全文获取类型
收费全文 | 196篇 |
免费 | 5篇 |
专业分类
教育 | 127篇 |
科学研究 | 16篇 |
各国文化 | 1篇 |
体育 | 34篇 |
文化理论 | 4篇 |
信息传播 | 19篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 4篇 |
2019年 | 13篇 |
2018年 | 13篇 |
2017年 | 15篇 |
2016年 | 11篇 |
2015年 | 7篇 |
2014年 | 10篇 |
2013年 | 52篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 5篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 1篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 5篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 2篇 |
1996年 | 4篇 |
1994年 | 1篇 |
1993年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1984年 | 2篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
排序方式: 共有201条查询结果,搜索用时 45 毫秒
51.
Marie Magnell Lars Geschwind Anette Kolmos 《European Journal of Engineering Education》2017,42(6):1038-1047
The purpose of this paper is to identify faculty perspectives on the integration of work-related issues in engineering education. A mixed methods approach was used to explore faculty attitudes towards work-related learning, to describe activities related to working life that have been introduced into the curriculum and to identify factors that faculty see as important if the amount of work-related learning is to increase. The results show that faculty members are positive about integrating work-related issues into the curriculum. Programmes with more extensive connections to industry offer more integrated activities, such as projects with external actors, and use professional contacts established through research in their teaching. In order to increase work-related learning in engineering curricula, faculty request clear goals and pedagogical tools. Other options to increase work-related learning include offering faculty the opportunity to work outside academia. 相似文献
52.
53.
This paper aims to analyse and discuss the professional support staff at higher education institutions in Sweden in terms of how they view their roles and what the success factors for them are. The study is based on semi-structured interviews with support staff from the fields of business liaison, internationalisation and strategic research support. The results show that the participants have shaped their own roles and see themselves as back-office staff. This can make it challenging for them to prove their contribution to the academic activities of education and research. Because they neither identify themselves as administrators nor hold academic positions, their ability to build credibility on a personal basis is a central success factor. Aware of being actors in a culture dominated by academic values and norms, they see a more transparent discussion of their roles as a desirable development in the sector. 相似文献
54.
Lewis A. Gough Sanjoy K. Deb Danny Brown S. Andy Sparks Lars R. McNaughton 《Journal of sports sciences》2019,37(13):1464-1471
This study investigated the effects of two separate doses of sodium bicarbonate (NaHCO3) on 4 km time trial (TT) cycling performance and post-exercise acid base balance recovery in hypoxia. Fourteen club-level cyclists completed four cycling TT’s, followed by a 40 min passive recovery in normobaric hypoxic conditions (FiO2 = 14.5%) following one of either: two doses of NaHCO3 (0.2 g.kg?1 BM; SBC2, or 0.3 g.kg?1 BM; SBC3), a taste-matched placebo (0.07 g.kg?1 BM sodium chloride; PLA), or a control trial in a double-blind, randomized, repeated-measures and crossover design study. Compared to PLA, TT performance was improved following SBC2 (p = 0.04, g = 0.16, very likely beneficial), but was improved to a greater extent following SBC3 (p = 0.01, g = 0.24, very likely beneficial). Furthermore, a likely benefit of ingesting SBC3 over SBC2 was observed (p = 0.13, g = 0.10), although there was a large inter-individual variation. Both SBC treatments achieved full recovery within 40 min, which was not observed in either PLA or CON following the TT. In conclusion, NaHCO3 improves 4 km TT performance and acid base balance recovery in acute moderate hypoxic conditions, however the optimal dose warrants an individual approach. 相似文献
55.
56.
57.
Swedish higher education institutions havebeen given increased autonomy to organise theirinternal affairs, raising numerous demands onleadership and governance. Changes are so profoundthat institutions wanting to create an`entrepreneurial response' through a newdecision-making structure must undergo a culturerevolution, threatening existing power structures. Three organising principles are used to describe andanalyse Göteborg University. One conclusion isthat collegial decision-making bodies shouldsimultaneously be redefined, reestablished andabolished, depending on the issues dealt with.Commissions as deans and department heads must beclear and accountable to superiors or tonon-sub-optimising boards in a balanced powerstructure. 相似文献
58.
Christopher Buck Kym Guelfi Brian Dawson Lars McNaughton Karen Wallman 《Journal of sports sciences》2015,33(19):1971-1979
The effects of sodium phosphate and caffeine supplementation were assessed on repeated-sprint ability. Using a randomised, double-blind, Latin-square design, 12 female, team-sport players participated in four trials: (1) sodium phosphate and caffeine, (2) sodium phosphate and placebo (for caffeine), (3) caffeine and placebo (for sodium phosphate) and (4) placebo (for sodium phosphate and caffeine), with ~21 days separating each trial. After each trial, participants performed a simulated team-game circuit (4 × 15 min quarters) with 6 × 20-m repeated-sprints performed once before (Set 1), at half-time (Set 2), and after end (Set 3). Total sprint times were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 1: P = 0.003; Set 2: d = ?0.51; Set 3: P < 0.001; overall: P = 0.020), caffeine (Set 3: P = 0.004; overall: P = 0.033) and sodium phosphate (Set 3: d = ?0.67). Furthermore, total sprint times were faster after sodium phosphate supplementation compared with placebo (Set 1: d = ?0.52; Set 3: d = ?0.58). Best sprint results were faster after sodium phosphate and caffeine supplementation compared with placebo (Set 3: P = 0.007, d = ?0.90) and caffeine (Set 3: P = 0.024, d = ?0.73). Best sprint times were also faster after sodium phosphate supplementation compared with placebo (d = ?0.54 to ?0.61 for all sets). Sodium phosphate and combined sodium phosphate and caffeine loading improved repeated-sprint ability. 相似文献
59.
Frank A. J. Leenaars Wouter R. van Joolingen Hannie Gijlers Lars Bollen 《Educational technology research and development : ETR & D》2014,62(5):555-570
GearSketch is a learning environment for the gears domain, aimed at students in the final years of primary school. It is designed for use with a touchscreen device and is based on ideas from drawing-based learning and research on cognitive tutors. At the heart of GearSketch is a domain model that is used to transform learners’ strokes into gears and chains, animate the turning of the gears and check whether learners’ solutions to practice problems satisfy the given constraints. Additionally, this domain model is the basis for GearSketch’s learner model and item generation an selection mechanisms. The learner model is used to track learners’ knowledge and adaptively select items as they progress through the practice problems. Two experimental evaluation studies show that GearSketch’s interface and animations lead to improved learning outcomes, but that its adaptive features do not significantly affect posttest results. 相似文献
60.
This paper explores how participants in a Swedish secondary school do gender talk with comics. Swedish schools are tasked with working with gender, but this can be a challenge for many teachers, and finding materials to work with gender aspects can be difficult. Meanwhile, literary research on comics has shown them to be a potential tool for problematising gender, but little educational research has investigated the gender discussions that comics can promote. Therefore, using conversation-analytical methodology, we have documented situated classroom talk through video observations, focusing on the social construction of gender. Five excerpts are shown, where different aspects of gender talk are displayed and discussed. Results indicate that although students deconstruct and criticise gendered binaries in characteristics and behaviour from comics' imagery, this critique remains superficial, revolving around the hypersexualised body imagery of the muscular superhero the Phantom or the outdated femininity of the girly Daisy Duck. Although comics present an opportunity for discussions of norm critique in the classroom, we suggest that more social-realistic comics, wherein gender roles are more subtle and nuanced, be used for furthering the research on this topic and allowing students more width when it comes to deconstructing gender binaries. 相似文献