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161.
Taylor K 《The Journal of perinatal education》2010,19(2):4-6
Katherine and Andrew Taylor chose to have a planned home birth. With the support of her husband, Andrew, and her midwife and doula, Katherine labored at home for 48 hours before transferring to the hospital. Baby Luke was born by cesarean about 20 hours later. Confident and supported, the Taylors were able to make informed decisions and have a positive birth experience, although it was not what they had planned. 相似文献
162.
In relation to teaching and learning approaches that improve student learning outcomes, threshold concepts have generated substantial interest in higher education. They have been described as ‘portals’ that lead to a transformed way of understanding or thinking, enabling learners to progress, and have been enthusiastically adopted to inform teaching approaches and curriculum design. A growing body of literature has critiqued the relevance and applicability of the threshold concept theory and identified threshold concepts relevant to specific disciplines. More recent research has identified how students cross these thresholds and provided measures of the successful acquisition of threshold concepts. This literature synthesis critiques existing evidence on threshold crossing and acquisition to provide a succinct and informative overview of the outcomes to date. Key questions relevant to educators and researchers investigating whether students acquire the threshold concepts associated with their teaching, arose from the literature synthesis. These were: whether or not threshold crossing can be measured; how variation in student learning can be addressed during measurement; tools that can be used for measuring threshold crossing; whether the way units or concepts are taught should alter prior to measurement, and the challenges and limitations of measuring threshold crossing. 相似文献
163.
The aim of this study was to determine the effects of positive and negative outcome imagery on golf-putting performance. Players of both high and low ability performed a golf-putting task in three imagery conditions: (a) a positive outcome imagery condition, (b) a negative outcome imagery condition and (c) a no-imagery control condition. The task was conducted in a competitive setting, reducing the possibility of demand characteristics. We found that negative outcome imagery was detrimental to putting performance; however, performance in the positive outcome imagery condition was no better than performance in the control condition. There was also evidence to suggest that outcome imagery operated through the mechanism of confidence, as negative outcome imagery was detrimental to both confidence and performance. The results of the present study suggest that golfers should avoid visualizing negative images, as this could damage both confidence and performance. 相似文献
164.
James M. Pivarnik PhD Janet E. Fulton Wendell C. Taylor Sharon A. Snider 《Research quarterly for exercise and sport》2013,84(2):202-207
Abstract Our purpose was to determine the aerobic capacities (VO2max) of a group of black female adolescents (age = 11.4 ? 15.8 years) randomly chosen from a single urban school. Of 91 girls selected, 64 performed an incremental treadmill running test to volitional exhaustion and achieved VO2max as determined from expired gas measures. Other measures included height (m), weight (kg), and calf and triceps skinfolds (for % fat estimates). Girls were also asked whether they had achieved menarche. VO2max averaged 37.3 ± 6.2 ml·kg?1 ·min?1 and was significantly correlated (r[62]) with height (?.32, p < .01), body mass index (?.63, p < .001), and % fat (?.65, p < .001) but not with age (?.16, p > .10). Postmenarchal girls were significantly taller and older than premenarchal girls. Contrary to previous studies, the girls' VO2max values were not related to biological age. Our subjects' aerobic capacity values averaged 14% less than those of nonblack U.S. female adolescents previously reported in the literature. This difference in VO2max was primarily a function of body weight. Study implications support the possibility that overweight in adult black women may originate prior to or during early adolescence. Future longitudinal studies should be designed to investigate the effects of aerobic fitness on cardiovascular risk factor reduction in black adolescent girls. 相似文献
165.
166.
Sareena Hamzah Siobhan Higgins Tamara Abraham Paul Taylor Daiva Vizbaraite 《Journal of sports sciences》2013,31(14):1545-1554
Abstract The aim of this study was to determine whether rates of total fat and carbohydrate oxidation and endurance capacity during running conducted in the fasted state are influenced by the glycaemic index (GI) of high carbohydrate diets consumed over 5 days. Nine healthy males performed three treadmill runs to exhaustion at 65% of maximum oxygen uptake ([Vdot]O2max): after a habitual diet (control trial), after 5 days on a high carbohydrate/high glycaemic index diet, and after 5 days on a high carbohydrate/low glycaemic index diet in randomized counterbalanced order. No significant differences in rates of fat and carbohydrate oxidation, concentrations of plasma insulin, glucose, non-esterified fatty acids and glycerol, or time to exhaustion were observed between the high carbohydrate/high glycaemic index and high carbohydrate/low glycaemic index trials. Compared with the control trial, the concentration of plasma glycerol and rate of fat oxidation were lower (P < 0.05) and the rate of carbohydrate oxidation higher (P < 0.05) in both the high carbohydrate/high glycaemic index diet and high carbohydrate/low glycaemic index trials during the run to exhaustion. In conclusion, the extent by which a high carbohydrate diet consumed over 5 days reduces rate of fat oxidation during subsequent running exercise in the fasted state is not influenced by the glycaemic index of the diet. 相似文献
167.
Nathan Taylor Dodson 《Research quarterly for exercise and sport》2013,84(2):243-244
Abstract The purpose of this study was to determine if there were differences in learning to perform a novel motor task between two equated groups: one group was subjected to learning the task immediately following a heavy physical work bout on a bicycle ergometer; the other group was subjected to learning the task with no imposed physical exercise. It was found that the subjects who practiced the stabilometer exercise in a fatigued state performed significantly better than subjects in the control group except for test 4. The experimental group also performed significantly better than the control group during the 5th test which was performed without any fatiguing task. It appears from this study that the fatigue state of the learner had a favorable influence on both performance and learning of certain novel motor skills. 相似文献
168.
169.
“The fish becomes aware of the water in which it swims” is a metaphor that represents Yuli’s revelatory journey about the hidden power of culture in her personal identity and professional teaching practice. While engaging in a critical auto/ethnographic inquiry into her lived experience as a science teacher in Indonesian and Australian schools, she came to understand the powerful role of culture in shaping her teaching identity. Yuli realised that she is a product of cultural hybridity resulting from interactions of very different cultures—Javanese, Bimanese, Indonesian and Australian. Traditionally, Javanese and Indonesian cultures do not permit direct criticism of others. This influenced strongly the way she had learned to interact with students and caused her to be very sensitive to others. During this inquiry she learned the value of engaging students in open discourse and overt caring, and came to realise that teachers bringing their own cultures to the classroom can be both a source of power and a problem. In this journey, Yuli came to understand the hegemonic power of culture in her teaching identity, and envisioned how to empower herself as a good teacher educator of pre-service science teachers. 相似文献
170.
Joseph A. Taylor Kathleen Roth Christopher D. Wilson Molly A. M. Stuhlsatz Elizabeth Tipton 《Journal of research on educational effectiveness》2017,10(2):241-271
This article describes the effects of an analysis-of-practice professional development (PD) program on elementary school students' (Grades 4–6) science outcomes. The study design was a cluster-randomized trial with an analysis sample of 77 schools, 144 teachers and 2,823 students. Forty-two schools were randomly assigned to treatment, (88.5 hours) of integrated analysis-of-practice and content deepening PD (over the course of one year) while 35 schools were randomly assigned to receive an equal number of PD hours in science content deepening alone. Students' content knowledge, as measured by a project-specific test, was compared across treatment groups. The effect size for this comparison was 0.52 standard deviations in favor of students whose teachers participated in the PD that included analysis-of-practice. This effect compares favorably to that of other elementary school interventions whose effectiveness was studied with a narrowly focused outcome measure. Analysis of the demographics of the study schools suggests that the treatment effect could be relevant outside the local study context. Implications for future research include tests of mediation for teacher-level outcomes and efficacy tests of specific teaching strategies (intervention subcomponents). 相似文献