全文获取类型
| 收费全文 | 1595篇 |
| 免费 | 27篇 |
| 国内免费 | 4篇 |
专业分类
| 教育 | 1136篇 |
| 科学研究 | 107篇 |
| 各国文化 | 23篇 |
| 体育 | 151篇 |
| 综合类 | 1篇 |
| 文化理论 | 26篇 |
| 信息传播 | 182篇 |
出版年
| 2022年 | 21篇 |
| 2021年 | 18篇 |
| 2020年 | 29篇 |
| 2019年 | 52篇 |
| 2018年 | 66篇 |
| 2017年 | 67篇 |
| 2016年 | 67篇 |
| 2015年 | 43篇 |
| 2014年 | 55篇 |
| 2013年 | 334篇 |
| 2012年 | 49篇 |
| 2011年 | 52篇 |
| 2010年 | 51篇 |
| 2009年 | 47篇 |
| 2008年 | 40篇 |
| 2007年 | 62篇 |
| 2006年 | 41篇 |
| 2005年 | 43篇 |
| 2004年 | 37篇 |
| 2003年 | 44篇 |
| 2002年 | 25篇 |
| 2001年 | 24篇 |
| 2000年 | 22篇 |
| 1999年 | 22篇 |
| 1998年 | 21篇 |
| 1997年 | 13篇 |
| 1996年 | 20篇 |
| 1995年 | 14篇 |
| 1994年 | 17篇 |
| 1993年 | 9篇 |
| 1992年 | 8篇 |
| 1991年 | 14篇 |
| 1990年 | 8篇 |
| 1989年 | 10篇 |
| 1988年 | 7篇 |
| 1987年 | 15篇 |
| 1986年 | 8篇 |
| 1985年 | 10篇 |
| 1983年 | 14篇 |
| 1982年 | 6篇 |
| 1981年 | 7篇 |
| 1979年 | 7篇 |
| 1978年 | 6篇 |
| 1977年 | 7篇 |
| 1976年 | 8篇 |
| 1975年 | 6篇 |
| 1973年 | 7篇 |
| 1972年 | 6篇 |
| 1971年 | 6篇 |
| 1970年 | 6篇 |
排序方式： 共有1626条查询结果，搜索用时 15 毫秒
91.
92.
93.
Eric Sprigings Peter McNair Grant Mawston David Sumner Mark Boocock 《Sports Engineering》2006,9(3):147-153
The intent of this project was to explore the feasibility of personalising the paddle blade size for individual flatwater
kayakers based on their power output profiles. Twelve elite male kayakers performed on a kayak ergometer at the same intensity
and resistance that they would normally experience while paddling at race pace for 500 m on the water. The kayak ergometer
was instrumented so that power profiles could be determined from the instantaneous force and velocity of the representative
centre point of the paddle blade. From the power profile information, the researchers calculated a personalised blade size
that was expected to improve performance for those kayakers differing more than 5% from the calculated ‘ideal’ size. For the
elite kayakers studied, it was recommended that seven of the paddlers should increase their blade size by approximately 5–10%.
For the remaining five paddlers, the results indicated that their current blade sizes were within the expected measurement
error of their predicted ideal value and should be retained. It is anticipated that this research will provide the theoretical
rationale for elite kayakers to see the need to personalise their blade size based on their own muscle power profiles. 相似文献
94.
This paper is a commentary on the classroom interventions on the teaching and learning of proof reported in the seven empirical papers in this special issue. The seven papers show potential to enhance student learning in an area of mathematics that is not only notoriously difficult for students to learn and for teachers to teach, but also critically important to knowing and doing mathematics. Although the seven papers, and the intervention studies they report, vary in many ways—student population, content domain, goals and duration of the intervention, and theoretical perspectives, to name a few—they all provide valuable insight into ways in which classroom experiences might be designed to positively influence students’ learning to prove. In our commentary, we highlight the contributions and promise of the interventions in terms of whether and how they present capacity to change the classroom culture, the curriculum, or instruction. In doing so, we distinguish between works that aim to enhance students’ preparedness for, and competence in, proof and proving and works that explicitly foster appreciation for the need and importance of proof and proving. Finally, we also discuss briefly the interventions along three dimensions: how amenable to scaling up, how practicable for curricular integration, and how capable of producing long-lasting effects these interventions are. 相似文献
95.
96.
Eric Sanchez Réjane Monod-Ansaldi Caroline Vincent Sina Safadi-Katouzian 《Education and Information Technologies》2017,22(6):2805-2824
This paper draws on an empirical work dedicated to discussing a theoretical model for design-based research. The context of our study is a research project for the design, the implementation and the analysis of Insectophagia, a digital role-play game implemented in secondary schools. The model presented in this paper aims at conceptualizing researchers’ and practitioners’ relationships with the notion that knowledge development takes place at a meta-didactical level when the participants develop a shared practice and a shared discourse on practice (a common praxeology). This is done through collaboration and teacher-centered design of innovative learning settings. This model emerges from a double approach: (1) a literature review on collaborative research in education and, (2) an analysis of the verbal interactions of practitioners and researchers involved in the project. The study emphasizes the development of knowledge among participants. It also emphasizes the importance of knowledge brokering for filling the gap between research and practice and thus, for the adoption of digital technology by practitioners. 相似文献
97.
This research documents the process and results of an approach to teaching university undergraduates intentional self-development
skills designed to promote self-generated goals, routines, and lifestyle choices. These skills may provide effective behavioral
foundations for developing metacognitive awareness, intentionality, and individual well-being. The results of six original
behavioral interventions, implemented in two James Madison University courses, provide initial support for the effectiveness
of these instructional methodologies. 相似文献
98.
99.
100.
Eann A. Patterson Patricia B. Campbell Ilene Busch-Vishniac Darrell W. Guillaume 《European Journal of Engineering Education》2011,36(3):211-224
The self-belief, motivation, tendency to procrastinate and learning styles of engineering students are discussed. It is proposed that engineering has developed an idiom and a learning approach that favours the dominant client, i.e. men, while simultaneously undermining the self-efficacy and motivation of women. Thematic coherence and teaching within a context that is familiar to students have been shown previously to be effective approaches for engaging students and are extended here to utilise the common experiences of all students to initiate the learning cycle. These approaches are combined with a template for teaching that uses the 5Es (Engage, Explore, Explain, Elaborate and Evaluate) in order to render the fundamentals of engineering more accessible to all students. This methodology can be introduced by individual instructors, who will be rewarded by students who are more engaged, more motivated and more likely to give a higher rating to the instructor and the course. 相似文献