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This study investigated the possibility of enhancing the level of preschoolers’ number sense by introducing two intervention programmes, Let’s think! and Young children with special educational needs count, too! .Forty‐five preschoolers, mean age 66.4 months, were randomly assigned to the experimental and control groups. The experimental group received instruction twice a week, for half an hour, and for a period of nine months. Pretest–postest comparison revealed that the experimental group showed enhanced number‐sense performance immediately after the instruction ended, but the between‐group difference faded after six months. There were no statistically significant differences between the groups in general mathematical thinking abilities (transfer tasks) after the intervention. 相似文献
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Jo Armour Smith Heidi Stabbert Jennifer J. Bagwell Hsiang-Ling Teng Vernie Wade Szu-Ping Lee 《运动与健康科学(英文)》2022,11(4):450-465
BackgroundThe biomechanics of the trunk and lower limbs during walking and running gait are frequently assessed in individuals with low back pain (LBP). Despite substantial research, it is still unclear whether consistent and generalizable changes in walking or running gait occur in association with LBP. The purpose of this systematic review was to identify whether there are differences in biomechanics during walking and running gait in individuals with acute and persistent LBP compared with back-healthy controls.MethodsA search was conducted in PubMed, CINAHL, SPORTDiscus, and PsycINFO in June 2019 and was repeated in December 2020. Studies were included if they reported biomechanical characteristics of individuals with and without LBP during steady-state or perturbed walking and running. Biomechanical data included spatiotemporal, kinematic, kinetic, and electromyography variables. The reporting quality and potential for bias of each study was assessed. Data were pooled where possible to compare the standardized mean differences (SMD) between back pain and back-healthy control groups.ResultsNinety-seven studies were included and reviewed. Two studies investigated acute pain and the rest investigated persistent pain. Nine studies investigated running gait. Of the studies, 20% had high reporting quality/low risk of bias. In comparison with back-healthy controls, individuals with persistent LBP walked slower (SMD = –0.59, 95% confidence interval (95%CI): –0.77 to –0.42)) and with shorter stride length (SMD = –0.38, 95%CI: –0.60 to –0.16). There were no differences in the amplitude of motion in the thoracic or lumbar spine, pelvis, or hips in individuals with LBP. During walking, coordination of motion between the thorax and the lumbar spine/pelvis was significantly more in-phase in the persistent LBP groups (SMD = –0.60, 95%CI: –0.90 to –0.30), and individuals with persistent LBP exhibited greater amplitude of activation in the paraspinal muscles (SMD = 0.52, 95%CI: 0.23–0.80). There were no consistent differences in running biomechanics between groups.ConclusionThere is moderate-to-strong evidence that individuals with persistent LBP demonstrate differences in walking gait compared to back-healthy controls. 相似文献
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运用文献资料、数理统计和逻辑归纳比较法,通过比较国内外女子400m栏优秀运动员全程跑的相关数据,分析出速度耐力储备能力较国外运动员差是我国女子400m栏优秀选手以后期待解决的主要问题,根据400m栏能量供应的特点以及目前最具代表性的三种低氧耐力训练方法分析研究,从理论与实践上比较分析出较为科学有效的提高女子400 m栏运动员速度耐力水平的训练方法-模拟低氧组合训练法,模拟低氧组合训练比高原训练及单一低氧训练的更具经济性和实效性,希望能为我国女子400 m栏的速度耐力水平训练提供一些理论参考. 相似文献
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现代CMOS工艺的发展使得在CMOS工艺上设计射频IC前端成为可能。但在传统CMOS工艺集成的片上螺旋电感品质因数(Q)偏低,大大影响其性能。通过引入负电导实现螺旋电感Q值提升,并将其应用于共栅低噪声放大器的设计。 相似文献
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Sohaib Ahmed Sameena Javaid Moazzam Fareed Niazi Anzar Alam Adnan Ahmad Murad Ali Baig 《Technology, Pedagogy and Education》2019,28(1):53-71
The use of Bluetooth Low Energy (BLE) beacons is becoming widespread for context-aware learning environments. This technology can be used in indoor and outdoor settings such as museums, shops, home and schools in order to identify the location of learners and their contexts. Specifically, in the constructivist view of learning, learners can use such sensing technology for constructing knowledge and experiencing learning at any time, anywhere. However, exploration of such technology has been limited in the constructivist context-aware ubiquitous learning (U-learning) literature. For this purpose, the authors evaluated two android-based U-learning applications: one was an outdoor learning environment in a garden, the other was about locating books in a library. The applications were implemented and tested with school and university students. The qualitative results are presented in this article, and show how such sensing technology is promising for both pedagogical environments. 相似文献
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Elin K. L. Reikerås 《欧洲特需教育杂志》2013,28(3):233-250
The aim of the present study was to investigate the performance in arithmetic related to achievement levels in reading and mathematics. Basic arithmetical facts and multi‐step calculations were examined. The participants were 941 pupils aged 8 (N = 415), 10 (N = 274) and 13 (N = 252) years. The pupils were divided into four groups by standardized achievement tests. One group showed low achievement in both mathematics and reading (MLRL), a second group showed low achievement in mathematics only (ML‐only), a third group in reading only (RL‐only) and a fourth group showed normal achievement in both mathematics and reading (NA). The ML‐only and the MLRL groups did not differ significantly in basic arithmetical facts at any age level, but both groups performed below the RL‐only and NA groups. The two latter groups also performed similarly at all year levels. In multi‐step calculation all groups differed significantly at the lowest age level, with the NA as the group with the best achievement, followed by RL‐only, ML‐only and the MLRL group. At the two highest age levels the relations between the groups, in multi‐step calculation, were in accordance with the results regarding basic facts. The findings indicate, for both normal and low general mathematical ability, that low achievement in reading to a small extent interferes with the pupils’ development of arithmetic performance 相似文献
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Brian A. Bottge Enrique Rueda Jung Min Kwon Timothy Grant Perry LaRoque 《Educational technology research and development : ETR & D》2009,57(4):529-552
The purpose of this randomized experiment was to compare the performance of high-, average-, and low-achieving middle school students who were assessed with parallel versions of a computer-based test (CBT) or a paper-pencil test (PPT). Tests delivered in interactive, immersive environments like the CBT may have the advantage of providing teachers with diagnostic tools that can lead to instruction tailored to the needs of students at different achievement levels. To test the feasibility of CBT, students were randomly assigned to the CBT or PPT test conditions to measure what they had learned from an instructional method called enhanced anchored math instruction. Both assessment methods showed that students benefited from instruction and differentiated students by achievement status. The navigation maps generated from the CBT revealed that the low-achieving students were able to navigate the test, spent about the same amount of time solving the subproblems as the more advanced students, and made use of the learning scaffolds.
相似文献
Brian A. BottgeEmail: |