全文获取类型
| 收费全文 | 10828篇 |
| 免费 | 143篇 |
| 国内免费 | 18篇 |
专业分类
| 教育 | 7408篇 |
| 科学研究 | 1109篇 |
| 各国文化 | 109篇 |
| 体育 | 1258篇 |
| 综合类 | 6篇 |
| 文化理论 | 136篇 |
| 信息传播 | 963篇 |
出版年
| 2022年 | 67篇 |
| 2021年 | 101篇 |
| 2020年 | 195篇 |
| 2019年 | 293篇 |
| 2018年 | 398篇 |
| 2017年 | 394篇 |
| 2016年 | 346篇 |
| 2015年 | 252篇 |
| 2014年 | 298篇 |
| 2013年 | 2107篇 |
| 2012年 | 269篇 |
| 2011年 | 239篇 |
| 2010年 | 204篇 |
| 2009年 | 184篇 |
| 2008年 | 202篇 |
| 2007年 | 221篇 |
| 2006年 | 192篇 |
| 2005年 | 171篇 |
| 2004年 | 156篇 |
| 2003年 | 194篇 |
| 2002年 | 148篇 |
| 2001年 | 176篇 |
| 2000年 | 167篇 |
| 1999年 | 162篇 |
| 1998年 | 80篇 |
| 1997年 | 77篇 |
| 1996年 | 118篇 |
| 1995年 | 92篇 |
| 1994年 | 102篇 |
| 1993年 | 90篇 |
| 1992年 | 155篇 |
| 1991年 | 141篇 |
| 1990年 | 141篇 |
| 1989年 | 137篇 |
| 1988年 | 107篇 |
| 1987年 | 109篇 |
| 1986年 | 134篇 |
| 1985年 | 129篇 |
| 1984年 | 103篇 |
| 1983年 | 126篇 |
| 1982年 | 104篇 |
| 1981年 | 100篇 |
| 1980年 | 83篇 |
| 1979年 | 157篇 |
| 1978年 | 106篇 |
| 1977年 | 97篇 |
| 1976年 | 105篇 |
| 1975年 | 68篇 |
| 1974年 | 92篇 |
| 1972年 | 74篇 |
排序方式： 共有10000条查询结果，搜索用时 250 毫秒
1.
Interiano-Shiverdecker Claudia G. Kondili Elvita Bazzi Reyma 《International journal for the advancement of counseling》2022,44(2):263-282
International Journal for the Advancement of Counselling - The goal of this study was to examine how individual, community, and socio-political mechanisms of discrimination intersect, manifest, and... 相似文献
2.
Fernandez Frank Baker David P. Fu Yuan-Chih Muñoz Ismael G. Ford Karly Sarita 《Minerva》2021,59(1):79-98
Minerva - Over the course of the 20th century, unprecedented growth in scientific discovery was fueled by broad growth in the number of university-based scientists. During this period the American... 相似文献
3.
4.
Luis García-González Javier Sevil-Serrano Angel Abós Nathalie Aelterman Leen Haerens 《Physical Education & Sport Pedagogy》2019,24(4):344-358
Background: A distinction is made in Achievement Goal Theory (AGT) between task-oriented (i.e. effort, intra-individual progress, and self-comparison) and ego-oriented (i.e. inter-individual progress and normative comparison) climates. Combining insights from AGT and Self-Determination Theory (SDT), studies in the PE context have shown that a task-oriented climate positively relates to need satisfaction, although the findings regarding the motivating role of an ego-oriented climate are inconsistent. Moreover, little is known about the role of task- or ego-oriented climates in explaining experiences of basic psychological need frustration.Purpose: Grounded in AGT and SDT, the aim of the present study was to examine if experiences of basic psychological need satisfaction and need frustration can explain why task- and ego-oriented climates elicit positive and negative motivational outcomes in PE, respectively.Research design: Cross-sectional study.Method: A sample of 524 secondary school students (51.1% boys, Mage?=?14.51; SD?=?1.81) from five different secondary schools participated in this study. Students reported on their perceptions of task- and ego-oriented climates, motivational regulations, basic psychological need satisfaction, and need frustration, as well as positive and negative outcomes in PE. Structural equation modeling was used to investigate our objective.Results: We found that a task-oriented climate had a strong and positive relationship with basic psychological need satisfaction, eliciting a bright pathway to autonomous motivation and affective attitude. An ego-oriented climate was positively related to basic psychological need frustration, eliciting a dark pathway to amotivation and boredom. A negative cross-path from task-oriented climate to basic psychological need frustration was also found, while no significant cross-paths were found from ego-oriented climate to basic psychological need satisfaction.Conclusions: This study provides a better understanding of the mechanisms that explain why task- and ego-oriented climates shape students’ motivational experiences in PE lessons. It is suggested that a task-oriented climate elicits a bright pathway towards more optimal functioning, because it fosters experiences of need satisfaction and buffers against experiences of need frustration. In contrast, an ego-oriented climate is primarily positively related to feelings of need frustration and negative motivational outcomes. Practical implications for PE teacher training are discussed. 相似文献
5.
ABSTRACT Full three-dimensional movements and external moments in golfers’ knees and the possible involvement in injuries have not been evaluated using motion capture at high sample frequencies. This study measured joint angles and external moments around the three anatomical axes in both knees of 10 professional golfers performing golf drives whilst standing on two force plates in a motion capture laboratory. Significant differences were found in the knee joint moments between the lead and trail limbs for the peak values and throughout all stages during the swing phase. A significantly higher net abduction moment impulse was seen in the trail limb compared with the lead limb (?0.518 vs. ?0.135 Nms.kg?1), indicating greater loading over the whole swing, which could contribute to knee lateral compartment or anterior cruciate ligament injuries. A significant correlation (r = ?0.85) between clubhead speed at ball contact and maximum joint moment was found, with the largest correlations being found for joint moments at the top of the backswing event and at the end of the follow-through. Therefore, although knee moments can contribute to high clubhead speeds, the large moments and impulses suggest that they may also contribute to chronic knee injuries or exacerbate existing conditions. 相似文献
6.
G. Gage Kingsbury 《Educational Measurement》1990,9(2):3-6
What is the rationale for adapting an existing testing system instead of developing your own? What are the limitations of MicroCAT? What has to be modified in order to meet local needs and to realize the potential of adaptive testing in the context of an existing testing system? 相似文献
7.
8.
9.
10.