全文获取类型
收费全文 | 875篇 |
免费 | 11篇 |
国内免费 | 5篇 |
专业分类
教育 | 594篇 |
科学研究 | 66篇 |
各国文化 | 8篇 |
体育 | 118篇 |
综合类 | 11篇 |
文化理论 | 12篇 |
信息传播 | 82篇 |
出版年
2023年 | 7篇 |
2022年 | 18篇 |
2021年 | 29篇 |
2020年 | 39篇 |
2019年 | 53篇 |
2018年 | 61篇 |
2017年 | 57篇 |
2016年 | 58篇 |
2015年 | 28篇 |
2014年 | 47篇 |
2013年 | 126篇 |
2012年 | 42篇 |
2011年 | 40篇 |
2010年 | 26篇 |
2009年 | 18篇 |
2008年 | 14篇 |
2007年 | 16篇 |
2006年 | 10篇 |
2005年 | 17篇 |
2004年 | 15篇 |
2003年 | 20篇 |
2002年 | 24篇 |
2001年 | 23篇 |
2000年 | 21篇 |
1999年 | 9篇 |
1998年 | 8篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 7篇 |
1994年 | 3篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1979年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1960年 | 1篇 |
1954年 | 1篇 |
1946年 | 1篇 |
排序方式: 共有891条查询结果,搜索用时 15 毫秒
11.
12.
Leandro de Carvalho da Silva Carla Ferro Pereira-Monfredini 《Journal of sports sciences》2017,35(18):1825-1830
This study aimed at assessing the interaction between subjective error estimation and frequency of extrinsic feedback in the learning of the basketball free shooting pattern by children. 10- to 12-year olds were assigned to 1 of 4 groups combining subjective error estimation and relative frequency of extrinsic feedback (33% × 100%). Analysis of performance was based on quality of movement pattern. Analysis showed superior learning of the group combining error estimation and 100% feedback frequency, both groups receiving feedback on 33% of trials achieved intermediate results, and the group combining no requirement of error estimation and 100% feedback frequency had the poorest learning. Our results show the benefit of subjective error estimation in association with high frequency of extrinsic feedback in children’s motor learning of a sport motor pattern. 相似文献
13.
Miguel-Ángel Gómez Roberto Silva Alberto Lorenzo Rasa Kreivyte Jaime Sampaio 《Journal of sports sciences》2017,35(3):247-254
Substituting basketball players during competition is a key process to optimise collective performance. Available research on this topic is scarce, probably due to the difficulty in isolating these effects; thus, the aim of this study was to identify the temporal effects of substitutions in basketball (Spanish professional basketball league). The sample was composed of 1118 substitutions gathered from 21 basketball games. The analysed variables were coach-controlled (player and team’s personal fouls, player in and player out roles, player’s in and out minutes on-court and timeout situation); on-court (foul committed, free throws, 2- and 3-point field-goal effectiveness) and situational variables (scoreline, quality of opposition, game location and game quarter). The results showed positive scoring performances after the substitution for all the analyses. During the first quarter, there were significant effects for fouls committed, scoreline and game location after the substitution. The player’s out personal fouls, free-throw effectiveness, player in, minutes on-court player in, timeout situation and 3-point field-goal effectiveness were significant during the second quarter. The team’s personal fouls, game location, and scoreline were identified as important in the third quarter. The fourth quarter did not show significant effects on the independent variables. Current findings allow optimising coaches’ plans and team management of on-court and bench players throughout the game. 相似文献
14.
Lena Svennberg 《Physical Education & Sport Pedagogy》2017,22(3):257-269
Background: Physical Education (PE) has been associated with a multi-activity model in which movement is related to sport discourses and sport techniques. However, as in many international contexts, the Swedish national PE syllabus calls for a wider and more inclusive concept of movement. Complex movement adapted to different settings is valued, and in the national grading criteria qualitative measures of movement are used. This research seeks to examine how the wider concept of movement is interpreted and graded. Drawing on Bernstein’s concept of the pedagogic device, the paper explores teachers’ roles as active mediators in the transformation of national grading criteria for movement and the kinds of movement that are valued in teachers’ grading practices. Purpose: The purpose of this study is to investigate what PE teachers consider legitimate movement in a criterion-referenced grading system and the factors that influence their grading practice. The Repertory Grid (RG) technique was employed in order to access their tacit knowledge. Methodology: Seven Swedish PE teachers were interviewed, all of whom teach and grade years seven to nine in different compulsory schools. Using the RG technique, the teachers were asked to reflect on the aspects they considered important for achieving a high grade. The national grading criteria for years seven to nine were then presented one at a time and the teachers were asked to describe how they assessed and graded each requirement. The teachers were also asked whether any specific factors had influenced their grading. In the content analysis, the second part of the interview was attended to first and the results were interpreted in light of Bernsteins’ concept of the pedagogic device. Findings: Sport techniques and competitive sports influenced the teachers’ interpretations of what constitutes complex movement. The aspect of fitness also appeared to be valued by the teachers in that it facilitates the valued movement. In some cases the difficulty of describing movement qualities in words could reduce the concept of movement to something measurable and quantifiable. The teachers’ concerns about students’ unequal opportunities to develop and demonstrate their skills also influenced the teachers’ interpretation of complex movement. Conclusions: In the transformation of national grading criteria to grading practice, the pedagogic actions taken inform and limit the way in which legitimate movement in PE is conceptualised. Adopting a concept of movement that is wider than competitive sports allows the structures of inequality to be addressed and enables the movements performed by students with other moving experiences than competitive sports to be valued. The tension between the demands of transparency in a high stakes grading system and the inability to articulate the quality of complex movements is problematic. There is a need to verbalise teachers’ conceptions about physical education knowledge to be able to discuss and develop the concept of movement. In this process, the RG technique is a potentially useful tool. Having the language to discuss movement qualities also enables us to strengthen the interrelation between curriculum, pedagogy and assessment. 相似文献
15.
Lena Lind 《欧洲特需教育杂志》2013,28(1):42-54
Parents of children who have participated in a conductive education programme in Sweden were asked questions about their reasons for choosing the programme, the expectations they had of it and how they were fulfilled. The results showed that the parents were satisfied with the development of their child, and wanted to continue to take part in further courses with their child. They appreciated the intensive training and found it motivating and enjoyable for the child. They wanted an intensive training for their child because they believed that active training could help the child to develop. The parents learned more about cerebral palsy at the courses and now understood why and how they could train their child. Most of the parents continued the training at home with the child. They experienced financial difficulties in participating in further courses, and found it difficult to stay away from work and family for a long period of time. 相似文献
16.
17.
18.
Wendell Arthur Lopes Neiva Leite Larissa Rosa da Silva Diego Trevisan Brunelli Arthur Fernandes Gáspari Rosana Bento Radominski 《Journal of sports sciences》2016,34(20):1902-1912
The objective of the present study was to investigate the effects of combined training without caloric restriction on inflammatory markers in overweight girls. Thirty-three girls (13–17 years) were assigned into overweight training (n = 17) or overweight control (n = 16) groups. Additionally, a normal-weight group (n = 15) was used as control for the baseline values. The combined training programme consisted of six resistance exercises (three sets of 6–10 repetitions at 60–70% 1 RM) followed by 30 min of aerobic exercise (walking/running) at 50–80% VO2peak, performed in the same 60 min session, 3 days/weeks, for 12 weeks. Body composition, dietary intake, aerobic fitness (VO2peak), muscular strength (1 RM), glycaemia, insulinemia, lipid profile and inflammatory markers (C-reactive protein, interleukin-6, tumour necrosis factor-alpha, interleukin-10, leptin, resistin and adiponectin) were measured before and after intervention. There was a significant decrease in body fat (P < 0.01) and increase in fat-free mass (P < 0.01), VO2peak (P < 0.01), 1 RM for leg press (P < 0.01) and bench press (P < 0.01) in the overweight training group. Concomitantly, this group presented significant decreases in serum concentrations of C-reactive protein (P < 0.05) and leptin (P < 0.05), as well as in insulin resistance (P < 0.05) after the experimental period. In conclusion, 12 weeks of combined training without caloric restriction reduced inflammatory markers associated with obesity in overweight girls. 相似文献
19.
20.
In Japan, there has been an increased concern about family and community participation in the childs education. Traditionally, the role of parents and community in Japan has been one of support and less one of active involvement in school learning. Since the government commenced education reforms in the last quarter of the 20th century, a more active role for parents and the community in education has been encouraged. These reforms have been inspired by the need to tackle various problems that had arisen, such as the perceived harmful elements of societys preoccupation with academic achievement and the problematic behavior of young people. In this paper, the following issues are examined: (1) education policy and reform measures with regard to parent and community involvement in the childs education; (2) the state of parent and community involvement at the eve of the 20th century. 相似文献