全文获取类型
收费全文 | 1538篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 1191篇 |
科学研究 | 65篇 |
各国文化 | 15篇 |
体育 | 147篇 |
综合类 | 1篇 |
文化理论 | 31篇 |
信息传播 | 111篇 |
出版年
2022年 | 6篇 |
2021年 | 11篇 |
2020年 | 16篇 |
2019年 | 43篇 |
2018年 | 54篇 |
2017年 | 58篇 |
2016年 | 62篇 |
2015年 | 34篇 |
2014年 | 40篇 |
2013年 | 353篇 |
2012年 | 45篇 |
2011年 | 37篇 |
2010年 | 29篇 |
2009年 | 28篇 |
2008年 | 47篇 |
2007年 | 38篇 |
2006年 | 30篇 |
2005年 | 24篇 |
2004年 | 41篇 |
2003年 | 35篇 |
2002年 | 30篇 |
2001年 | 32篇 |
2000年 | 35篇 |
1999年 | 20篇 |
1998年 | 21篇 |
1997年 | 27篇 |
1996年 | 20篇 |
1995年 | 33篇 |
1994年 | 15篇 |
1993年 | 15篇 |
1992年 | 22篇 |
1991年 | 12篇 |
1990年 | 13篇 |
1989年 | 20篇 |
1988年 | 5篇 |
1987年 | 14篇 |
1986年 | 14篇 |
1985年 | 20篇 |
1984年 | 14篇 |
1983年 | 18篇 |
1982年 | 13篇 |
1981年 | 16篇 |
1980年 | 10篇 |
1979年 | 19篇 |
1978年 | 9篇 |
1976年 | 7篇 |
1975年 | 7篇 |
1974年 | 4篇 |
1973年 | 8篇 |
1971年 | 5篇 |
排序方式: 共有1561条查询结果,搜索用时 93 毫秒
101.
102.
Scruggs PW Beveridge SK Watson DL Clocksin BD 《Research quarterly for exercise and sport》2005,76(2):166-175
The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first- through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first- and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = .82-.89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61-63 SPM for first- and second-grade, and 58-61 SPM for third- and fourth-grade. IN CONCOLUSION: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education. 相似文献
103.
104.
Keith 《Endeavour》2001,25(4)
In 1971, on the death of Louis Pasteur's grandson, Pasteur Vallery-Radot, the collection of Pasteur's personal papers and notebooks, which had mostly been donated to the Bibliothèque nationale in Paris, became more accessible to scholars. Louis Pasteur (Fig. 1) was one of the world's greatest scientists, but since his death in 1895 his memory has been revered to an extent that almost borders on idolism. One consequence of the improved access to Pasteur's notebooks and correspondence was the publication in 1995 of Gerald Geison's book The Private Science of Louis Pasteur[1], in which Geison compares what he believes to have been the more realistic sequence of steps by which Pasteur reached his unquestionably famous discoveries with the widely publicized Pasteurian legends that often read more like film scenarios. This article attempts to trace the stages by which Pasteur came to some of his celebrated conclusions in the earlier years of his career.
Fig. 1. Pasteur in 1857, aged 34, when Dean of the Faculty of Sciences in Lille (reproduced, with permission, from [1]). 相似文献
Full-size image (18K) |
105.
David Watson 《Perspectives: Policy and Practice in Higher Education》2013,17(3):63-72
This paper is the first part of an edited version of a Keynote Presentation delivered at the AUA Annual Conference, Queen's University Belfast, on 11 April 2006. The second part will appear in the next issue of perspectives. 相似文献
106.
Alan Paisey Head of Administrative Studies Keith Alan‐Smith Pro‐Rector 《School Leadership & Management》2013,33(4):333-340
Today's school leaders are searching for a way to give value to and effectively manage a school's intangible assets to create a more holistic picture of student success. Schools establish partnerships with community organizations towards this end and to ultimately impact student learning. Utilizing the framework of principals as knowledge managers, this paper describes how school principals involved in a university partnership developed a tool to manage and intentionally utilize the intangible assets of the school–university partnership to increase student learning. Included are examples of how the tool was applied and suggestions for adapting the tool to any school partnership. 相似文献
107.
108.
This study reports findings of a tracer that investigated differences in the profile and subsequent experiences of scholarship recipients in Uganda who were able to complete the lower secondary school cycle (O level) without interruption (N = 174) and those that dropped out before completing their O-level cycle (N = 51), thereby losing their scholarship. Findings indicate that the scholarship programme had important positive impacts on all participants, even if they were unable to complete their O level. Moreover, scholarships had a multiplier effect; they had positive impacts on recipients' siblings, parents, and neighbours. When scholarship recipients did drop out, the most prevalent causes were poverty, pregnancy, and poor performance. However, even the modest amounts of education these dropouts received changed the course of their lives in positive ways. 相似文献
109.
110.