.6 ml.kg -1 .min -1 ) performed the maximum accumulated oxygen deficit test at an exercise intensity equivalent to 125% VO 2max . The test was repeated at the same time of day on three occasions within 3 weeks. There was no significant systematic bias between trials for either maximum accumulated oxygen deficit (mean - s : trial 1 = 69.0 - 13.1; trial 2 = 71.4 - 12.5; trial 3 = 70.4 - 15.0 ml O 2 Eq.kg -1 ; ANOVA, F = 0.70, P = 0.51) or exercise time to exhaustion (trial 1 = 194 - 31.1; trial 2 = 198 - 33.2; trial 3 = 201 - 36.8 s; F = 1.49, P = 0.24). In addition, other traditional measures of reliability were also favourable. These included intraclass correlation coefficients of 0.91 and 0.87, and sample coefficients of variation of 6.8% and 5.0%, for maximum accumulated oxygen deficit and exercise time to exhaustion respectively. However, the '95% limits of agreement' were 0 - 15.1 ml O 2 Eq (1.01 2 / 1 1.26 as a ratio) and 0 - 33.5 s (1.0 2 / 1 1.18 as a ratio) for maximum accumulated oxygen deficit and exercise time to exhaustion respectively. We estimate that the sample sizes required to detect a 10% change in exercise time to exhaustion and maximum accumulated oxygen deficit after a repeated measures experiment are 10 and 20 respectively. Unlike the results of previous maximum accumulated oxygen deficit studies, we conclude that it is not a reliable measure.  相似文献   
93.
This study examined the effects of different work?–?rest durations during 40?min intermittent treadmill exercise and subsequent running performance. Eight males (mean?±?s: age 24.3?±?2.0 years, body mass 79.4?±?7.0?kg, height 1.77?±?0.05?m) undertook intermittent exercise involving repeated sprints at 120% of the speed at which maximal oxygen uptake (v-[Vdot]O2max) was attained with passive recovery between each one. The work?–?rest ratio was constant at 1:1.5 with trials involving short (6:9?s), medium (12:18?s) or long (24:36?s) work?–?rest durations. Each trial was followed by a performance run to volitional exhaustion at 150% v-[Vdot]O2max. After 40?min, mean exercise intensity was greater during the long (68.4?±?9.3%) than the short work?–?rest trial (54.9?±?8.1% [Vdot]O2max; P?<?0.05). Blood lactate concentration at 10?min was higher in the long and medium than in the short work?–?rest trial (6.1?±?0.8, 5.2?±?0.9, 4.5?±?1.3?mmol?·?l?1, respectively; P?<?0.05). The respiratory exchange ratio was consistently higher during the long than during the medium and short work?–?rest trials (P <?0.05). Plasma glucose concentration was higher in the long and medium than in the short work?–?rest trial after 40?min of exercise (5.6?±?0.1, 6.6?±?0.2 and 5.3?±?0.5?mmol?·?l?1, respectively; P?<?0.05). No differences were observed between trials for performance time (72.7?±?14.9, 63.2?±?13.2, 57.6?±?13.5?s for the short, medium and long work?–?rest trial, respectively; P = 0.17), although a relationship between performance time and 40?min plasma glucose was observed (P?<?0.05). The results show that 40?min of intermittent exercise involving long and medium work?–?rest durations elicits greater physiological strain and carbohydrate utilization than the same amount of intermittent exercise undertaken with a short work?–?rest duration.  相似文献   
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Observed process quality in infant/toddler classrooms was compared in Germany (n = 75) and the USA (n = 219). Process quality was assessed with the Infant/Toddler Environment Rating Scale(ITERS) and parent attitudes about ITERS content with the ITERS Parent Questionnaire (ITERSPQ). The ITERS had comparable reliabilities in the two countries and similar factors were found. Content validity of the ITERS is supported in both countries by similarly high ITERSPQ importance scores. ITERS classroom mean scores are similar (Germany = 3.21; USA = 3.36), but a higher US standard deviation is found. A discriminant analysis revealed differences between countries on a bipolar dimension, with US programs characterized by higher scores on custodial issues while German programs have higher scores on educational aspects. Spearman rank order correlations were completed on ITERSPQ importance scores and observed ITERS scores, showing an association only in the USA. Results are discussed in terms of the parental values and infrastructures found in the two countries.

La qualité de processus observée dans les salles de classe des Enfants/Petits Enfants a été comparée en l’Allemagne (n = 75) et aux Etats‐Unis (n = 219). La qualité de processus a été évaluée avec l’Échelle d’Évaluation de l’Environnement des Enfants/Petits Enfants (ITERS) et les attitudes des parents au sujet du contenu de l’ITERS avec le Questionnaire d’ITERS pour les Parents (ITERSPQ). L’ITERS a eu fiabilités comparables dans les deux pays et des facteurs semblables ont été trouvés. La validité du contentu de l’ITERS est soutenue dans les deux pays par des points sur l’importance d’ITERSPQ pareillement hauts. Les points moyens ITERS de la salle de classe sontsemblables, (Allemagne = 3.21 ; Etats‐Unis = 3.36), mais un écart type plus élevé pour les Etats‐Unis est trouvé. Une analyse discriminante a indiqué des différences entre les pays sur une dimension bipolaire, avec les programmes des Etats‐Unis caractérisés par de points plus hauts sur la question de la garde tandis que les programmes allemands ont de points plus hauts sur des aspects éducatifs. Des corrélations Spearman d’ordre de rang ont été accomplies sur les points d’importance ITERSPQ et on a observé des points d’ITERS montrer une association seulement pour les Etats‐Unis. Des résultats sont discutés en termes de valeurs et infrastructures parentales trouvées dans les deux pays.

La calidad de proceso observada en salas de clase de infantes/niños pequeños fue comparada en Alemania (n = 75) y los E.E.U.U. (n = 219). La calidad de proceso fue determinada con la Escala para Evaluar el Ambiente del Infante/ Niño pequeño (ITERS) y las actitudes de los padres hacia el contenido del ITERS con el Cuestionario ITERS para los Padres (ITERSPQ). El ITERS tenía confiabilidades comparables en los dos países y se encontraron factores similares. La validez del contenido del ITERS es apoyada en ambos países por los puntajes sobre la importancia del ITERSPQ que son semejantemente altos. Los puntajes medios ITERS de la sala de clase son similares, (Alemania = 3.21; E.E.U.U. = 3.36), pero se encuentra una desviación estándar más alta con los E.E.U.U. Un análisis discriminante reveló diferencias entre los países en una dimensión bipolar, con los programas de los E.E.U.U. caracterizados por puntajes más altos en el área de la custodia mientras que los programas alemanes tienen puntajes más altos en los aspectos educativos. Las correlaciones Spearman sobre el orden de rango fueron completadas en los puntajes sobre la importancia de ITERSPQ y se observaron puntajes de ITERS demostrando una asociación solamente en los E.E.U.U. Los resultados se discuten en términos de los valores parentales e infraestructuras encontradas en los dos países.  相似文献   

98.
Der vorliegende Beitrag besch?ftigt sich unter Bezugnahme auf einen systemtheoretischen Kommunikationsbegriff mit der (p?dagogischen) Strukturierung des Lernens Erwachsener. Er geht von der These aus, dass die P?dagogisierung des lernbezogenen Umgangs mit Wissen im Erwachsenenalter unsichtbar (gemacht) wird. Auf der Grundlage eines abgeschlossenen DFG-Projekts werden unterschiedliche Formen p?dagogischer Kommunikation dargestellt und das in ihren Settings, ihrer kommunikativen Verfasstheit und den Mustern ihrer Strukturierung eingelagerte Invisibilisierungspotenzial herausgearbeitet. Vor diesem Hintergrund wird das Konzept des Lebenslangen Lernens als eine entwickelte Form des Umgangs mit dem Paradox der (Un-)Sichtbarkeit p?dagogischer Kommunikation interpretiert. Was diese Institutionalisierungsform des Lernens kennzeichnet, ist somit eine doppelt gegenl?ufige Gleichzeitigkeit von Visibilisierung und Invisibilisierung.  相似文献   
99.
This study investigated the extent to which thinking skills and mathematical competency would predict the course performance of freshman and sophomore science majors enrolled in physics courses. Multiple-regression equations revealed that algebra and critical thinking skills were the best overall predictors across several physics courses. Although arithmetic skills, math anxiety, and primary mental abilities scores also correlated with performance, they were redundant with the algebra and critical thinking. The most surprising finding of the study was the differential validity by sex; predictor variables were successful in predicting course performance for women but not for men.  相似文献   
100.
This paper describes findings of a longitudinal study that was carried out to examine relationships among different aspects of young children's cognitive development, namely, theory of mind, metacognitive vocabulary, and metamemory, which seem theoretically connected but so far have not been studied simultaneously. In total, 174 children were included in the present analyses who were about 4;6 years of age at the first measurement point. Children were tested at four time points, separated by a testing interval of approximately half a year. At the first time of testing, children completed a set of theory of mind tasks. At each of the following measurement points, measures of metacognitive vocabulary and general vocabulary as well as metamemory were given. Overall, the findings show that theory of mind performance assessed at the age of 4;6 predicts metacognitive knowledge assessed about one and a half years later. Furthermore, they point to a reciprocal relationship between metacognitive vocabulary and metamemory in that comprehension of metacognitive vocabulary predicted later metamemory and, conversely, metamemory significantly predicted later comprehension of metacognitive verbs. This research was supported by a grant from the German Research Foundation (SCHN 315 /20–7) to the German Research Group on Cognitive Development.  相似文献   
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