全文获取类型
收费全文 | 655篇 |
免费 | 13篇 |
专业分类
教育 | 518篇 |
科学研究 | 17篇 |
各国文化 | 19篇 |
体育 | 63篇 |
文化理论 | 5篇 |
信息传播 | 46篇 |
出版年
2023年 | 2篇 |
2021年 | 3篇 |
2020年 | 7篇 |
2019年 | 12篇 |
2018年 | 25篇 |
2017年 | 14篇 |
2016年 | 24篇 |
2015年 | 14篇 |
2014年 | 17篇 |
2013年 | 136篇 |
2012年 | 12篇 |
2011年 | 24篇 |
2010年 | 17篇 |
2009年 | 17篇 |
2008年 | 21篇 |
2007年 | 19篇 |
2006年 | 8篇 |
2005年 | 11篇 |
2004年 | 17篇 |
2003年 | 15篇 |
2002年 | 17篇 |
2001年 | 15篇 |
2000年 | 15篇 |
1999年 | 9篇 |
1998年 | 11篇 |
1997年 | 9篇 |
1996年 | 9篇 |
1995年 | 10篇 |
1994年 | 15篇 |
1993年 | 14篇 |
1992年 | 10篇 |
1991年 | 14篇 |
1990年 | 12篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 2篇 |
1843年 | 1篇 |
排序方式: 共有668条查询结果,搜索用时 15 毫秒
21.
Johnston R 《Journal of sports sciences》2008,26(6):563-568
In a recent paper in this journal, Boyko and colleagues (2007) identified differences in attendance and referee bias as factors influencing home advantage at soccer matches in the English Premiership. A replication of their study using more recent data found no evidence to sustain either of their claims. 相似文献
22.
Ron Maughan 《Journal of sports sciences》2008,26(10):1119-1120
24.
25.
26.
27.
Ron Johnston 《Perspectives: Policy and Practice in Higher Education》2013,17(4):115-118
28.
Sharon ABBEY Bev BAILEY Jane Dubrick Kathleen Moore Joyce Nyhof-YOUNG Erminia Pedretti Ron Saranchuk 《International journal of qualitative studies in education》2013,26(1):101-102
Underlined by the belief that teachers' critical awareness of their actions is a vital issue in education, this study examines the insights that evolved from a long-term collaboration among seven doctoral students. To prepare for our comprehensive examinations, we collaborated as a study group for one and one-half years. Adopting the dual roles of listener-researcher and narrator-participant, we engaged in dialogue and narrative to convey to each other the meaning of our collaborative experiences. From grounded theory analysis, four elements of collaboration emerged: logistics, social dynamics, empowerment, and change. In order to convey the meaning of our experiences, we create a multiplicity of meanings based on our diverse and lived personal narratives. Finally, our collaborative process challenges academic administrations to examine how well their current policies encourage personal autonomy and cooperative learning approaches for students involved in preparing for their comprehensive examinations. 相似文献
29.
Sura Wuttiprom Ian D. Johnston Ratchapak Chitaree Chernchok Soankwan 《International Journal of Science Education》2013,35(5):631-654
Conceptual surveys have become increasingly popular at many levels to probe various aspects of science education research such as measuring student understanding of basic concepts and assessing the effectiveness of pedagogical material. The aim of this study was to construct a valid and reliable multiple‐choice conceptual survey to investigate students’ understanding of introductory quantum physics concepts. We examined course syllabi to establish content coverage, consulted with experts to extract fundamental content areas, and trialled open‐ended questions to determine how the selected content areas align with students’ difficulties. The questions were generated and trialled with different groups of students. Each version of the survey was critiqued by a group of discipline and teaching experts to establish its validity. The survey was administered to 312 students at the University of Sydney. Using the data from this sample, we performed five statistical tests (item difficulty index, item discrimination index, item point biserial coefficient, KR‐21 reliability test, and Ferguson’s delta) to evaluate the test’s reliability and discriminatory power. The result indicates that our survey is a reliable test. This study also provided data from which preliminary findings were drawn on students’ understandings of introductory quantum physics concepts. The main point is that questions which require an understanding of the standard interpretations of quantum physics are more challenging for students than those grouped as non‐interpretative. The division of conceptual questions into interpretive and non‐interpretive needs further exploration. 相似文献
30.