全文获取类型
收费全文 | 458篇 |
免费 | 8篇 |
专业分类
教育 | 342篇 |
科学研究 | 31篇 |
体育 | 23篇 |
文化理论 | 3篇 |
信息传播 | 67篇 |
出版年
2023年 | 2篇 |
2022年 | 7篇 |
2021年 | 12篇 |
2020年 | 12篇 |
2019年 | 12篇 |
2018年 | 19篇 |
2017年 | 19篇 |
2016年 | 20篇 |
2015年 | 8篇 |
2014年 | 15篇 |
2013年 | 139篇 |
2012年 | 8篇 |
2011年 | 23篇 |
2010年 | 29篇 |
2009年 | 20篇 |
2008年 | 15篇 |
2007年 | 5篇 |
2006年 | 3篇 |
2005年 | 4篇 |
2004年 | 7篇 |
2002年 | 2篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1984年 | 2篇 |
1976年 | 4篇 |
1974年 | 3篇 |
1971年 | 3篇 |
1969年 | 2篇 |
1968年 | 3篇 |
1966年 | 2篇 |
1930年 | 1篇 |
1921年 | 1篇 |
1919年 | 1篇 |
1915年 | 1篇 |
1912年 | 1篇 |
1907年 | 1篇 |
1906年 | 1篇 |
1900年 | 2篇 |
1887年 | 1篇 |
1847年 | 1篇 |
1844年 | 1篇 |
1833年 | 1篇 |
排序方式: 共有466条查询结果,搜索用时 38 毫秒
1.
Sports Engineering - A Monark cycle ergometer is a device globally used in physiological studies to measure the work and energy levels of exercising humans. In this paper a rope-braked cycle... 相似文献
2.
Franklin J. Boster Rain Wuyu Liu Ying Cheng Wonkyung Kim Sonia Jawaid Shaikh 《Communication Studies》2018,69(1):4-22
Stickiness refers to the set of persuasive message properties: simple, unexpected, concrete, credible, emotional, and stories (SUCCES). Heath and Heath (2007) argue that a sticky message is expected to be more memorable and hence more persuasive than a non-sticky message. A 2 (sticky v. non-sticky message) x 3 (pretest v. posttest v. delayed test) longitudinal experiment is employed to examine the persuasiveness of sticky messages on applying sunscreen. Results of a mixed model analysis of variance show that the sticky message produces attitudes and behaviors more favorable to the message recommendation than the non-sticky message. Specifically, a time × message induction non-additive effect was found, which sustained only in the sticky message condition across time. Despite this interesting effect, its explanation remains elusive. 相似文献
3.
4.
Kristina L. Kendall David H. Fukuda Parker N. Hyde Abbie E. Smith-Ryan Jordon R. Moon Jeffrey R. Stout 《Journal of sports sciences》2017,35(7):624-633
The purpose of this study was to investigate the accuracy of fat-free mass (FFM) estimates from two-compartment (2C) models including air displacement plethysmography (ADP), ultrasound (US), near-infrared interactance (NIR), and the Jackson and Pollock skinfold equation (SKF) against a criterion four-compartment (4C) model in elite male rowers. METHODS: Twenty-three elite-level male rowers (mean± SD; age 24.6 ± 2.2 years; stature: 191.4 ± 7.2 cm; mass: 87.2 ± 11.2 kg) participated in this investigation. All body composition assessments were performed on the same day in random order, except for hydrostatic weighing (HW), which was measured last. FFM was evaluated using a 4C model, which included total body water from bioimpedance spectroscopy, body volume from HW, and total body bone mineral via dual-energy X-ray absorptiometry. The major findings of the study were that the 2C models evaluated overestimated FFM and should be considered with caution for the assessment of FFM in elite male rowers. Future studies should use multiple-compartment models, with measurement of TBW and bone mineral content, for the estimation of FFM. 相似文献
5.
Kristina Andersson 《Cultural Studies of Science Education》2017,12(2):425-433
Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius’s article Chemistry inside an epistemological community box!—Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet—Gender awareness in relations to the test designers’ own conceptions—highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet—Gender awareness in relation to chemistry—discussed the hierarchy between discourses within chemistry. The third facet—Gender awareness in relation to students—problematized chemistry in relation to the students’ identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse. 相似文献
6.
7.
8.
Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England Kristina Zosuls Diane N. Ruble 《Child development》2017,88(1):167-182
The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (Mage = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes. 相似文献
9.
This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co‐construction of knowledge. Stahl's (2006) social theory of computer supported collaborative learning (CSCL) is used along with discourse analysis methods to examine these course dialogues. Findings show the class that had a peer‐like, consistent facilitative instructor and discussion anchored around questions and shared artifacts was more likely to engage in discussion leading to the negotiation of knowledge and understanding. This class relied on social acknowledgements, questions, and shared exploration of perspectives and theories throughout their discussion. These elements and strategies appear to be important components that make up for lower levels of tacit understanding in online environments, thus enabling learners to interact in social learning processes. The other class, which lacked a facilitative instructor, did not have the same results. Although interaction levels were equal and students carried topical motifs such as the phrase “faster, better, cheaper” from message to message, students in this other class did not engage deeply or develop new understanding of the course material through the discussion. 相似文献
10.