全文获取类型
收费全文 | 2429篇 |
免费 | 55篇 |
国内免费 | 4篇 |
专业分类
教育 | 1804篇 |
科学研究 | 119篇 |
各国文化 | 60篇 |
体育 | 246篇 |
综合类 | 1篇 |
文化理论 | 28篇 |
信息传播 | 230篇 |
出版年
2022年 | 16篇 |
2021年 | 21篇 |
2020年 | 43篇 |
2019年 | 62篇 |
2018年 | 96篇 |
2017年 | 103篇 |
2016年 | 91篇 |
2015年 | 59篇 |
2014年 | 87篇 |
2013年 | 531篇 |
2012年 | 78篇 |
2011年 | 73篇 |
2010年 | 59篇 |
2009年 | 70篇 |
2008年 | 86篇 |
2007年 | 64篇 |
2006年 | 69篇 |
2005年 | 61篇 |
2004年 | 46篇 |
2003年 | 62篇 |
2002年 | 64篇 |
2001年 | 43篇 |
2000年 | 31篇 |
1999年 | 35篇 |
1998年 | 22篇 |
1997年 | 36篇 |
1996年 | 35篇 |
1995年 | 35篇 |
1994年 | 19篇 |
1993年 | 21篇 |
1992年 | 22篇 |
1991年 | 31篇 |
1990年 | 20篇 |
1989年 | 25篇 |
1988年 | 16篇 |
1987年 | 13篇 |
1986年 | 24篇 |
1985年 | 16篇 |
1984年 | 15篇 |
1983年 | 19篇 |
1982年 | 25篇 |
1981年 | 18篇 |
1980年 | 8篇 |
1979年 | 23篇 |
1978年 | 9篇 |
1977年 | 14篇 |
1976年 | 12篇 |
1974年 | 7篇 |
1972年 | 6篇 |
1967年 | 5篇 |
排序方式: 共有2488条查询结果,搜索用时 0 毫秒
41.
In this case study, the Russell Corporation's acquisition of Spalding creates an opportunity for Spalding's marketing staff to reevaluate their licensing strategy. Prior ownership has heavily leveraged the equity of the Spalding brand to generate maximum licensing revenues with a minimal concern for the long-term impact on the brand. Placed in the position of Spalding's Vice President for Marketing, the reader must grapple with strategic licensing factors such as the rise of the big-box retailer in distribution channels and product category congruence across extensions. Ultimately, with several licensing contracts up for renewal, a decision on the future direction of the Spalding brand must be outlined and defended in a presentation to the executives at Russell. 相似文献
42.
Using a two-study approach, we examined a methodology for objectively depicting team performance and form in a professional rugby union side. Study 1 developed standardized indicators to examine a team's performance in a single match relative to their previous matches over a domestic season via a performance report and form chart. This resulted in standardized performance indicators that provided instant and coherent feedback on the team's performance relative to previous standards. Study 2 then utilized this methodology to compare a match between two professional sides, played the following season, to assess the extent to which the performance by one team affected that of the other. Comparison of the two teams' performances, for the match they played against each other, identified a drop in relative performance (against previous standards) for both teams on the same performance indicators. This appeared to be due to the match being a close, hard-fought contest particularly in the tackle and around the gain-line. The findings of the two studies suggest an accurate and viable methodology for depicting team performance that is superior to the global measures previously adopted. Presenting teams' current standardized performances (i.e. form) on a single visual scale also has utility for coaches within an applied setting. Future research should further investigate the effect of one team's performance on another through both individual and team outcomes. 相似文献
43.
Retrospective perceptions and causal beliefs regarding the temporal patterning of precompetitive psychological responses were examined in 12 elite rugby union players. Composite sequence analysis resulted in a series of temporal networks to describe participants' cognitive, affective, and behavioural responses in a time-to-event paradigm. Match-related cognitions remained stable in the lead up to competition, while perceptions of physical symptoms peaked at the onset of performance. Affective responses were associated with feelings of anxiety and tension in the early temporal phases but excitement, confidence, and efficacy in team-mates directly before competition. Behavioural themes described activities associated with technical and physical preparation, familiarization with environmental conditions, and strategies to control activation states early on or directly before competition. The findings highlight the idiosyncratic and dynamic nature of the temporal patterning of precompetitive responses and the influence that perceptions of the team have upon individual preparation for performance. Implications are discussed in the context of the type and timing of intervention for developing individual and team preparatory routines. 相似文献
44.
45.
Darren Veness Stephen David Patterson Owen Jeffries 《Journal of sports sciences》2017,35(24):2461-2467
This study investigated the effects of a mentally fatiguing test on physical tasks among elite cricketers. In a cross-over design, 10 elite male cricket players from a professional club performed a cricket run-two test, a Batak Lite reaction time test and a Yo-Yo-Intermittent Recovery Level 1 (Yo-Yo-IR1) test, providing a rating of perceived exertion (RPE) after completing a 30-min Stroop test (mental fatigue condition) or 30-min control condition. Perceived fatigue was assessed before and after the two conditions and motivation was measured before testing. There were post-treatment differences in the perception of mental fatigue (P < 0.001; d = ?7.82, 95% CIs = ?9.05–6.66; most likely). Cricket run-two (P = 0.002; d = ?0.51, 95% CIs = ?0.72–0.30; very likely), Yo-Yo-IR1 distance (P = 0.023; d = 0.39, 95% CIs = 0.14–0.64; likely) and RPE (P = 0.001; d = ?1.82, 95% CIs = ?2.49–1.14; most likely) were negatively affected by mental fatigue. The Batak Lite test was not affected (P = 0.137), yet a moderate (d = 0.41, 95% CIs = ?0.05–0.87) change was likely. Mental fatigue, induced by an app-based Stroop test, negatively affected cricket-relevant performance. 相似文献
46.
Andrew Miller Stephen Harvey David Morley Roland Nemes Maggie Janes Narelle Eather 《Journal of sports sciences》2017,35(18):1846-1857
This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes’ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions. 相似文献
47.
Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn. 相似文献
48.
Stephen P. Turner 《Minerva》2010,48(3):239-258
Charles Perrow used the term “normal accidents” to characterize a type of catastrophic failure that resulted when complex,
tightly coupled production systems encountered a certain kind of anomalous event. These were events in which systems failures
interacted with one another in a way that could not be anticipated, and could not be easily understood and corrected. Systems
of the production of expert knowledge are increasingly becoming tightly coupled. Unlike classical science, which operated
with a long time horizon, many current forms of expert knowledge are directed at immediate solutions to complex problems.
These are prone to breakdowns like the kind discussed by Perrow. The example of the Homestake mine experiment shows that even
in modern physics complex systems can produce knowledge failures that last for decades. The concept of knowledge risk is introduced,
and used to characterize the risk of failure in such systems of knowledge production. 相似文献
49.
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations. 相似文献
50.