全文获取类型
收费全文 | 389篇 |
免费 | 4篇 |
专业分类
教育 | 293篇 |
科学研究 | 21篇 |
各国文化 | 8篇 |
体育 | 41篇 |
文化理论 | 2篇 |
信息传播 | 28篇 |
出版年
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 7篇 |
2019年 | 16篇 |
2018年 | 13篇 |
2017年 | 19篇 |
2016年 | 26篇 |
2015年 | 12篇 |
2014年 | 15篇 |
2013年 | 90篇 |
2012年 | 12篇 |
2011年 | 12篇 |
2010年 | 4篇 |
2009年 | 9篇 |
2008年 | 9篇 |
2007年 | 13篇 |
2006年 | 8篇 |
2005年 | 4篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 6篇 |
2001年 | 3篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1995年 | 2篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 7篇 |
1984年 | 2篇 |
1982年 | 2篇 |
1977年 | 2篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1969年 | 2篇 |
1967年 | 5篇 |
1966年 | 3篇 |
1965年 | 2篇 |
1964年 | 1篇 |
1962年 | 2篇 |
1946年 | 2篇 |
1942年 | 1篇 |
1938年 | 1篇 |
1934年 | 1篇 |
1910年 | 1篇 |
1899年 | 1篇 |
排序方式: 共有393条查询结果,搜索用时 15 毫秒
21.
The effects of training with overweight and underweight cricket balls on fast-bowling speed and accuracy were investigated in senior club cricket bowlers randomly assigned to either a traditional (n = 9) or modified-implement training (n = 7) group. Both groups performed bowling training three times a week for 10 weeks. The traditional training group bowled only regulation cricket balls (156 g), whereas the modified-implement training group bowled a combination of overweight (161-181 g), underweight (151-131 g) and regulation cricket balls. A radar gun measured the speed of 18 consecutive deliveries for each bowler before, during and after the training period. Video recordings of the deliveries were also analysed to determine bowling accuracy in terms of first-bounce distance from the stumps. Bowling speed, which was initially 108 +/- 5 km h(-1) (mean +/- standard deviation), increased in the modified-implement training group by 4.0 km x h(-1) and in the traditional training group by 1.3 km x h(-1) (difference, 2.7 km x h(-1); 90% confidence limits, 1.2 to 4.2 km x h(-1)). For a minimum worthwhile change of 5 km x h(-1), the chances that the true effect on bowling speed was practically beneficial/trivial/harmful were 1.0/99/< 0.1%. For bowling accuracy, the chances were 1/48/51%. This modified-implement training programme is not a useful training strategy for club cricketers. 相似文献
22.
Coaches believe world-ranking lists are a reliable tool for predicting international swimming performance. To examine the relationship between world-ranking and Olympic performance, we modelled world-ranking time and best time from the 2000 Olympic Games for 407 top-50 world-ranked swimmers. Analysis of log-transformed times yielded within-athlete and between-athlete coefficients of variation (CV) and percent changes in performance from world-rankings to Olympics. Variations and performance progressions were compared across sex, stroke, distance, nation and medal status. The within-athlete coefficient of variation of performance for all swimmers was 0.8% (95% confidence limits: 0.7 to 0.9%). Females were slightly less consistent, although not substantially different to males (ratio of female/male within-athlete CV: 1.1; 95% confidence limits: 1.0 to 1.2) and had a wider range of talent (ratio of female/male between-athlete CV: 1.2; 95% confidence limits: 1.1 to 1.4). Swimmers from Australia (AUS) were more consistent than those from the United States (USA) and other nations (OTHER) (ratio of within-athlete CV, USA/AUS: 1.5; 95% confidence limits: 1.0 to 2.2; OTHER/ AUS: 1.6; 95% confidence limits: 1.2 to 2.1). Most Olympic medallists (87%) had a top-10 world-ranking. Overall performance time at the Olympics was slower than world-ranking time by 0.3% (95% confidence limits: 0.2 to 0.4%), medallists improved by 0.6% (95% confidence limits: 0.4 to 0.9%) and non-medallists swam 0.6% slower (95% confidence limits: 0.5 to 0.7%). We conclude that a top-10 ranked swimmer who can improve performance time by 0.6%, equivalent to 0.13 s in the men's 50-m freestyle, will substantially increase their chance of an Olympic medal (the difference between first and fourth place). 相似文献
23.
24.
Studies of the way games and gaming align themselves with the pedagogy of the humanities have left behind a key discipline: that of literary studies, as opposed to literacy studies, a far more common concern among scholars who have examined the impact of games on university and secondary teaching. This paper considers the reasons for such a lacuna of the literary and enters into a philosophical critique of the grounds on which games have been advanced as a tool for pedagogy in recent work. Interrogating recent scholars’ use of epistemological and sociological paradigms, the paper advances a more liberal and sophisticated concept of the game that better answers the needs of students and teachers in the literature classroom. It concludes with two examples of worked games that have significant potential to enhance learning. 相似文献
25.
26.
27.
This article is equal parts educational history and political philosophy. We aim to remind readers that subject English (SE) and indeed state education emerge from the contradictory impulses of classical liberalism, and that, more than simply resembling citizenship education, SE emerges in the first instance as a form of highly normativising citizenship education. We further argue that, following England's recent educational reforms initiated by former Education Secretary Michael Gove, SE continues to be framed in moral terms consistent with citizenship education—again, of a highly normativising sort. England's current educational policy generally, and specifically the framing of SE, employs the language of liberal possibility, while ultimately espousing an invidious exclusionary and assimilationist politics. The framing of SE, moreover, is one that misrepresents the supposedly ‘rich and varied literary heritage’ it is supposed to exemplify and promote. The current political landscape in which the study of literature takes place is one where a crisis of liberalism is manifest (in terms of populism, radicalisation or apathy). However, we do not believe the answer is to retreat into a sealed, hermetic canon that excludes the reality that England and English literature are fundamentally multicultural and polyethnic. SE will be the poorer for not fully acknowledging and embodying this, for not enabling students to imaginatively and critically engage with characters and experiences that reflect both the present and long-standing diversity of English society, as well as its present and long-standing inequalities. 相似文献
28.
29.
Community Level Factors and Child Maltreatment Rates 总被引:8,自引:1,他引:8
Using census and administrative agency data for 177 urban census tracts, variation in rates of officially reported child maltreatment is found to be related to structural determinants of community social organization: economic and family resources, residential instability, household and age structure, and geographic proximity of neighborhoods to concentrated poverty. Furthermore, child maltreatment rates are found to be intercorrelated with other indicators of the breakdown of community social control and organization. These other indicators are similarly affected by the structural dimensions of neighborhood context. Children who live in neighborhoods that are characterized by poverty, excessive numbers of children per adult resident, population turnover, and the concentration of female-headed families are at highest risk of maltreatment. This analysis suggests that child maltreatment is but one manifestation of community social organization and that its occurrence is related to some of the same underlying macro-social conditions that foster other urban problems. 相似文献
30.
Julian Sefton-Green 《Teaching Education》2013,24(1):37-51
This paper investigates the nature of informal learning through a study of children's (age 9-13) use of chatrooms and in a computer games class in an out-of-school-centre. The paper discusses contemporary policy interest in the concept but argues that it loses value for educationalists except as "critical lens" to explore formal learning. Key elements of informal learning are dissected and close analysis of children's talk in informal learning situations is analysed in terms of its pedagogic structure. 相似文献