全文获取类型
收费全文 | 428篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 359篇 |
科学研究 | 12篇 |
各国文化 | 6篇 |
体育 | 17篇 |
文化理论 | 2篇 |
信息传播 | 43篇 |
出版年
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 7篇 |
2019年 | 6篇 |
2018年 | 11篇 |
2017年 | 18篇 |
2016年 | 10篇 |
2015年 | 12篇 |
2014年 | 14篇 |
2013年 | 120篇 |
2012年 | 19篇 |
2011年 | 18篇 |
2010年 | 9篇 |
2009年 | 14篇 |
2008年 | 15篇 |
2007年 | 14篇 |
2006年 | 13篇 |
2005年 | 9篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 11篇 |
2001年 | 6篇 |
2000年 | 12篇 |
1999年 | 7篇 |
1998年 | 11篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 1篇 |
1983年 | 3篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有439条查询结果,搜索用时 312 毫秒
1.
2.
3.
The OSTMED.DR® database provides access to both citation and full-text osteopathic literature, including the Journal of the American Osteopathic Association. Currently, it is a free database searchable using basic and advanced search features. 相似文献
4.
Purpose: The purpose of this study was to conduct a systematic review of classroom-based physical activity interventions that integrate academic content and assess the effectiveness of the interventions on physical activity, learning, facilitators of learning, and health outcomes. Method: Six electronic databases (ERIC, PubMed, Google Scholar, Science Direct, Cochrane Library, and EMBASE) and reference lists were searched for English-language articles, published January 1990 through March 2015, reporting classroom-based interventions that deliberately taught academic content using physically active teaching methods for at least 1 week duration, with physical activity, health, learning, or facilitators-of-learning outcomes. Two authors reviewed full-text articles. Data were extracted onto an Excel spreadsheet, and authors were contacted to confirm accuracy of the information presented. Results: Fifteen studies met the inclusion criteria. Six studies reporting on physical activity levels were found to have medium-to-large effect sizes. All 4 studies reporting learning outcomes showed positive effects of intervention lessons. Teachers and students were pleased with the programs, and enhanced on-task behavior was identified (n = 3). Positive effects were also reported on students’ body mass index levels (n = 3). Conclusions: Physically active academic lessons increase physical activity levels and may benefit learning and health outcomes. Both students and teachers positively received and enjoyed these teaching methods. These findings emphasize the need for such interventions to contribute toward public health policy. 相似文献
5.
Joan N. Vickers Joe Causer Michael Stuart Elaine Little Sean Dukelow Marc Lavangie 《European Journal of Sport Science》2017,17(1):109-117
AbstractA “look-up line” (LUL) has been proposed for ice hockey, which is an orange 1?m (40′) warning line (WL) painted on the ice at the base of the boards. The LUL purports to provide an early warning to players to keep their head up prior to and as they are being checked. We determined if players looked up more on a rink with the LUL compared to a traditional Control rink. Elite offensive (O) and defensive (D) players competed 1 vs. 1, while wearing an eye tracker that recorded their quiet eye (QE) and fixation and tracking (F-T) and an electrogoniometer that measured head angle. External cameras recorded skate duration during four skate phases: P1 preparation, P2 decision-making, P3 cut to boards, P4 contact. The QE was the final fixation prior to contact between O and D as they skated towards and across the WL during P3 and P4. Skate phase durations (%) did not differ by rink or rink by position. More QE and F-T occurred on the WL on the LUL rink than on the Control. The expected increase in head angle on the LUL rink did not occur during P3 or P4. Post-hoc results also showed O and D skated further from the boards on the LUL rink, suggesting the players preferred to control the puck on white ice, rather than the orange colour of the LUL rink. More research is needed to determine if these results apply to the competitive setting. 相似文献
6.
Déirdre Ní Chróinín Ailbhe Kenny Elaine Murtagh Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267
This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed. 相似文献
7.
8.
Reading and Writing - Writing analytically about text is a valued skill reflected in current academic standards. The quality of text-based writing opportunities in U.S. elementary schools, however,... 相似文献
9.
10.
Elaine S. Barry 《Early Childhood Education Journal》2006,33(6):405-411
This paper provides the opportunity to understand children’s behavior from a memory viewpoint. For the last three decades, cognitive developmentalists have been asking the question, “what develops in children’s memory?” Four answers to this question are presented, complete with explanations, examples, and possible applications where appropriate. The purpose of the paper is to provide early childhood educators and other practitioners who work with children a different lens through which to view children’s behavior. The memory view is compatible with current best practices in early childhood education, and may provide practitioners an additional viewpoint from which to draw when implementing developmentally appropriate practice. 相似文献