全文获取类型
收费全文 | 668篇 |
免费 | 10篇 |
专业分类
教育 | 476篇 |
科学研究 | 44篇 |
各国文化 | 19篇 |
体育 | 78篇 |
文化理论 | 12篇 |
信息传播 | 49篇 |
出版年
2023年 | 3篇 |
2021年 | 7篇 |
2020年 | 7篇 |
2019年 | 21篇 |
2018年 | 26篇 |
2017年 | 22篇 |
2016年 | 17篇 |
2015年 | 15篇 |
2014年 | 16篇 |
2013年 | 155篇 |
2012年 | 11篇 |
2011年 | 21篇 |
2010年 | 24篇 |
2009年 | 18篇 |
2008年 | 15篇 |
2007年 | 15篇 |
2006年 | 7篇 |
2005年 | 13篇 |
2004年 | 16篇 |
2003年 | 12篇 |
2002年 | 16篇 |
2001年 | 10篇 |
2000年 | 12篇 |
1999年 | 9篇 |
1998年 | 7篇 |
1997年 | 8篇 |
1996年 | 4篇 |
1995年 | 11篇 |
1994年 | 10篇 |
1993年 | 13篇 |
1992年 | 5篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 11篇 |
1987年 | 3篇 |
1986年 | 6篇 |
1985年 | 9篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1979年 | 6篇 |
1978年 | 10篇 |
1977年 | 5篇 |
1976年 | 4篇 |
1924年 | 2篇 |
1920年 | 2篇 |
1899年 | 2篇 |
排序方式: 共有678条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
5.
The aims of this study were to investigate the energy build-up and dissipation mechanisms associated with using an arm swing in submaximal and maximal vertical jumping and to establish the energy benefit of this arm swing. Twenty adult males were asked to perform a series of submaximal and maximal vertical jumps while using an arm swing. Force, motion and electromyographic data were recorded during each performance and used to compute a range of kinematic and kinetic variables, including ankle, knee, hip, shoulder and elbow joint powers and work done. It was found that the energy benefit of using an arm swing appears to be closely related to the maximum kinetic energy of the arms during their downswing, and increases as jump height increases. As jump height increases, energy in the arms is built up by a greater range of motion at the shoulder and greater effort of the shoulder and elbow muscles but, as jump height approaches maximum, these sources are supplemented by energy supplied by the trunk due to its earlier extension in the movement. The kinetic energy developed by the arms is used to increase their potential energy at take-off but also to store and return energy from the lower limbs and to "pull" on the rest of the body. These latter two mechanisms become more important as jump height increases with the pull being the more important of the two. We conclude that an arm swing contributes to jump performance in submaximal as well as maximal jumping but the energy generation and dissipation sources change as performance approaches maximum. 相似文献
6.
Andrew Miller Stephen Harvey David Morley Roland Nemes Maggie Janes Narelle Eather 《Journal of sports sciences》2017,35(18):1846-1857
This study evaluated whether exposing junior netball players to greater amounts of competition relevant activity (playing form activity) had an effect on game play outcomes and session involvement. A group-randomised controlled trial in one junior netball club in the Hunter Region, NSW, Australia. Ninety female athletes (mean age = 9.04 years, SD 1.53) were randomised by team (n = 11) into the intervention (n = 41) or 9-week wait-list control (n = 49) condition. The Professional Learning for Understanding Games Education into Sport (PLUNGE into Sport) programme was undertaken in the first half of nine training sessions (9 × 30 min). The intervention exposed athletes to playing form activity through a coach development programme within training sessions. Athletes’ decision-making, support and skill outcomes during a small-sided invasion game, and session involvement (pedometer step/min), were measured at baseline and 9-week follow-up. Linear mixed models revealed significant group-by-time intervention effects (P < 0.05) for decision-making (d = 0.4) and support (d = 0.5) during game play, and in-session activity (d = 1.2). An intervention exposing athletes to greater levels of playing form activity, delivered via a coach education programme, was efficacious in improving athlete decision-making and support skills in game play and increasing athlete involvement during sessions. 相似文献
7.
8.
Should Gender Differences be Considered When Assessing Student Satisfaction in the Online Learning Environment for Millennials? 下载免费PDF全文
The majority of today's students in online higher education are millennials and have grown up using technology. Therefore, there is a need to determine if their expectations from online learning are different from previous contextual studies and whether or not these vary across gender. This study used a mixed method approach, using focus groups, followed by online surveys of 834 undergraduate students from the University of Mauritius enrolled in an online course. Using factor analysis and structural equation modelling, the study found no significant differences based on gender for millennials, but identified three significant antecedents of student satisfaction for both males and females: university reputation; physical facilities; and instructor empathy. 相似文献
9.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
10.
Stephen Harvey 《International Journal of Science Education》2013,35(6):595-609
In many developing countries attempts to develop the quality of science education stress the importance of inservice education and training (InSET). This article focuses on how such InSET should be phased through time for maximum effect. Several theoretical models that describe and explain stages in the processes of professional learning or educational development are reviewed. Their relevance in informing the planning of science InSET is reviewed in the light of the experience of the Primary Science Programme (PSP) in South Africa. Two main criticisms of existing models are made: 1. They neglect language development as a crucial factor limiting the development of teaching styles especially where pupils are learning in a second language. 2. There are flaws in the way that the recommendations of models have been combined in existing synthesis models. Finally a synthesis model for the phasing of science InSET is proposed. 相似文献