全文获取类型
收费全文 | 873篇 |
免费 | 17篇 |
专业分类
教育 | 521篇 |
科学研究 | 119篇 |
各国文化 | 6篇 |
体育 | 92篇 |
文化理论 | 4篇 |
信息传播 | 148篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 15篇 |
2020年 | 23篇 |
2019年 | 37篇 |
2018年 | 43篇 |
2017年 | 34篇 |
2016年 | 34篇 |
2015年 | 25篇 |
2014年 | 31篇 |
2013年 | 166篇 |
2012年 | 65篇 |
2011年 | 106篇 |
2010年 | 33篇 |
2009年 | 41篇 |
2008年 | 26篇 |
2007年 | 15篇 |
2006年 | 33篇 |
2005年 | 16篇 |
2004年 | 16篇 |
2003年 | 9篇 |
2002年 | 14篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 8篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 4篇 |
1993年 | 10篇 |
1992年 | 9篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 7篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1973年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有890条查询结果,搜索用时 156 毫秒
771.
772.
Natalie Lander Philip J. Morgan Jo Salmon Lisa M. Barnett 《Measurement in physical education and exercise science》2016,20(1):50-62
Fundamental movement skills (FMS) competence is low in adolescent girls. An assessment tool for teachers is needed to monitor FMS in this demographic. The present study explored whether the Canadian Agility and Movement Skill Assessment (CAMSA) is feasible for use by physical education (PE) teachers of Australian Year 7 girls in a school setting. Surveys, focus group interviews, and direct observation of 18 specialist PE teachers investigated teachers’ perceptions of this tool. Results indicated that the CAMSA was usable in a real-world school setting and was considered a promising means to assess FMS in Year 7 girls. However, future iterations may require minor logistical alterations and further training for teachers on how to utilize the assessment data to enhance teaching practice. These considerations could be used to improve future design, application, and training of the CAMSA in school-based PE. 相似文献
773.
João Paulo Dos Anjos Souza Barbosa Luciano Basso André Seabra Antonio Prista Go Tani José António Ribeiro Maia 《European Journal of Sport Science》2016,16(5):618-623
Negative associations between physical activity (PA), physical fitness and multiple metabolic risk factors (MMRF) in youths from populations with low PA are reported. The persistence of this association in moderately-to highly active populations is not, however, well established. The aim of the present study was to investigate this association in a Brazilian city with high frequency of active youths. We assessed 122 subjects (9.9?±?1.3 years) from Muzambinho city. Body mass index, waist circumference, glycaemia, cholesterolaemia, systolic and diastolic blood pressures were measured. Maximal handgrip strength and one-mile walk/run test were used. Leisure time PA was assessed by interview. Poisson regression was used in the analysis. The model explained 11% of the total variance. Only relative muscular strength and one-mile walk/run were statistically significant (p?.05). Those who needed more time to cover the one-mile walk/run test had an increased in metabolic risk of 11%, and those with greater strength reduced the risk by about 82%. In conclusion, children and youths from an active population who need less time to cover the one-mile walk/run test or who had greater muscular strength showed a reduced metabolic risk. These results suggest that even in children and youths with high leisure time PA, a greater aerobic fitness and strength might help to further reduce their MMRF. 相似文献
774.
Valdir De Aquino Lemos Eduardo Da Silva Alves Paulo Adriano Schwingel João Paulo Pereira Rosa Andressa Da Silva Ciro Winckler 《European Journal of Sport Science》2016,16(8):955-964
Body composition is a physiological variable associated with physical activity and, in some cases, is related to athletic performance. Our objectives were to describe the body composition of participants in three distinct Paralympic sports and to compare the values of body density and estimated body fat obtained from the Paralympic athletes on the National Team by air-displacement plethysmography (ADP) and by the anthropometric method (skinfolds (SFs)). The sample consisted of 70 volunteers of both genders. The body composition of the volunteers was evaluated using the ADP in a Bod Pod® and seven SFs. There were no significant differences between the values obtained by ADP and SF for body fat percentage (p?=?.58) and body density (p?=?.49). Analysis by Bland–Altman plots showed mean differences of 0.56?±?4.94 (?9.12–10.23) and ?0.0017?±?0.0113 (?0.024–0.020) for body fat percentage and body density, respectively. In conclusion, body composition analyses of Paralympic athletes by the ADP and SF methods show similar results, and ADP should be used as the first option when available. When the use of ADP is not possible, estimating body density and fat percentage by SF is a viable alternative for Paralympic athletes when future comparisons will use the same analysis method. 相似文献
775.
776.
Robert Dew Andrzej Goscinski Jo Coldwell-Neilson 《Education and Information Technologies》2016,21(2):401-423
Although Australian students spend three or more years studying they can seem quite unaware of any of the expected learning outcomes of their course. They are often single unit focused, paying most attention to individual assessment items thus not developing a holistic view of their course. This paper presents a theoretical framework to support staff and students to recognise, scaffold and achieve learning outcomes and academic skills at unit level and to recognise how these contribute to course and graduate learning outcomes, within the boundaries of Australian university and professional accreditation requirements. A case study is described that demonstrates the manual implementation of the framework. The complex nature of the implementation suggests that a software solution is required to ease the process and ensure the resulting mapping will have some longevity by being maintainable. 相似文献
777.
Jo Tondeur Johan van Braak Peggy A. Ertmer Anne Ottenbreit-Leftwich 《Educational technology research and development : ETR & D》2017,65(3):555-575
This review was designed to further our understanding of the link between teachers’ pedagogical beliefs and their educational uses of technology. The synthesis of qualitative findings integrates the available evidence about this relationship with the ultimate goal being to facilitate the integration of technology in education. A meta-aggregative approach was utilized to analyze the results of the 14 selected studies. The findings are reported in terms of five synthesis statements, describing (1) the bi-directional relationship between pedagogical beliefs and technology use, (2) teachers’ beliefs as perceived barriers, (3) the association between specific beliefs with types of technology use, (4) the role of beliefs in professional development, and (5) the importance of the school context. By interpreting the results of the review, recommendations are provided for practitioners, policy makers, and researchers focusing on pre- and in-service teacher technology training. 相似文献
778.
Tondeur Jo Scherer Ronny Siddiq Fazilat Baran Evrim 《Educational technology research and development : ETR & D》2020,68(1):319-343
Educational technology research and development - The main aim of this two-step mixed-method study was to explore the effectiveness of the strategies used to prepare pre-service teachers for... 相似文献
779.
Ine Vanwesenbeeck Judith Westeneng Thilly de Boer Jo Reinders Ruth van Zorge 《Sex education》2016,16(5):471-486
Today, more than half of the world population is under the age of 25 years and one in four is under age 18. The urgency of expanding access to Comprehensive Sexuality Education (CSE) notably for children and young people in Africa and Asia is greater than ever before. However, many challenges to the implementation and delivery of CSE in resource poor settings have been identified in the literature. CSE’s effectiveness could be strongly improved if these challenges were better met. This paper aims to contribute to those much-needed improvements by sharing lessons learned from a decade of implementation of one particular CSE programme, The World Starts With Me, among various populations in 11 low income countries in Africa and Asia. The aims, content, reach and effectiveness of the programme are described. Next, the challenges for implementation and delivery at student, teacher, school and context level are discussed with reference to the wider knowledge base in this area. Finally, suggestions are provided for ways forward including the increased sensitivity of programmes for normative and practical barriers to sexual health, further advancement towards gender transformativity, a far-reaching expansion of comprehensive forms of teacher training and coaching, and a serious stepping-up of multilevel ‘whole school’ approaches. 相似文献
780.
Enhancing Part-time Teaching in Higher Education: a Challenge for Institutional Policy and Practice 总被引:2,自引:0,他引:2
Higher education in the UK has seen a steady increase in the numbers of part‐time teachers, yet the way in which they are inducted into teaching and the utilisation of their expertise are under‐researched. This qualitative study of 33 part‐time teachers from several universities suggests that their involvement in higher education should be considered from a fresh perspective, which differs from approaches to the enhancement of university teaching that rely upon simply educating individual teachers to do better by requiring their attendance at formally provided courses and events. While these approaches have their place, modern research on professional learning is increasingly pointing to the view that professional formation is an ecological process that is insufficiently served by the formal provision of learning opportunities. The ecological perspective, which emphasises the part played by the everyday workplace in professional formation, provides a challenge to leaders and managers regarding the development and implementation of institutional policy and practice. 相似文献