全文获取类型
收费全文 | 2978篇 |
免费 | 54篇 |
国内免费 | 1篇 |
专业分类
教育 | 2267篇 |
科学研究 | 163篇 |
各国文化 | 38篇 |
体育 | 220篇 |
文化理论 | 33篇 |
信息传播 | 312篇 |
出版年
2022年 | 24篇 |
2021年 | 32篇 |
2020年 | 43篇 |
2019年 | 90篇 |
2018年 | 99篇 |
2017年 | 111篇 |
2016年 | 95篇 |
2015年 | 67篇 |
2014年 | 95篇 |
2013年 | 709篇 |
2012年 | 64篇 |
2011年 | 69篇 |
2010年 | 61篇 |
2009年 | 67篇 |
2008年 | 78篇 |
2007年 | 68篇 |
2006年 | 55篇 |
2005年 | 57篇 |
2004年 | 48篇 |
2003年 | 58篇 |
2002年 | 52篇 |
2001年 | 49篇 |
2000年 | 86篇 |
1999年 | 45篇 |
1998年 | 32篇 |
1997年 | 23篇 |
1996年 | 27篇 |
1995年 | 30篇 |
1994年 | 23篇 |
1993年 | 36篇 |
1992年 | 42篇 |
1991年 | 40篇 |
1990年 | 32篇 |
1989年 | 29篇 |
1988年 | 28篇 |
1987年 | 30篇 |
1986年 | 23篇 |
1985年 | 32篇 |
1984年 | 21篇 |
1983年 | 15篇 |
1982年 | 21篇 |
1981年 | 27篇 |
1980年 | 19篇 |
1979年 | 23篇 |
1978年 | 23篇 |
1977年 | 12篇 |
1976年 | 21篇 |
1975年 | 15篇 |
1974年 | 12篇 |
1966年 | 10篇 |
排序方式: 共有3033条查询结果,搜索用时 0 毫秒
71.
72.
73.
James A. H. Smith Alexander D. McKerrow Tertius A. Kohn 《Journal of sports sciences》2017,35(16):1592-1597
Exercise testing on motorised treadmills provides valuable information about running performance and metabolism; however, the impact of treadmill type on these tests has not been investigated. This study compared the energy demand of running on two laboratory treadmills: an HP Cosmos (C) and a Quinton (Q) model, with the latter having a 4.5 times stiffer running platform. Twelve experienced runners ran identical bouts on these treadmills at a range of four submaximal velocities (reported data is for the velocity that approximated 75–81% VO2max). The stiffer treadmill elicited higher oxygen consumption (C: 46.7 ± 3.8; Q: 50.1 ± 4.3 ml·kg?1 · min?1), energy expenditure (C: 16.0 ± 2.5; Q: 17.7 ± 2.9 kcal · min?1), carbohydrate oxidation (C: 9.6 ± 3.1; Q: 13.0 ± 3.9 kcal · min?1), heart rate (C: 155 ± 16; Q: 163 ± 16 beats · min?1) and rating of perceived exertion (C: 13.8 ± 1.2; Q: 14.7 ± 1.2), but lower fat oxidation (C: 6.4 ± 2.3; Q: 4.6 ± 2.5 kcal · min?1) (all analysis of variance treadmill comparisons P < 0.01). This study confirms that caution is required when comparing performance and metabolic results between different treadmills and suggests that treadmills will vary in their comparability to over-ground running depending on the running platform stiffness. 相似文献
74.
Erythropoietin concentration and arterial haemoglobin saturation with supramaximal exercise. 总被引:3,自引:0,他引:3
The aim of this study was to determine if the hypoxaemic stimulus generated by intense exercise results in the physiological response of increased erythropoietin production. Twenty athletes exercised for 3 min at 109 +/- 2.8% (mean +/- s) maximal oxygen consumption. Estimated oxyhaemoglobin saturation was measured by reflective probe pulse oximetry (Nellcor N200) and was validated against arterial oxyhaemoglobin saturation by CO-oximetry in eight athletes. Serum erythropoietin concentrations-as measured using the INCSTAR Epo-Trac radioimmunoassay-increased significantly by 28 +/- 9% at 24 h post-exercise in 11 participants, who also had an arterial oxyhaemoglobin saturation < or = 91% (P < 0.05). Decreased ferritin levels and increased reticulocyte counts were observed at 96 h post-exercise. However, no significant changes in erythropoietin levels were observed in nine non-desaturating athletes and eight non-exercise controls. Good agreement was shown between arterial oxyhaemoglobin saturation and percent estimated oxyhaemoglobin saturation (limits of agreement = -3.9 to 3.7%). In conclusion, short supramaximal exercise can induce both hypoxaemia and increased erythropoietin levels in well-trained individuals. The decline of arterial hypoxaemia levels below 91% during exercise appears to be necessary for the exercise-induced elevation of serum erythropoietin levels. Furthermore, reflective probe pulse oximetry was found to be a valid predictor of percent arterial oxyhaemoglobin saturation during supramaximal exercise when percent estimated oxyhaemoglobin saturation > or = 86%. 相似文献
75.
76.
Caroline Smith 《Educational Psychology in Practice》2001,17(4):337-345
This paper describes teachers, parents and educational psychologists working together to meet the needs of children and young people with autistic spectrum difficulties in mainstream and special schools. It examines the impact on children's social behaviour of a two-session workshop for groups of parents/carers, teachers and learning support assistants about 'Social Stories' (Gray, 1994). It highlights the contribution that Social Stories can make to the management of a wide range of social behaviours, including inappropriate sexual behaviour, unsafe behaviour and obsessional behaviour. Issues raised by the use of Social Stories and their benefits for children with autistic spectrum difficulties are considered. The paper concludes by describing the developing diversity in the use of Social Stories and invites those working in the field to contribute to the body of information about their strengths and limitations. 相似文献
77.
78.
Melanie Walker 《British Journal of Sociology of Education》2005,26(1):41-54
This paper examines the life history narratives of a group of 12 black and white male and female undergraduate students at a historically white Afrikaans medium university, now undergoing its own transformation in post‐apartheid South Africa. Conceptualizations of identity and discourse across four elements of context, setting, situated activity and self are employed to examine their accounts. Three framing discourses, comprising the official storyline of a rainbow nation and new higher education policies, the formal storyline of institutional change, and the informal space of relationships and interactions are used to analyse student narratives in terms of how they produce, reproduce and transform race and identity. What emerges is a complicated picture in which identities cannot be simply read off either from the official discourse or from colour and culture as the levels of discourse articulate and collide with a history of racial separateness and context and setting, with particular identity effects.
79.
Sally Smith Colin Smith Ella Taylor-Smith Julia Fotheringham 《Journal of Further & Higher Education》2019,43(5):628-640
Students have expectations of their university education leading to graduate careers, with universities investing considerable resources in institution-wide initiatives designed to enhance opportunities for student work placements and work-related learning. However, there are large variations between courses and disciplines in student uptake of these opportunities, with limited evidence explaining why this might be the case. Recognising recent approaches which consider student identity in transitions, this study explored student attitudes to work-related learning across a range of subject disciplines. The first phase of the study used in-class surveys (N = 199) to focus on students’ self-identification and perceptions of employability initiatives. Follow-up interviews were conducted to further explore themes emerging in the survey data. The study found that, while some students drew on resources for identity work in their recognition of and approach to work-related learning, access was limited, and university resources were not always recognised or effective. The findings have implications for the design of effective graduate employability initiatives. 相似文献
80.
This longitudinal study of 105 economically disadvantaged children examined the relation between reading problems and internalizing behavior in 3rd- and 5th-grade assessments (8- to 12-year olds). The variable-centered results showed that reading problems predicted change in internalizing behavior in the context of child and family predictors. The person-centered results showed that children with reading problems in both grades had higher internalizing scores in 5th grade but not in 3rd grade than children with reading problems in 3rd grade or no problems. Child-reported negative emotion experiences varied similarly across grade. The results tie reading problems to emotional distress in school and support conclusions about the direction of effects and the internalization of academic difficulty for disadvantaged children. 相似文献