全文获取类型
收费全文 | 1521篇 |
免费 | 24篇 |
国内免费 | 3篇 |
专业分类
教育 | 1063篇 |
科学研究 | 67篇 |
各国文化 | 17篇 |
体育 | 152篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 235篇 |
出版年
2023年 | 7篇 |
2022年 | 9篇 |
2021年 | 16篇 |
2020年 | 36篇 |
2019年 | 55篇 |
2018年 | 70篇 |
2017年 | 86篇 |
2016年 | 66篇 |
2015年 | 49篇 |
2014年 | 57篇 |
2013年 | 363篇 |
2012年 | 47篇 |
2011年 | 47篇 |
2010年 | 32篇 |
2009年 | 43篇 |
2008年 | 46篇 |
2007年 | 35篇 |
2006年 | 43篇 |
2005年 | 40篇 |
2004年 | 34篇 |
2003年 | 37篇 |
2002年 | 20篇 |
2001年 | 17篇 |
2000年 | 19篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 11篇 |
1996年 | 13篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 15篇 |
1992年 | 14篇 |
1991年 | 10篇 |
1990年 | 10篇 |
1989年 | 11篇 |
1988年 | 17篇 |
1987年 | 5篇 |
1986年 | 7篇 |
1985年 | 9篇 |
1984年 | 8篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1973年 | 7篇 |
1971年 | 4篇 |
1970年 | 4篇 |
1968年 | 7篇 |
1906年 | 3篇 |
排序方式: 共有1548条查询结果,搜索用时 15 毫秒
31.
Scott J. Pedersen Paul D. Cooley Vaughan J. Cruickshank 《Physical Education & Sport Pedagogy》2017,22(3):246-256
Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education.Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space.Participants and setting: Thirty children (boys?=?15, girls?=?15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30?min and one 30?min treatment session in a university laboratory.Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n?=?10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30?min treatment session.Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus–response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline).Data analysis: A 3 (treatment group)?×?2 (age group)?×?2 (test)?×?3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05.Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing.Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper. 相似文献
32.
33.
34.
Rachel E. Scott 《The Reference Librarian》2017,58(1):1-18
There remains significant confusion surrounding the purpose, audience, and proposed application of the Framework for Information Literacy for Higher Education. This exploratory study addresses the question of whether undergraduate students can understand the language and concepts in this document. By presenting student responses to pretest questions recorded at the beginning of a semester-long research methods course, this article shows that students can, even on first impression, begin to make sense of the complexity and richness found in the Framework for Information Literacy for Higher Education. 相似文献
35.
Louise Webber 《Emotional and Behavioural Difficulties》2017,22(4):317-331
This article focuses on teachers’ experiences of supporting looked after and adopted children in one case study primary school in England. Children who are looked after and adopted may have a disrupted attachment with their primary carer which has resulted in an insecure attachment. Children with insecure attachments can feel anxious, uncertain and have low self-worth which can result in a struggle to adapt to school as they are unable to articulate their feelings. This article draws on qualitative research using semi-structured interviews with teaching staff in order to illuminate strategies, subsidised through Pupil Premium Plus funding, to support such children. A key outcome was the creation of a school-based model consisting of six main components that can be developed to support children with insecure attachments. 相似文献
36.
Scott R. Hinze Michael F. Bunting James W. Pellegrino 《Learning and individual differences》2009,19(4):590-595
The involvement of working memory capacity (WMC) in ruled-based cognitive skill acquisition is well-established, but the duration of its involvement and its role in learning strategy selection are less certain. Participants (N = 610) learned four logic rules, their corresponding symbols, or logic gates, and the appropriate input–output combinations in three-gate circuit patterns. Participants practiced 120 repetitions of each rule (480 total gates) over the course of 10 training blocks. Memory load varied between subjects. The confluence of task demands and individual differences in WMC (N = 518) dramatically affected speed–accuracy tradeoffs and strategic use of a computerized help function. Cluster analysis revealed five distinct groups of participants based on the combination of response accuracy, latency, and help use. Some groups with moderate to high mean WMC acquired the task with predictable performance patterns. Other groups, prevalently under a memory load and with low mean WMC, failed to learn or overused help. 相似文献
37.
Scott Casad 《Performance Improvement》2012,51(1):43-45
Multiple disciplines guide our practice, but none is more relevant than the wholesome approach of positive psychology. In Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (2011), the editors address four core areas: society, human development, institutional organizations, and future directions. The strength of this book lies in its comprehensive compilation of research‐based, applied, and integrated practices for improving the living, working, and social conditions of those we strive to help every day. Applied Positive Psychology: Improving Everyday Life, Health, Schools, Work, and Society (ISBN: 978‐0‐415‐87781‐7) is published by Routledge. 相似文献
38.
39.
Understanding factors that motivate young athletes to continue participation in sport can help key stakeholders cultivate an environment that fosters long-term participation. This investigation sought to determine the performance and participation factors that influenced continued participation in junior cricket. Administration-level data were collected each annual season across a seven-year period by a community-level junior cricket association in Australia and analysed to identify the performance and participation-based predictors of player retention. All players were males aged <16 years. Players were categorised according to whether they remained in (or departed from) the association at the end of each playing season. A multivariate logistic regression model with a stepwise variable selection was employed to identify significant independent predictors of player retention. The number of innings batted and overs bowled were significant participation-related contributors to junior cricket player retention. Performance factors such as the number of wickets taken and the number of runs scored also significantly influenced player retention. Finally, team age group, the number of previous seasons played and age were also significant factors in player retention. This demonstrates that sufficient opportunity for children to participate in the game and expression of skills competence are key factors for retention in cricket. 相似文献
40.
Gilbert SF 《CBE life sciences education》2008,7(1):12-13
Note from the Editor 相似文献