全文获取类型
收费全文 | 774篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 426篇 |
科学研究 | 274篇 |
各国文化 | 5篇 |
体育 | 31篇 |
综合类 | 3篇 |
信息传播 | 43篇 |
出版年
2020年 | 5篇 |
2019年 | 5篇 |
2018年 | 9篇 |
2017年 | 7篇 |
2016年 | 9篇 |
2015年 | 6篇 |
2014年 | 11篇 |
2013年 | 189篇 |
2012年 | 8篇 |
2011年 | 8篇 |
2010年 | 8篇 |
2009年 | 13篇 |
2008年 | 13篇 |
2007年 | 12篇 |
2006年 | 12篇 |
2005年 | 12篇 |
2004年 | 33篇 |
2003年 | 20篇 |
2002年 | 21篇 |
2001年 | 19篇 |
2000年 | 18篇 |
1999年 | 21篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 9篇 |
1993年 | 9篇 |
1992年 | 14篇 |
1991年 | 14篇 |
1990年 | 10篇 |
1989年 | 9篇 |
1988年 | 11篇 |
1987年 | 15篇 |
1986年 | 17篇 |
1985年 | 10篇 |
1984年 | 26篇 |
1983年 | 13篇 |
1982年 | 22篇 |
1981年 | 15篇 |
1980年 | 15篇 |
1979年 | 21篇 |
1978年 | 11篇 |
1977年 | 20篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1969年 | 3篇 |
1967年 | 2篇 |
1935年 | 1篇 |
排序方式: 共有782条查询结果,搜索用时 0 毫秒
102.
103.
104.
6世纪中国佛教忏仪流行甚广,以张荣迁碑和陈海龙碑为代表的造像碑就是最好的例证。考察发现,二碑所刻佛名分别来自《金光明经》、《法华经》和《大通方广忏悔灭罪庄严成佛经》。此文在铭文考释的基础上探讨了佛名与忏仪的关系。 相似文献
105.
It is widely assumed that the constraints of timed essay exams will make it virtually impossible for students to engage in the major hallmarks of the writing process, especially revision, in testing situations. This paper presents the results of a study conducted at Washington State University in the Spring of 2008. The study examined the occurrence of prewriting and revision in 890 timed essay responses as well as the impact of writing process on student scores. It was found that both prewriting and revision occur more frequently in timed essays than was previously realized. While prewriting corresponded to higher scores, revision corresponded to lower scores. These results encourage composition scholars to reevaluate their assumptions about both the validity of timed writing exams and the efficacy of current practices in teaching the writing process. 相似文献
106.
David M. High Edward T. Howley B. Don Franks 《Research quarterly for exercise and sport》2013,84(4):357-361
Abstract It has been suggested in the lay literature that static stretching and/or warm-up will prevent the occurrence of Delayed-Onset Muscle Soreness (DOMS). The primary purpose of this study was to determine the effects of static stretching and!or warm-up on the level of pain associated with DOMS. Sixty-two healthy male and female volunteers were randomly assigned to four groups: (a) subjects who statically stretched the quadriceps muscle group before a step, (b) subjects who only performed a stepping warm-up, (c) subjects who both stretched and performed a stepping warm-up prior to a step test, and (d) subjects who only performed a step test. The step test (Asmussen, 1956) required subjects to do concentric work with their right leg and eccentric work with their left leg to voluntary exhaustion. Subjects rated their muscle soreness on a ratio scale from zero to six at 24-hour intervals for 5 days following the step test. A 4×2×2 ANOVA with repeated measures on legs and Duncan's New Multiple Range post-hoc test found no difference in peak muscle soreness among the groups doing the step test or for gender (p > .05). There was the expected significant difference in peak muscle soreness between eccentrically and concentrically worked legs, with the eccentrically worked leg experiencing greater muscle soreness. We concluded that static stretching and!or warm-up does not prevent DOMS resulting from exhaustive exercise. 相似文献
107.
108.
In Australia and elsewhere, universities face increasing pressure to improve research output and quality, particularly through partnerships with industry. This raises interesting challenges for academic staff with considerable industry experience who are ‘new’ to academe. Some of these challenges were faced by the authors who have been successful in generating research, consultancy and executive education funds since joining academe and been somewhat surprised at being described as successful researchers and entrepreneurs. Taking a reflexive look to identify and make explicit our practice through the lenses of social capital and the entrepreneurial process, we identified 10 practices. However, we remain troubled by the dissonance between organisational rhetoric and its rewards for entrepreneurial activities. We offer some considerations for universities to help bridge this gap. 相似文献
109.
Chemistry concepts in three 2‐week modules were presented to a treatment and control group of high school students from 10 different high schools. The treatment group was taught using three representations of matter (macroscopic, particulate, and symbolic), whereas only two representations (macroscopic and symbolic) were used with the control group. The treatment group scored significantly higher across the combined score of all three modules. When the data were analyzed for gender–group interactions, females who were taught the particulate representation scored as well as males whereas those who were not taught the particulate representation scored significantly lower than males. Teaching males the particulate representation did not significantly affect males' achievement. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 911–927, 2002 相似文献
110.
This paper presents how some Australian schools are changing their approaches to leading the teaching and learning in their diverse and multi-characteristic contexts. Experiences of these schools shows that the development of a school wide approach to pedagogy and its implementation needs to be firmly embedded in the leadership of learning. Drawing on recent research conducted in the Sydney Catholic Education Office system in Australia (Crowther et al. in Leading and Managing 18(2):1–33, 2012) there is evidence of relationship between the development and implementation of a school wide approach to pedagogy and student achievement. There is also evidence to support leadership that is based on a mutualistic relationship between teacher leaders and the principal. This paper focuses on the way schools have used their visions and pedagogical frameworks to enhance whole of school quality outcomes. It highlights the power of teacher leaders taking responsibility for pedagogical development and implementation. In addition, it illustrates the power of mutualistic relationships (parallel leadership) when the principal takes responsibility for unleashing and trusting the creative expertise of teacher leaders in line with the role of strategic leadership and management. 相似文献