全文获取类型
收费全文 | 2317篇 |
免费 | 30篇 |
国内免费 | 1篇 |
专业分类
教育 | 1730篇 |
科学研究 | 124篇 |
各国文化 | 34篇 |
体育 | 184篇 |
综合类 | 1篇 |
文化理论 | 33篇 |
信息传播 | 242篇 |
出版年
2021年 | 21篇 |
2020年 | 40篇 |
2019年 | 58篇 |
2018年 | 58篇 |
2017年 | 69篇 |
2016年 | 76篇 |
2015年 | 43篇 |
2014年 | 58篇 |
2013年 | 554篇 |
2012年 | 65篇 |
2011年 | 64篇 |
2010年 | 42篇 |
2009年 | 46篇 |
2008年 | 57篇 |
2007年 | 60篇 |
2006年 | 58篇 |
2005年 | 58篇 |
2004年 | 52篇 |
2003年 | 43篇 |
2002年 | 53篇 |
2001年 | 28篇 |
2000年 | 30篇 |
1999年 | 31篇 |
1998年 | 16篇 |
1997年 | 29篇 |
1996年 | 23篇 |
1995年 | 32篇 |
1994年 | 20篇 |
1993年 | 32篇 |
1992年 | 21篇 |
1991年 | 43篇 |
1990年 | 19篇 |
1989年 | 29篇 |
1988年 | 37篇 |
1987年 | 23篇 |
1986年 | 20篇 |
1985年 | 23篇 |
1984年 | 25篇 |
1983年 | 17篇 |
1982年 | 21篇 |
1981年 | 28篇 |
1980年 | 24篇 |
1979年 | 21篇 |
1978年 | 25篇 |
1977年 | 20篇 |
1976年 | 24篇 |
1975年 | 17篇 |
1974年 | 16篇 |
1973年 | 9篇 |
1969年 | 10篇 |
排序方式: 共有2348条查询结果,搜索用时 0 毫秒
81.
82.
83.
84.
85.
Robert Atwan Barry Orton Alliam Vesterman Everette E. Dennis Arnold H. Ismach Donald M. Gillmor 《Communication Booknotes Quarterly》2013,44(9):145-147
Atwan, Robert, Barry Orton, and Alliam Vesterman. American Mass Media: Industries and Issues (New York: Random House, 1978—$8.95, paper) Dennis, Everette E., Arnold H. Ismach, and Donald M. Gillmor, eds. Enduring Issues in Mass Communication (St. Paul, Minn.: West P.' _fishing Co., 1978—price not given, paper) White, David Manning, and John Pendleton, eds. Popular Culture: Mirror of American Life (Del Mar, Calif.: Publisher's Inc., 1977—$11.95/6.25) Charlene J. Brown, Trevor R. Brown, and William L. Rivers' The Media and the People (New York: Holt, Rinehart a Winston, 1978 —price not given, paper) Malcolm Muggeridge's Christ and the Media (Grand Rapids, Mich.: William B. Eerdmans Publishing Co., 1977— $5.95) 相似文献
86.
Mohamed Saifeddin Fessi Nidhal Zarrouk Valter Di Salvo Cristoforo Filetti Alan R. Barker 《Journal of sports sciences》2016,34(24):2189-2194
ABSTRACTThis study aimed to examine: (i) the effect of decreasing training load (TL) during taper weeks on physical match activities in professional soccer players, and (ii) to disclose the relationship between weekly TL and physical match activities. Rating of perceived exertion was collected after each training session and match to quantify the TL in 19 professional players over 17 standard and 7 taper weeks during the season. Physical match activities were quantified by a computerised match analysis system and compared between standard training and taper weeks. Compared to standard weeks, the duration and frequency of training sessions during the taper weeks decreased (?21.7% and ?18.8%, respectively; P < 0.01) with no change in intensity (?4.8%; P = 0.09). Consequently, the weekly TL decreased during the taper weeks (?25.5%; P < 0.01). Increases in distance covered by intense running (+15.1%; P < 0.05), high-intensity running (HIR) (+15.7%; P < 0.01), number of sprints (+17.8%; P < 0.05) and number of high-speed runs (+15.7%; P < 0.05) were observed during the seven matches played after the taper weeks. High relationships were observed between TL and HIR distance covered, number of HIR and number of sprints (r = ?0.53; r = ?0.55; r = ?0.65, respectively; P < 0.01). Decreasing TL during taper weeks by reducing training duration and frequency but maintaining intensity was associated with an increase in physical activities during matches. However, it needs to be determined whether tapering or other match factors led to the changes in match activity. 相似文献
87.
88.
Alan J Mcllhenny 《British journal of educational technology : journal of the Council for Educational Technology》1991,22(3):187-195
This paper describes the model of internationally supported self-study developed at the Kathmandu International Study Centre in Nepal. The Centre aims to provide for the varied home country needs of the secondary aged expatriate children resident in Nepal through a balanced programme of group tutorials and self-study activities. The various facets of the model and their rationale are discussed under the headings of Structure, Physical environment and People. Based upon the experience gained, recommendations for practice are made. The creation of an environment conducive to learning is discussed, with reference to the contribution made to this environment by the physical surroundings, tutors, and the students themselves. 相似文献
89.
90.