全文获取类型
收费全文 | 489篇 |
免费 | 15篇 |
专业分类
教育 | 405篇 |
科学研究 | 12篇 |
各国文化 | 3篇 |
体育 | 28篇 |
文化理论 | 5篇 |
信息传播 | 51篇 |
出版年
2023年 | 3篇 |
2022年 | 5篇 |
2020年 | 8篇 |
2019年 | 8篇 |
2018年 | 21篇 |
2017年 | 23篇 |
2016年 | 21篇 |
2015年 | 16篇 |
2014年 | 23篇 |
2013年 | 131篇 |
2012年 | 7篇 |
2011年 | 8篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 10篇 |
2007年 | 6篇 |
2006年 | 5篇 |
2005年 | 13篇 |
2004年 | 13篇 |
2003年 | 6篇 |
2002年 | 9篇 |
2001年 | 4篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 14篇 |
1997年 | 7篇 |
1996年 | 7篇 |
1994年 | 4篇 |
1992年 | 8篇 |
1991年 | 6篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1982年 | 3篇 |
1981年 | 4篇 |
1979年 | 2篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 2篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1973年 | 2篇 |
1971年 | 5篇 |
1970年 | 2篇 |
1969年 | 8篇 |
1968年 | 5篇 |
1967年 | 4篇 |
1966年 | 7篇 |
1965年 | 4篇 |
1962年 | 2篇 |
1933年 | 2篇 |
排序方式: 共有504条查询结果,搜索用时 187 毫秒
1.
Gilbert SF 《CBE life sciences education》2008,7(1):12-13
Note from the Editor 相似文献
2.
3.
Stacy L. Young Manuel D. Pulido Catherine F. Brooks 《Communication Research Reports》2018,35(2):172-177
This study extends instructional communication research on extra-class communication (ECC) by presenting an integrative analysis comparing the explanatory utility of student- and instructor-oriented reasons for student engagement in frequent ECC. Results from 495 college students suggested that student-oriented reasons, specifically the relational and functional student motives, were the only significant, positive predictors of students’ perceptions of frequent ECC engagement. Other student motives (excuse making, participation, sycophancy) and perceptions of instructor approachability did not significantly predict perceived frequency of ECC engagement. 相似文献
4.
Katherine D. Veazey Morris Gilbert R. Parra Sarah R. S. Stender 《Journal of College Counseling》2011,14(1):21-33
The authors assessed the influences of several risk factors—self‐esteem, history of unwanted sexual contact (USC), depression, and sorority membership—on eating‐related and weight‐related attitudes and behaviors. Findings provide support for the roles of self‐esteem, depression, and USC on restricting attitudes. According to the authors' model, these independent variables predicted restricting attitudes that then predicted restricting behaviors. Implications for preventive interventions and the study's limitations are discussed. 相似文献
5.
6.
7.
Daniel D. Bingham Silvia Costa Stacy A. Clemes Ash C. Routen Helen J. Moore Sally E. Barber 《Journal of sports sciences》2016,34(20):2005-2010
This study presents a worked example of a stepped process to reliably estimate the habitual physical activity and sedentary time of a sample of young children. A total of 299 children (2.9 ± 0.6 years) were recruited. Outcome variables were daily minutes of total physical activity, sedentary time, moderate to vigorous physical activity and proportional values of each variable. In total, 282 (94%) provided 3 h of accelerometer data on ≥1 day and were included in a 6-step process: Step-1: determine minimum wear-time; Step-2: process 7-day-data; Step-3: determine the inclusion of a weekend day; Step-4: examine day-to-day variability; Step-5: calculate single day intraclass correlation (ICC) (2,1); Step-6: calculate number of days required to reach reliability. Following the process the results were, Step-1: 6 h was estimated as minimum wear-time of a standard day. Step-2: 98 (32%) children had ≥6 h wear on 7 days. Step-3: no differences were found between weekdays and weekend days (P ≥ 0.05). Step-4: no differences were found between day-to-day variability (P ≥ 0.05). Step-5: single day ICC’s (2,1) ranged from 0.48 (total physical activity and sedentary time) to 0.53 (proportion of moderate to vigorous physical activity). Step-6: to reach reliability (ICC = 0.7), 3 days were required for all outcomes. In conclusion following a 7 day wear protocol, ≥6 h on any 3 days was found to have acceptable reliability. The stepped-process offers researchers a method to derive sample-specific wear-time criterion. 相似文献
8.
Patrick B. Wilson Stacy J. Ingraham 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(3):270-282
Scarce research has examined the effects of carbohydrate composition on running stride characteristics. On two occasions, 14 males and 6 females completed a 120-min sub-maximal run followed by a 4-mile time trial. Participants consumed glucose (GLU) or glucose–fructose (GLU–FRU) beverages supplying 1.3 g/min carbohydrate. Substrate use, psychological affect [Feeling Scale (FS)], and stride characteristics (stride frequency, stride length, and contact time) were assessed. Effects were expressed as Cohen’s d (90% confidence limits [90% CL]). CLs for stride frequency differences at 53 min (90% CL = 0.04–0.21) and 113 min (90% CL = 0.02–0.24) did not cover 0, indicating a positive effect of GLU–FRU. However, effect sizes were small (d = 0.13) and likely-to-very-likely trivial. Energy expenditure differences at sub-maximal end were very likely trivial (d = 0.08; 90% CL = 0.00–0.17), while FS ratings were possibly higher for GLU–FRU at 50 (d = 0.19; 90% CL = ?0.10–0.48) and 110 min (d = 0.16; 90% CL = ?0.13–0.45). During the time trial, stride length was possibly higher with GLU–FRU (d = 0.13; 90% CL = ?0.08–0.33). Glucose–fructose co-ingestion has no significant effect on stride characteristics during constant-velocity running but may result in slightly higher stride length during self-paced running. 相似文献
9.
10.
Andrew Gilbert 《Journal of Science Teacher Education》2011,22(5):393-415
This study chronicled the professional journeys of two beginning science teachers. The focus of the research effort documents
what brought them to science teaching and investigated their resulting career paths. Data artifacts for this instrumental
case study approach included: interviews, written survey responses, personal communications and member checks. All data was
transcribed and coded into emergent categories using a constant comparative analysis approach. The findings indicated that
their decisions to enter and leave teaching were a complex mélange of issues that included career disposition, notions of
isolation, overarching culture of the school, and future possibilities. However, most striking was their re-entry into teaching
on a temporary basis after considerable time away from the classroom, which suggests that teachers develop a sense of agency
regarding their career decisions. This may require researchers to reconsider how we view teacher decision-making within the
context of teacher attrition and mobility. Implications for science teacher education indicate that some teachers may enter
the profession considering teaching to be a transition into a different career path. Secondary science teachers may perceive
multiple career options (beyond the classroom) based on their preparation and teaching experience. Further implications and
possibilities for science teacher education are discussed. 相似文献