全文获取类型
收费全文 | 620篇 |
免费 | 14篇 |
国内免费 | 6篇 |
专业分类
教育 | 437篇 |
科学研究 | 57篇 |
各国文化 | 11篇 |
体育 | 51篇 |
综合类 | 14篇 |
文化理论 | 2篇 |
信息传播 | 68篇 |
出版年
2023年 | 5篇 |
2022年 | 7篇 |
2021年 | 14篇 |
2020年 | 23篇 |
2019年 | 18篇 |
2018年 | 37篇 |
2017年 | 32篇 |
2016年 | 20篇 |
2015年 | 19篇 |
2014年 | 27篇 |
2013年 | 96篇 |
2012年 | 43篇 |
2011年 | 47篇 |
2010年 | 36篇 |
2009年 | 24篇 |
2008年 | 38篇 |
2007年 | 22篇 |
2006年 | 21篇 |
2005年 | 12篇 |
2004年 | 11篇 |
2003年 | 12篇 |
2002年 | 9篇 |
2001年 | 10篇 |
2000年 | 13篇 |
1999年 | 7篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 5篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 5篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1975年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有640条查询结果,搜索用时 31 毫秒
1.
近年来,随着单板滑雪U型场地技巧项目的快速发展及国际运动成绩的快速提升,我国运动员在训练方面遇到了很多问题,如运动员在完成高难度的空中技术动作后,在落地时总是出现失误,直接影响运动员在比赛中的成绩.本文采用文献资料、专家访谈、录像分析等研究方法,对黑龙江省单板滑雪U型场地技巧优秀运动员的落地稳定性进行了分析,具体涉及运动员成套动作落点分析、滑行路线分析和运动员平衡能力,研究结果认为,运动员的平衡能力差和落点区域的不同选择是导致落地稳定性差的主要原因.为帮助单板滑雪U型场地技巧项目备战2018年平昌冬奥会提供了一定的理论依据. 相似文献
2.
3.
Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
4.
Janet H. Zhang Aislinn J. C. McPhail Winko W. An Waqar M. Naqvi Daniel L. H. Chan Ivan P. H. Au 《Journal of sports sciences》2017,35(15):1533-1537
This study sought to compare the kinetics and kinematics data in a group of habitual shod runners when running in traditional running shoes and newly designed minimalist shoes with lug platform. This novel footwear design claims to simulate barefoot running and reduce energy loss during impact. We compared footstrike angle (FSA), vertical average (VALR) and instantaneous (VILR) loading rates, energy loss and initial vertical stiffness between two shoe conditions. Runners demonstrated a decreased FSA while running in minimalist shoes with lug platform than traditional shoes (P = 0.003; Cohen’s d = 0.918). However, we did not observe a landing pattern transition. VALR and VILR between two footwear conditions showed no significant difference (P = 0.191–0.258; Cohen’s d = 0.304–0.460). Initial vertical stiffness (P = 0.032; Cohen’s d = 0.671) and energy loss (P = 0.044; Cohen’s d = 0.578) were greater when running in minimalist shoes with lug platform. The results show that minimalist shoes with lug platform reduce the FSA but may not lead to a landing pattern switch or lower vertical loading rates. Interestingly, the new shoe design leads to a greater energy loss than traditional running shoes, which could be explained by a higher initial vertical stiffness. 相似文献
5.
6.
7.
Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered. 相似文献
8.
9.
目前我国的教育在体制、效果等各个方面都取得巨大成就的同时,未成年人的道德教育却存在着巨大的硬伤。这种道德教育的缺陷具体表现在:道德教育与未成年人年龄与心智特征的错位;自我认同低;行为调节无效性;生活化水平低等。对此,需采取一些针对性的措施来解决这一问题。 相似文献
10.