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71.
Across the articles in this special issue, there is a clear and important focus on how people learn through mobility, which allows them to move across contexts as they learn. This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances to of the mobile technologies develop new learning practices that could not be accomplished without this technology. With this in mind, we return to the definition of mobile learning that suggests mobile learning is learning across multiple contexts, through social interaction, using personal electronic devices that can immediately capture information about, or provide information to the user. To explore how to implement this definition in truly powerful ways, we suggest explicitly unpacking this into its four component parts, so that we can explore and discuss the unique affordances of mobile learning: (1) multiple contexts, (2) social interactions, (3) content interactions, and (4), capturing information and providing information to users in real-time. We further suggest a 5th element, which is the synergies among these different dimensions. We conclude with the challenges in doing research in mobile learning environments and the need to understand both how and what people learn in such environments. 相似文献
72.
选择特定的考试应激情境,使用心境状态量表(POMS)和锻炼感觉量表(EFI),通过实验比较的方法,目的为研究体育活动作为应付方法降低考试应激的效果,实验结果表明,参与体育活动能够有效地降低考试后产生的应激反应,改善心境状态;体育活动时心境状态的改善与运动愉快感的产生之间存在显著意义的相关关系。 相似文献
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74.
肇洋 《宁波广播电视大学学报》2004,2(3):65-68
本文在介绍多元智能理论以及教改新增的综合实践活动课的基础上,分析了多元智能理论与综合实践活动课的关系,并通过一个案例提出用多元智能理论设计综合实践活动课的方法。 相似文献
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Dharini M Bhammar Brandon J Sawyer Wesley J Tucker Jung-Min Lee 《Journal of sports sciences》2016,34(19):1830-1838
We compared SenseWear Armband versions (v) 2.2 and 5.2 for estimating energy expenditure in healthy adults. Thirty-four adults (26 women), 30.1 ± 8.7 years old, performed two trials that included light-, moderate- and vigorous-intensity activities: (1) structured routine: seven activities performed for 8-min each, with 4-min of rest between activities; (2) semi-structured routine: 12 activities performed for 5-min each, with no rest between activities. Energy expenditure was measured by indirect calorimetry and predicted using SenseWear v2.2 and v5.2. Compared to indirect calorimetry (297.8 ± 54.2 kcal), the total energy expenditure was overestimated (P < 0.05) by both SenseWear v2.2 (355.6 ± 64.3 kcal) and v5.2 (342.6 ± 63.8 kcal) during the structured routine. During the semi-structured routine, the total energy expenditure for SenseWear v5.2 (275.2 ± 63.0 kcal) was not different than indirect calorimetry (262.8 ± 52.9 kcal), and both were lower (P < 0.05) than v2.2 (312.2 ± 74.5 kcal). The average mean absolute per cent error was lower for the SenseWear v5.2 than for v2.2 (P < 0.001). SenseWear v5.2 improved energy expenditure estimation for some activities (sweeping, loading/unloading boxes, walking), but produced larger errors for others (cycling, rowing). Although both algorithms overestimated energy expenditure as well as time spent in moderate-intensity physical activity (P < 0.05), v5.2 offered better estimates than v2.2. 相似文献
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根据目前计算机公共课遇到的一些问题,提出了基于Web技术的计算机公共课网络教学平台的构建,通过平台的使用,充分发挥了学生的自主学习的积极性,提高了教师的教学效果。 相似文献
79.
对武汉市儿童体育锻炼的调查与分析 总被引:1,自引:0,他引:1
本文通过文献资料法、访谈法、问卷调查法、数理统计法等研究方法,对武汉市儿童体育锻炼的现状进行了调查和研究。结果显示:沉重的学习压力影响了儿童体育锻炼的时间、活动项目,降低了活动兴趣;男生和女生最喜欢的项目是羽毛球和跳绳,但同时也受校园体育锻炼、体育课教学内容及玩伴的影响;现阶段体育设施相对缺乏,场馆管理混乱也成为儿童参与体育锻炼的阻碍。针对存在的问题提出相应的对策,旨在提高儿童的身体素质。 相似文献
80.
文章采用问卷调查法、访谈法对泉州医学高等专科学校学生玩网格游戏和课外体育锻炼的情况进行调查,分析网络游戏对学生参与课外体育锻炼的影响及原因,并提出建议,为我校今后进行学生管理及发展学生体育的决策提供参考。调查表明:学生玩网络游戏的比率高,玩的时间比较长,而参与课外体育锻炼的人数比率小,锻炼项目集中,锻炼次数少。经常玩网络游戏的学生参与锻炼的次数和时间都低于平均值。 相似文献