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291.
ABSTRACT Running is an activity with a consistently high injury rate. Running footwear design that mimics barefoot running has been proposed to reduce injury rate by increasing the strength of foot structures. However, there is little evidence to support this. The purpose of the current study is to use shear wave ultrasound elastography to examine material properties (shear modulus) of intrinsic foot structures in experienced minimally and traditionally shod runners. It is hypothesized that minimalist runners will exhibit increased stiffness compared to controls demonstrating the strengthening of these structures. Eighteen healthy runners (8 minimalist and 10 traditionalist), running a minimum of 10 mi · wk?1, participated. Elastography scans were performed on the left foot of each participant. There is no apparent stiffening of foot structures associated with wearing minimalist shoes. Only the FHB tendon is different between shoe types and, contrary to the hypothesis, was stiffer in traditionalist compared to minimalist runners (257.26 ± 51.64 kPa vs 160.88 ± 27.79 kPa, respectively). A moderate positive (r = 0.7) relationship between training load and tendon stiffness suggests strengthening of tendon when running in traditional shoes. If running in minimalist shoes increases loading on these structures without resulting in stronger tissues, it is possible that minimalist footwear may increase injury risk. 相似文献
292.
Stephanie Bell 《Clearing house (Menasha, Wis.)》2013,86(2):39-43
Project-Based Learning (PBL) is an innovative approach to learning that teaches a multitude of strategies critical for success in the twenty-first century. Students drive their own learning through inquiry, as well as work collaboratively to research and create projects that reflect their knowledge. From gleaning new, viable technology skills, to becoming proficient communicators and advanced problem solvers, students benefit from this approach to instruction. 相似文献
293.
294.
Dr. Odessa Khaton Bell 《Equity & Excellence in Education》2013,46(5):31-35
This article contains the major findings and recommendations of a study of ability grouping. The writers are associated with College of Education, University of Georgia. A more detailed report of the study is available from the Center for Educational Improvement, College of Education, University of Georgia, Athens, Georgia 30601 相似文献
295.
The paper examines the links between a recent focus in Australian universities on 'generic skills' or 'graduate qualities', and national employment policies directed at developing employment-related 'key competencies'. It examines the attempt by a team of teacher educators in Australia to develop curricula that would meet the goals of national workplace policy initiatives, while retaining the traditional university concern of teaching critical evaluation of information and social practice. The specific example is the teaching of sociology within a teacher education programme. However, the examples and analysis offered here would be of interest to university teachers working with students in any professional degree programme where there is an expectation that students will be able to understand and apply sociological knowledge within their professional field. The project was framed within the policy context of 'meeting students' needs' . 相似文献
296.
Despite tutors' importance, they often encounter inadequate professional development and support. This study describes the impact of peer observation of teaching activities on tutors' professional development using multiple data-sets over a three-year period. The data was analysed according to three themes: situated learning, reflective practice and conceptual expansion, in order to identify changes to teaching practice. Tutors reported that peer observation of teaching is an effective development activity that encouraged reflection on teaching and, for some, resulted in conceptual expansion and lasting change to teaching. Tutors found the situated aspect of the peer observation activity was an important factor, as it enabled them to observe how other tutors supported their students' engagement with the discipline-specific curriculum. Recommendations for future research and for the professional development of tutors in practice are provided. 相似文献
297.
Abstract The image or ‘branding’ issue has become a strategic managerial decision for postsecondary institutions because it impacts upon the desire of a student to persist and complete, or to drop out. This paper examines the relationship that exists between students’ expectations and their lived experience as reported by students in an actual institutional setting. It is a case study which suggests actionable outcomes for the particular institution. More importantly, the approach used here is easily replicable and may be employed to provide useful information for image enhancement in other university settings. 相似文献
298.
Melissa Sherfinski Brandi Slider Weekley Sera Mathew 《International Journal of Inclusive Education》2013,17(12):1213-1228
This narrative inquiry concerns preschool education in the USA. It describes and analyses the barriers and possibilities for inclusion/exclusion that educators and parents of young children in a West Virginian community believe that it poses. The researchers present a case study designed to examine the context of inclusive education as revealed in 15 educators’ and parents’ narratives and observations of universal pre-kindergarten (UPK) practice. Due to semi-market-based orientations, new UPK structures, and perceptions of acceptable roles for parents and educators, possibilities for advocacy, and inclusive education often went unrealised. Based on these data, the researchers offer suggestions for how teacher education might be further developed to reconceptualise advocacy as inclusive education created in part through a praxis orientation and deliberative relationships between homes and schools. 相似文献
299.
Terezinha Nunes Peter Bryant Deborah Evans Daniel Bell Rossana Barros 《Educational Studies in Mathematics》2012,79(3):371-388
The basis of this intervention study is a distinction between numerical calculus and relational calculus. The former refers
to numerical calculations and the latter to the analysis of the quantitative relations in mathematical problems. The inverse
relation between addition and subtraction is relevant to both kinds of calculus, but so far research on improving children’s
understanding and use of the principle of inversion through interventions has only been applied to the solving of a + b − b = ?
sums. The main aim of the intervention described in this article was to study the effects of teaching children about the explicit
use of inversion as part of the relational calculus needed to solve inverse addition and subtraction problems using a calculator.
The study showed that children taught about relational calculus differed significantly from those who were taught numerical
procedures, and also that effects of the intervention were stronger when children were taught about relational calculus with
mixtures of indirect and direct word problems than when these two types of problem were given to them in separate blocks. 相似文献
300.
In this paper, we report on the structural nexus of one youth??s gaming practices across contexts and over time. We utilize data from an ethnography of youth science and technology learning, as well as expertise development, across settings and developmental time. We use Ole Dreier??s theory of persons to understand how this youth is able to develop considerable gaming expertise. Additionally, we explicate the learning practices embedded in the structural nexus of this youth??s gaming and we examine associated issues of learning and identity. We problematize the lack of continuity between his formal schooling experiences and the structural nexus of his gaming practices as situated in a variety of other contexts and we reflect on the implications for the design of STEM gaming experiences in formal school environments. 相似文献