全文获取类型
收费全文 | 3121篇 |
免费 | 41篇 |
国内免费 | 4篇 |
专业分类
教育 | 2283篇 |
科学研究 | 312篇 |
各国文化 | 33篇 |
体育 | 215篇 |
综合类 | 1篇 |
文化理论 | 64篇 |
信息传播 | 258篇 |
出版年
2022年 | 16篇 |
2021年 | 24篇 |
2020年 | 37篇 |
2019年 | 74篇 |
2018年 | 98篇 |
2017年 | 92篇 |
2016年 | 88篇 |
2015年 | 54篇 |
2014年 | 70篇 |
2013年 | 803篇 |
2012年 | 73篇 |
2011年 | 69篇 |
2010年 | 47篇 |
2009年 | 39篇 |
2008年 | 72篇 |
2007年 | 46篇 |
2006年 | 46篇 |
2005年 | 44篇 |
2004年 | 59篇 |
2003年 | 51篇 |
2002年 | 51篇 |
2001年 | 38篇 |
2000年 | 50篇 |
1999年 | 37篇 |
1998年 | 31篇 |
1997年 | 42篇 |
1996年 | 41篇 |
1995年 | 39篇 |
1994年 | 27篇 |
1993年 | 27篇 |
1992年 | 31篇 |
1991年 | 27篇 |
1990年 | 28篇 |
1989年 | 39篇 |
1988年 | 18篇 |
1987年 | 34篇 |
1986年 | 28篇 |
1985年 | 29篇 |
1984年 | 27篇 |
1983年 | 32篇 |
1982年 | 32篇 |
1981年 | 30篇 |
1980年 | 30篇 |
1979年 | 34篇 |
1978年 | 28篇 |
1976年 | 19篇 |
1974年 | 19篇 |
1973年 | 21篇 |
1971年 | 20篇 |
1967年 | 16篇 |
排序方式: 共有3166条查询结果,搜索用时 15 毫秒
991.
Joseph P. Magliano Keith K. Millis Irwin Levinstein Chutima Boonthum 《Metacognition and Learning》2011,6(2):131-154
Comprehension emerges as the results of inference and strategic processes that support the construction of a coherent mental
model for a text. However, the vast majority of comprehension skills tests adopt a format that does not afford an assessment
of these processes as they operate during reading. This study assessed the viability of the Reading Strategy Assessment Tool
(RSAT), which is an automated computer-based reading assessment designed to measure readers’ comprehension and spontaneous
use of reading strategies while reading texts. In the tool, readers comprehend passages one sentence at a time, and are asked
either an indirect (“What are your thoughts regarding your understanding of the sentence in the context of the passage?”)
or direct (e.g., why X?) question after reading each pre-selected target sentence. The answers to the indirect questions are
analyzed on the extent that they contain words associated with comprehension processes. The answers to direct questions are
coded for the number of content words in common with an ideal answer, which is intended to be an assessment of emerging comprehension.
In the study, the RSAT approach was shown to predict measures of comprehension comparable to standardized tests. The RSAT
variables were also shown to correlate with human ratings. The results of this study constitute a “proof of concept” and demonstrate
that it is possible to develop a comprehension skills assessment tool that assesses both comprehension and comprehension strategies. 相似文献
992.
James D. George Danielle I. Bradshaw Annette Hyde Pat R. Vehrs Ronald L. Hager Frank G. Yanowitz 《Measurement in physical education and exercise science》2013,17(3):149-160
The purpose of this study was to develop an age-generalized regression model to predict maximal oxygen uptake (VO2max) based on a maximal treadmill graded exercise test (GXT; George, 1996). Participants (N?=?100), ages 18–65 years, reached a maximal level of exertion (mean?±?standard deviation [SD]; maximal heart rate [HRmax]?=?185.2?±?12.4 beats per minute (bpm); maximal respiratory exchange ratio [RERmax]?=?1.18?±?0.05; maximal rating of perceived exertion (RPEmax)?=?19.1?±?0.7) during the GXT to assess VO2max (mean?±?SD; 40.24?±?9.11 mL·kg?1·min?1). Multiple linear regression generated the following prediction equation (R?=?.94, standard error of estimate [SEE]?=?3.18 mL·kg?1·min?1, %SEE?=?7.9): VO2max (mL·kg?1·min?1)?=?13.160?+?(3.314 × gender; females?=?0, males?=?1) ? (.131 × age) ? (.334 × body mass index (BMI))?+?(5.177 × treadmill speed; mph)?+?(1.315 × treadmill grade; %). Cross validation using predicted residual sum of squares (PRESS) statistics revealed minimal shrinkage (Rp ?=?.93 and SEE p ?=?3.40 mL·kg?1·min?1); consequently, this model should provide acceptable accuracy when it is applied to independent samples of comparable adults. Standardized β-weights indicate that treadmill speed (.583) was the most effective at predicting VO2max followed by treadmill grade (.356), age (?.197), gender (.183), and BMI (?.148). This study provides a relatively accurate regression model to predict VO2max in relatively fit men and women, ages 18–65 years, based on maximal exercise (treadmill speed and grade), biometric (BMI), and demographic (age and gender) data. 相似文献
993.
George B. Cunningham 《Measurement in physical education and exercise science》2013,17(3):161-176
The purpose of this study was to develop the Physical Activity Class Satisfaction Questionnaire (PACSQ). In Study 1, qualitative data were collected from 16 students. The results, coupled with a review of the relevant literature, helped to construct the various dimensions of satisfaction. In Study 2, a quantitative questionnaire was developed and administered to 194 students; based on the results, slight changes were made to the questionnaire. Additional data were then collected in Study 3 from 179 students to test the revised questionnaire. The PACSQ consists of nine dimensions of satisfaction: Mastery Experiences, Cognitive Development, Teaching, Normative Success, Interaction with Others, Fun and Enjoyment, Improvement of Health and Fitness, Diversionary Experiences, and Relaxation. The findings have implications for physical activity class instructors and for program managers. 相似文献
994.
Finn Marsland Colin Mackintosh Judith Anson Keith Lyons Gordon Waddington Dale W. Chapman 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):435-447
AbstractMicro-sensors were used to quantify macro kinematics of classical cross-country skiing techniques and measure cycle rates and cycle lengths during on-snow training. Data were collected from seven national level participants skiing at two submaximal intensities while wearing a micro-sensor unit (MinimaxX?). Algorithms were developed identifying double poling (DP), diagonal striding (DS), kick-double poling (KDP), tucking (Tuck), and turning (Turn). Technique duration (T-time), cycle rates, and cycle counts were compared to video-derived data to assess system accuracy. There was good reliability between micro-sensor and video calculated cycle rates for DP, DS, and KDP, with small mean differences (Mdiff% = ?0.2 ± 3.2, ?1.5 ± 2.2 and ?1.4 ± 6.2) and trivial to small effect sizes (ES = 0.20, 0.30 and 0.13). Very strong correlations were observed for DP, DS, and KDP for T-time (r = 0.87–0.99) and cycle count (r = 0.87–0.99), while mean values were under-reported by the micro-sensor. Incorrect Turn detection was a major factor in technique cycle misclassification. Data presented highlight the potential of automated ski technique classification in cross-country skiing research. With further refinement, this approach will allow many applied questions associated with pacing, fatigue, technique selection and power output during training and competition to be answered. 相似文献
995.
The purpose of this study was to examine the contribution of PASS (Planning, Attention, Simultaneous, and Successive) processes to Chinese reading accuracy and fluency. One-hundred-forty Grade 3 to 5 Mandarin-speaking children were assessed on measures of PASS processes, phonological awareness, and orthographic knowledge. A year later they were assessed on reading accuracy and fluency. The results indicated that successive processing predicted reading through the effects of phonological awareness and simultaneous processing predicted reading through the effects of orthographic knowledge. The results were similar for reading accuracy and fluency. Implications for the PASS theory are discussed. 相似文献
996.
In a recent article (Vieregge & Moseley, 2012), we reported the findings of an informal pilot survey we conducted at a meeting of the Michigan International Society for Performance Improvement (ISPI) chapter. The survey was intended to secure responses to a brief set of future‐focused questions from both the emerging and the seasoned talent who attended the meeting. Recently, we made the survey available for others in the human performance improvement (HPI) field to participate and offer their responses. In this article, we report the results in hopes that they will encourage continuing discussion about our future as HPI practitioners. 相似文献
997.
Georgios Tsitsipis Dimitrios Stamovlasis George Papageorgiou 《International Journal of Science and Mathematics Education》2012,10(4):777-802
In this study, the effect of 3 cognitive variables such as logical thinking, field dependence/field independence, and convergent/divergent thinking on some specific students’ answers related to the particulate nature of matter was investigated by means of probabilistic models. Besides recording and tabulating the students’ responses, a combination of binomial and multinomial logistic regression techniques was used to analyze the data. Thus, students’ misconceptions as well as the compatible-with-the-scientific-view student’s answers were explored one by one in relation to the above 3 cognitive variables. The study took place with the participation of 329 ninth-grade junior high school pupils (aged 14–15). The results showed that mostly logical thinking and sporadically the other 2 cognitive variables were significantly associated with students’ answers. Interpretation of the results and implications for science education are discussed. 相似文献
998.
999.
1000.
De Almeida Maia Denise Pohl Steffi Okuda Paola Matiko Martins Liu Ting Puglisi Marina Leite Ploubidis George Eid Michael Cogo-Moreira Hugo 《Educational Assessment, Evaluation and Accountability》2022,34(2):227-239
Educational Assessment, Evaluation and Accountability - The Bracken School Readiness Assessment (BSRA) has been used in large studies such as the Millennium Cohort Study (MCS). Important... 相似文献