全文获取类型
收费全文 | 573篇 |
免费 | 9篇 |
国内免费 | 2篇 |
专业分类
教育 | 360篇 |
科学研究 | 79篇 |
各国文化 | 12篇 |
体育 | 53篇 |
综合类 | 4篇 |
文化理论 | 3篇 |
信息传播 | 73篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 16篇 |
2020年 | 18篇 |
2019年 | 37篇 |
2018年 | 30篇 |
2017年 | 33篇 |
2016年 | 40篇 |
2015年 | 22篇 |
2014年 | 23篇 |
2013年 | 140篇 |
2012年 | 27篇 |
2011年 | 22篇 |
2010年 | 24篇 |
2009年 | 14篇 |
2008年 | 14篇 |
2007年 | 10篇 |
2006年 | 14篇 |
2005年 | 12篇 |
2004年 | 8篇 |
2003年 | 5篇 |
2002年 | 5篇 |
2001年 | 12篇 |
2000年 | 6篇 |
1999年 | 5篇 |
1998年 | 6篇 |
1997年 | 2篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 1篇 |
1992年 | 4篇 |
1991年 | 1篇 |
1989年 | 1篇 |
1987年 | 2篇 |
1983年 | 1篇 |
1981年 | 2篇 |
1976年 | 3篇 |
1973年 | 1篇 |
1970年 | 2篇 |
1969年 | 1篇 |
1966年 | 1篇 |
1932年 | 1篇 |
1860年 | 1篇 |
排序方式: 共有584条查询结果,搜索用时 527 毫秒
1.
We analyse the evolution of the slope (critical speed) and the y-intercept (anaerobic distance capacity) of the linear distance-time relationship over a century of Olympic running performances. The distance-time relationship of each Olympic Games (1920-2004) was plotted using the performances in the 800-, 1500- and 5000-m track events. Values for critical speed and anaerobic distance capacity were determined by linear modelling. Mean performances for the 800, 1500 and 5000 m were 104.9 +/- 1.5 s (1.4%), 217.2 +/- 2.8 s (1.3%) and 808.9 +/- 18.4 s (2.3%), respectively. Critical speed improved during the first three-quarters of the twentieth century to reach a plateau in 1984. This is in accordance with the literature (Peronnet & Thibault, 1989) and suggests that "human aerobic endurance" has improved within the century (+13.4%) and tends to stabilize. Anaerobic distance capacity was highly variable over the century (coefficient of variation = 9.4%) and did not show a linear improvement over the years as has previously been suggested (Peronnet & Thibault, 1989). This could be due to an artefact in the application of the two-parameter model to only three Olympic performances. A limitation to the use of this linear mathematical model to fit physiological data may have been demonstrated. 相似文献
2.
3.
A rich literature exists reinforcing the notion that both perceived and received social support has stress ameliorating and protective benefits both psychologically and physiologically. However, recent literature suggests that excessive dyadic negative problem talk about an issue, a phenomenon labeled co-rumination, may reverse much of the beneficial effects of social support. Healthy young adults participated in a laboratory research study exploring the associations between co-rumination and immune system inflammatory response. Partial correlations indicated a positive association between co-rumination and C-reactive protein and a negative association between co-rumination and interleukin-6 after controlling for stress, anxiety, and temperature. Discussion focuses on the means by which co-rumination may lead to negative health outcomes. 相似文献
4.
A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes
Justin D. Lewin Erin L. Vinson MacKenzie R. Stetzer Michelle K. Smith 《CBE life sciences education》2016,15(1)
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. 相似文献
5.
6.
7.
This study explores working students' college experiences using the grounded theory approach. Focus groups were conducted to allow working students to elaborate on their college experiences, clarifying issues not easily addressed through surveys. Two theoretical propositions are offered to describe how working students are constantly searching for meaningful work as well as meaning in their work. It is important for institutions to consider work as an educationally purposeful activity outside classroom and to create job opportunities that benefit students academically, socially and financially. 相似文献
8.
Justin A. Walden 《广播与电子媒介杂志》2016,60(2):347-363
Research indicates that people are increasingly spending time with social media and other information communication technology. However, scholars have not fully examined how employees as holistic media consumers utilize social media in multiple contexts. Through in-depth interviews (N = 29), this study demonstrates that even as social media are embedded in organizational media use routines, employees question this technology for 2 reasons: It distracts from tasks and threatens personal privacy. These concerns often, but not exclusively, relate to employee age and the amount of time they have worked for the company. The study concludes by arguing that social media’s arrival in the workplace may exacerbate tensions and problems that are associated with presence-creep and the distortion of the work-life balance. 相似文献
9.
Betsy Appleton Justin Clarke Laurie Kaplan Dani Roach Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203
This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections. 相似文献
10.
Headship transitions in U.S. independent schools represent critical organizational events that affect multiple school constituencies, including faculty, staff, and students. With recent projections forecasting a high level of impending headship transitions in independent schools, this paper seeks to capture how second-year U.S. independent school heads (n = 16) describe their transition experiences in order to provide insights into how boards, heads, and school communities can provide meaningful supports for their incoming school leaders. Further recommendations for practice and research are also provided. 相似文献