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971.
Jonathan Grix 《国际体育史杂志》2013,30(4):406-420
The German Democratic Republic's sports system, often termed a ‘sports miracle’, produced outstanding results in international sport. Drug abuse aside, this system appeared to be based on a robust and symbiotic relationship with mass sport, which was amply provided for by the state. Using unpublished letters sent by GDR citizens to the state authorities drawn from the Federal Archive in Berlin, this article sheds light on the miserable state of mass sport, particularly in the last decade of the state's existence. Although great numbers of East Germans took part in some form of sport or the other, elite sport – and the privileged facilities and equipment that went with it – was effectively hermetically sealed off from wider society. The impressive upward trajectory of GDR sport – in terms of international titles and Olympic medals won – went hand in hand with the decline in standards of facilities and availability of equipment for the masses. 相似文献
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AbstractAn international football-soccer tournament was initiated for socially excluded homeless individuals in July 2003 and has been held ever since, growing annually in terms of size, competing delegations, media attention and corporate involvement. The aim of the paper is to analyze the initial, historical, journey of this World Cup from its conceptual formation until the end of its first decade (2003–2012). The paper looks particularly at the efforts involved in bringing the concept to life and the challenges the organizers faced before achieving the annual frequency of an event dedicated for wider social purposes. However, also discussed is the use of competitive football formats and the organization of the competition for male and female players. As the tournament has become more successful, it is argued that its overall aim of proposing tools beyond sport for homeless people has been displaced in certain ways. The management orientations, the focus on the trophies, images of excitement, and the corporate agendas have brought sensitive contradictions to its principles of inclusion. 相似文献
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Christopher D. Wilson Kevin C. Haudek Jonathan F. Osborne Zoë E. Buck Bracey Tina Cheuk Brian M. Donovan Molly A. M. Stuhlsatz Marisol M. Santiago Xiaoming Zhai 《科学教学研究杂志》2024,61(1):38-69
Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use. Performance tasks requiring argumentation must capture the many ways students can construct and evaluate arguments in science, yet such tasks are both expensive and resource-intensive to score. In this study we explore how machine learning text classification techniques can be applied to develop efficient, valid, and accurate constructed-response measures of students' competency with written scientific argumentation that are aligned with a validated argumentation learning progression. Data come from 933 middle school students in the San Francisco Bay Area and are based on three sets of argumentation items in three different science contexts. The findings demonstrate that we have been able to develop computer scoring models that can achieve substantial to almost perfect agreement between human-assigned and computer-predicted scores. Model performance was slightly weaker for harder items targeting higher levels of the learning progression, largely due to the linguistic complexity of these responses and the sparsity of higher-level responses in the training data set. Comparing the efficacy of different scoring approaches revealed that breaking down students' arguments into multiple components (e.g., the presence of an accurate claim or providing sufficient evidence), developing computer models for each component, and combining scores from these analytic components into a holistic score produced better results than holistic scoring approaches. However, this analytical approach was found to be differentially biased when scoring responses from English learners (EL) students as compared to responses from non-EL students on some items. Differences in the severity between human and computer scores for EL between these approaches are explored, and potential sources of bias in automated scoring are discussed. 相似文献
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Lacey Gerard Gozdzielewska Lucyna McAloney-Kocaman Kareena Ruttle Jonathan Cronin Sean Price Lesley 《Education and Information Technologies》2022,27(3):3813-3832
Education and Information Technologies - Hand hygiene is critical for infection control, but studies report poor transfer from training to practice. Hand hygiene training in hospitals typically... 相似文献
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