全文获取类型
收费全文 | 768篇 |
免费 | 8篇 |
专业分类
教育 | 529篇 |
科学研究 | 31篇 |
各国文化 | 8篇 |
体育 | 124篇 |
综合类 | 2篇 |
文化理论 | 3篇 |
信息传播 | 79篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 14篇 |
2020年 | 8篇 |
2019年 | 31篇 |
2018年 | 34篇 |
2017年 | 26篇 |
2016年 | 35篇 |
2015年 | 22篇 |
2014年 | 24篇 |
2013年 | 209篇 |
2012年 | 19篇 |
2011年 | 22篇 |
2010年 | 11篇 |
2009年 | 23篇 |
2008年 | 27篇 |
2007年 | 16篇 |
2006年 | 24篇 |
2005年 | 25篇 |
2004年 | 18篇 |
2003年 | 21篇 |
2002年 | 11篇 |
2001年 | 7篇 |
2000年 | 16篇 |
1999年 | 10篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1996年 | 11篇 |
1995年 | 11篇 |
1994年 | 9篇 |
1993年 | 4篇 |
1992年 | 11篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1967年 | 1篇 |
排序方式: 共有776条查询结果,搜索用时 15 毫秒
671.
Mike Summers Graham Corney Ann Childs 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):163-182
Postgraduate student teachers’ conceptions of sustainable development were elicited using a questionnaire completed by the entire cohort of geography (N = 21) and science (N = 40) students starting the University of Oxford Post Graduate Certificate in Education (PGCE) secondary course. Responses were analysed in three ways: (i) development of categories to capture features of sustainable development; (ii) scrutiny of individual responses for the presence or absence of key features (specifically environmental, economic and social factors); and (iii) in contrast to these grounded approaches, examination of the responses in light of a pre-specified framework. Notable findings were: (i) the large numbers recognizing the centrality of environmental (87%), economic (69%) and social (49%) factors—about a third highlighted all three factors (the geographers significantly more so than the scientists), while a further third mentioned two of them; (ii) when compared with the pre-specified framework, the aspects of sustainable development largely missing were to do with preservation of diversity, and with uncertainty and precaution in action; (iii) only one response contained an aesthetic element; and (iv) when comparing education for sustainable development with environmental education, the most frequent view identified the former as broader. The findings are related to contemporary literature in the field and some implications for PGCE learning are considered. 相似文献
672.
673.
674.
675.
Aldo Scafoglieri Jonathan Tresignie Steven Provyn Mike Marfell-Jones Thomas Reilly Ivan Bautmans 《Journal of sports sciences》2013,31(8):777-785
Abstract The aim of the present study was to develop and cross-validate anthropometrical prediction equations for segmental lean tissue mass (SLM). One hundred and seventeen young healthy Caucasians (67 men and 50 women; mean age: 31.9 ± 10.0 years; Body Mass Index: 24.3 ± 3.2 kg · m?2) were included. Body mass (BM), stretch stature (SS), 14 circumferences (CC), 13 skinfolds (SF) and 4 bone breadths (BB) were used as anthropometric measurements. Segmental lean mass of both arms, trunk and both legs were measured by dual energy X-ray absorptiometry as the criterion method. Three prediction equations for SLM were developed as follows: arms = 40.394(BM) + 169.836(CCarm-tensed) + 399.162(CCwrist) – 85.414(SFtriceps) – 39.790(SFbiceps) – 7289.190, where Adj.R 2 = 0.97, P < 0.001, and standard error of estimate (SEE) = 355 g;trunk = 181.530(BM) + 155.037(SS) + 534.818(CCneck) + 175.638(CCchest) ? 88.359(SFchest) ? 147.232(SFsupraspinale) ? 46522.165, where Adj.R 2 = 0.97, P < 0.001, and SEE = 1077g; and legs = 55.838(BM) + 88.356(SS) + 235.579(CCmid-thigh) + 278.595(CCcalf) + 288.984(CCankle) ? 84.954(SFfront-thigh) ? 53.009(SFmedial calf) ? 28522.241, where Adj.R 2 = 0.96, P < 0.001, and SEE = 724 g. Cross-validation statistics showed no significant differences (P < 0.05) between observed and predicted SLM. Root mean squared errors were smallest for arms (362 g), followed by legs (820 g) and trunk (1477 g). These new prediction equations allow an accurate estimation of segmental lean mass in groups of young adults, but estimation errors of 8 to 14% can occur in certain individuals. 相似文献
676.
Abstract The purpose of this study was to compare changes in aerobic condition, strength, and muscular endurance following 8 weeks of endurance rowing alone or in combination with weight-training. Twenty-two elite rowers were assigned to (1) rowing (n = 10, 250–270 km · week?1) or (2) rowing (n = 12, 190–210 km · week?1) plus four weight-training sessions each week. Pre and post mean and standardized effect-size (ES) differences in aerobic condition (watts at 4 mmol · L?1) and strength (isometric pull, N), prone bench-pull (6-repetition maximum, 6-RM), 5- and 30-repetition leg-press and 60-repetition seated-arm-pull (J, performed on a dynamometer) normalized by body mass and log-transformed were analysed, after adjusting for gender. The standardized differences between groups were trivial for aerobic condition (ES [±90% CI] = 0.15; ±0.28, P = 0.37) and prone bench-pull (ES = 0.27; ±0.33, P = 0.18), although a moderate positive benefit in favour of rowing only was observed for the seated-arm-pull (ES = 0.42; ±0.4, P = 0.08). Only the weight-training group improved isometric pull (12.4 ± 8.9%, P < 0.01), 5-repetition (4.0 ± 5.7%, P < 0.01) and 30-repetition (2.4 ± 5.4%, P < 0.01) leg-press. In conclusion, while gains in aerobic condition and upper-body strength were comparable to extensive endurance rowing, weight-training led to moderately greater lower-body muscular-endurance and strength gains. 相似文献
677.
Mike Doherty Paul M Smith Michael G Hughes RC Richard Davison 《Journal of sports sciences》2013,31(7):637-643
The aim of this study was to determine the effects of caffeine ingestion on a ‘preloaded’ protocol that involved cycling for 2?min at a constant rate of 100% maximal power output immediately followed by a 1-min ‘all-out’ effort. Eleven male cyclists completed a ramp test to measure maximal power output. On two other occasions, the participants ingested caffeine (5?mg?·?kg?1) or placebo in a randomized, double-blind procedure. All tests were conducted on the participants' own bicycles using a Kingcycle? test rig. Ratings of perceived exertion (RPE; 6–20 Borg scale) were lower in the caffeine trial by approximately 1 RPE point at 30, 60 and 120?s during the constant rate phase of the preloaded test (P?<0.05). The mean power output during the all-out effort was increased following caffeine ingestion compared with placebo (794±164 vs 750±163?W; P?=?0.05). Blood lactate concentration 4, 5 and 6?min after exercise was also significantly higher by approximately 1?mmol?·?l?1 in the caffeine trial (P?<0.05). These results suggest that high-intensity cycling performance can be increased following moderate caffeine ingestion and that this improvement may be related to a reduction in RPE and an elevation in blood lactate concentration. 相似文献
678.
Abstract Ten healthy, non-cycling trained males (age: 21.2 ± 2.2 years, body mass: 75.9 ± 13.4 kg, height: 178 ± 6 cm, [Vdot]O2PEAK: 46 ± 10 ml · kg?1 · min?1) performed a graded incremental exercise test, two familiarisation trials and six experimental trials. Experimental trials consisted of cycling to volitional exhaustion at 100%, 110% and 120% WPEAK, 60 min after ingesting either 0.3 g · kg?1 body mass sodium bicarbonate (NaHCO3) or 0.1 g · kg?1 body mass sodium chloride (placebo). NaHCO3 ingestion increased cycling capacity by 17% at 100% WPEAK (327 vs. 383 s; P = 0.02) although not at 110% WPEAK (249 vs. 254 s; P = 0.66) or 120% WPEAK (170 vs. 175 s; P = 0.60; placebo and NaHCO3 respectively). Heart rate (P = 0.02), blood lactate (P = 0.001), pH (P < 0.001), [HCO3 ?], (P < 0.001), and base excess (P < 0.001) were greater in all NaHCO3 trials. NaHCO3 attenuated localised ratings of perceived exertion (RPEL) to a greater extent than placebo only at 100% WPEAK (P < 0.02). Ratings of abdominal discomfort and gut fullness were mild but higher for NaHCO3. NaHCO3 ingestion significantly improves continuous constant load cycling at 100% WPEAK due to, in part, attenuation of RPEL. 相似文献
679.
All in a knot of one another's labours: self-determination,network organising and learning 总被引:1,自引:1,他引:0
Mike Pedler 《Action Learning: Research and Practice》2012,9(1):5-28
This essay is about how to learn to organise to tackle the intractable and most difficult problems of organisations and societies. It opens with a discussion of the nature of such problems, which are the spur for Revans' action learning and the focus of some recent thinking on leadership. Action learning works on the basis of peer relationships and self-determination lends itself naturally to attempts to organise in networks rather than in hierarchies. Taking cancer care as an example of an intractable problem, the centre point of the essay is a case study of an NHS Cancer Network which shows the complex dependencies and connections of this way of working. Although the recent history of organising has been summed up as a trajectory ‘from hierarchies to networks’, I argue that our capabilities with the intractable and wicked problems are limited by our dependence upon hierarchical models of organising and also by management practices that are best suited to ‘tame’ problems and a management education tradition that produces ‘subalterns’ rather than self-determining actors. These points are made via an excursion through three philosophies of freedom: post-colonialism, anarchism and Quakerism. These ideas reveal the cultural legacies to be overcome in the quest to learn how to organise with free actors. The triple practices of action learning, distributed leadership and network organising are offered as being part of the solution. 相似文献
680.
The aim of this paper is to describe a novel modeling and simulation package, connected chemistry, and assess its impact on students' understanding of chemistry. Connected chemistry was implemented inside the NetLogo modeling environment. Its design goal is to present a variety of chemistry concepts from the perspective of emergent phenomena—that is, how macro-level patterns in chemistry result from the interactions of many molecules on a submicro-level. The connected chemistry modeling environment provides students with the opportunity to observe and explore these interactions in a simulated environment that enables them to develop a deeper understanding of chemistry concepts and processes in both the classroom and laboratory. Here, we present the conceptual foundations of instruction using connected chemistry and the results of a small study that explored its potential benefits. A three-part, 90-min interview was administered to six undergraduate science majors regarding the concept of chemical equilibrium. Several commonly reported misconceptions about chemical equilibrium arose during the interview. Prior to their interaction with connected chemistry, students relied on memorized facts to explain chemical equilibrium and rigid procedures to solve chemical equilibrium problems. Using connected chemistry students employed problem-solving techniques characterized by stronger attempts at conceptual understanding and logical reasoning. 相似文献