全文获取类型
收费全文 | 796篇 |
免费 | 15篇 |
国内免费 | 2篇 |
专业分类
教育 | 663篇 |
科学研究 | 18篇 |
各国文化 | 22篇 |
体育 | 29篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 78篇 |
出版年
2023年 | 2篇 |
2022年 | 4篇 |
2021年 | 7篇 |
2020年 | 18篇 |
2019年 | 16篇 |
2018年 | 24篇 |
2017年 | 30篇 |
2016年 | 21篇 |
2015年 | 15篇 |
2014年 | 24篇 |
2013年 | 166篇 |
2012年 | 25篇 |
2011年 | 29篇 |
2010年 | 27篇 |
2009年 | 24篇 |
2008年 | 29篇 |
2007年 | 18篇 |
2006年 | 20篇 |
2005年 | 19篇 |
2004年 | 23篇 |
2003年 | 18篇 |
2002年 | 37篇 |
2001年 | 14篇 |
2000年 | 11篇 |
1999年 | 7篇 |
1998年 | 6篇 |
1997年 | 13篇 |
1996年 | 6篇 |
1995年 | 10篇 |
1994年 | 10篇 |
1993年 | 12篇 |
1992年 | 8篇 |
1991年 | 10篇 |
1990年 | 8篇 |
1989年 | 9篇 |
1988年 | 9篇 |
1987年 | 11篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 7篇 |
1982年 | 3篇 |
1981年 | 5篇 |
1980年 | 7篇 |
1979年 | 8篇 |
1978年 | 4篇 |
1977年 | 9篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1969年 | 1篇 |
排序方式: 共有813条查询结果,搜索用时 15 毫秒
141.
Claire Cassidy Helen Marwick Lynn Deeney Gillian McLean 《Emotional and Behavioural Difficulties》2018,23(1):81-96
This study examined the effectiveness of Community of Philosophical Inquiry (CoPI) as an inclusive pedagogical approach by which to support the communicative interaction and opportunities for collaborative dialogue for children with social, emotional and behavioural needs in two mainstream classes. There is currently no empirical work that considers children with these particular needs participating in practical philosophy, particularly in CoPI. Two groups of children, aged between nine and twelve, engaged in CoPI over a period of 10 weeks. The philosophy sessions were conducted as part of the regular class work. The results show that the children were able to engage in collaborative, philosophical dialogue with their peers without being any more disruptive than their classmates. The findings of this study lead to the assertion that it is the structure of CoPI that supported the children’s engaged participation and self-regulation and that this might usefully be considered in creating classroom activities for all children. 相似文献
142.
AbstractThe aim of this study was to determine the physical demands of women’s rugby union match play using time–motion analysis and heart rate (HR) response. Thirty-eight premier club level female rugby players, ages 18–34 years were videotaped and HRs monitored for a full match. Performances were coded into 12 different movement categories: 5 speeds of locomotion (standing, walking, jogging, striding, sprinting), 4 forms of intensive non-running exertion (ruck/maul/tackle, pack down, scrum, lift) and 3 discrete activities (kick, jump, open field tackle). The main results revealed that backs spend significantly more time sprinting and walking whereas forwards spend more time in intensive non-running exertion and jogging. Forwards also had a significantly higher total work frequency compared to the backs, but a higher total rest frequency compared to the backs. In terms of HR responses, forwards displayed higher mean HRs throughout the match and more time above 80% of their maximum HR than backs. In summary, women’s rugby union is characterised by intermittent bursts of high-intensity activity, where forwards and backs have similar anaerobic energy demands, but different specific match demands. 相似文献
143.
144.
145.
Security measures have been well established within the waterfall development life cycle model. However, more software projects are using the spiral development life cycle model. Software developers and project managers can easily forget about adapting security measures. The spiral model uses iterative steps that can create changes in each phase of software development process. This will challenge security to ensure the application has few flaws or vulnerabilities that could be exploited. Failure to impose the right security measures at each of these phases can open up vulnerabilities for hackers to exploit and prove costly in patching. This paper will explore areas where security can be engaged within each iteration step of the spiral development model. This way security can continue protection of the software product as it becomes ready for deployment. The paper will help organizations realize where to deploy security measures to reduce vulnerabilities in the software application. 相似文献
146.
Lynn A. Darby Ph.D. Jennifer L. Marsh M.Ed. Patricia A. Shewokis Ph.D. Roberta L. Pohlman Ph.D. 《Measurement in physical education and exercise science》2013,17(3):131-148
To adhere to the principle of “exercise specificity” exercise testing should be completed using the same physical activity that is performed during exercise training. The present study was designed to assess whether aerobic step exercisers have a greater maximal oxygen consumption (max VO2) when tested using an activity specific, maximal step exercise test (SET; arms and legs) versus a maximal running test (legs only). Female aerobic step exercisers (N=18; 20.7 ± 1.5 years) performed three maximal graded exercise tests (GXTs): 2 SETs; 1 treadmill test (TMT). The SET consisted of six 3-min progressive stages of alternate lead, basic step, basic step with biceps curls, knee raise with pull-down, repeater knee with pull-down, lateral lunge with pull-down, and side squat with shoulder presses. Stepping rate was 32 steps· min?1 on an 8-in (20.32 cm) step for stages 1–3, and a 10-in (25.4 cm) step for stages 4–6. Submaximal and maximal heart rate (HR) and oxygen consumption (VO2) were recorded at the end of each stage. Test–retest reliability for the first five stages of the SET ranged from .91 to .97 for HR, and from .84 to .96 for VO2. Maximal HR was significantly greater (p =.0001) for the SET (200 ± 6.2 beats·min?1) as compared to the TMT (193 ± 7.9 beats·min?1). No significant difference was found for max VO2 (42.9 ± 8.5, 41.2 ± 5.9 ml·kg?1·min?1, p =.14). The SET was a valid and reliable protocol for assessing responses of these aerobic step exercisers; however, max VO2 from a TMT did not differ significantly from the SET. Conversely, max HR obtained from the criterion TMT was 7 beats·min?1 lower than from the SET. If a training HR for step exercise (arms and legs exercise) is prescribed based on the max HR from treadmill exercise (legs only), then the training HR should be calculated from a TMT max HR that has been increased by 7 beats·min?1 to obtain an intensity of step exercise comparable to that of running. 相似文献
147.
凭借在《泰坦尼克号》(始终是一部最为成功的影片)中的出色表演,凯特·温丝装特获得三硕奥斯卡金像奖的提名,但她还得为已赢得的《寻找梦幻岛》中的角色做宣传活动。约翰尼·德普饰演詹姆斯·巴里(《彼得·潘》一书的作者),而米拉麦克斯制片厂原希望找一位更红的影星出演女主角,格温妮丝·帕特洛或妮可·基德曼 相似文献
148.
Lynn Cook 《Journal of Adventure Education & Outdoor Learning》2001,1(2):43-51
The way the outdoors was used for educational purposes was determined by the need for young men to be made fit for war and service in the British Empire, the need to improve the physical health of children from industrial conurbations and the preoccupation of those in authority with the notion of adolescence as a problem, especially the anticipated fear of juvenile delinquency. In the 1950s and early 1960s, when there was a significant increase in the use of the outdoors in education, much of the provision reflected the earlier emphasis on character training and “manly” virtues. The suggestion is made that this was due, in part at least, to the role played by a number of charismatic and influential figures and to continued sensitivity to social, political and military factors. 相似文献
149.
150.
Trainee teachers, new and non-specialist teachers of elementary mathematics have a tendency to avoid thought about reasons in mathematics. Instead, they tend to favour the development of computational skill through the rote application of procedures, routines and algorithms. Could elementary mathematics textbooks serve as models of practice and support the professional development of these teachers? Eighteen such textbooks for use by 7 to 11-year-old children in England were examined for their potential to help teachers attend to reasons. It was found that they were unlikely to point teachers towards reasons for patterns and procedures. Although some had the potential to help in introducing and structuring a lesson, they were unlikely to induce the teacher to address matters of understanding in their discourse. Their implicit message tended to be that mathematics education is about computational skill development through routines, algorithms and practice. 相似文献