全文获取类型
| 收费全文 | 771篇 |
| 免费 | 21篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 446篇 |
| 科学研究 | 63篇 |
| 各国文化 | 33篇 |
| 体育 | 136篇 |
| 文化理论 | 7篇 |
| 信息传播 | 109篇 |
出版年
| 2023年 | 10篇 |
| 2022年 | 6篇 |
| 2021年 | 13篇 |
| 2020年 | 29篇 |
| 2019年 | 47篇 |
| 2018年 | 48篇 |
| 2017年 | 51篇 |
| 2016年 | 49篇 |
| 2015年 | 24篇 |
| 2014年 | 21篇 |
| 2013年 | 153篇 |
| 2012年 | 20篇 |
| 2011年 | 22篇 |
| 2010年 | 18篇 |
| 2009年 | 15篇 |
| 2008年 | 15篇 |
| 2007年 | 20篇 |
| 2006年 | 22篇 |
| 2005年 | 22篇 |
| 2004年 | 7篇 |
| 2003年 | 9篇 |
| 2002年 | 12篇 |
| 2001年 | 5篇 |
| 2000年 | 10篇 |
| 1999年 | 5篇 |
| 1998年 | 6篇 |
| 1997年 | 5篇 |
| 1996年 | 8篇 |
| 1995年 | 10篇 |
| 1994年 | 5篇 |
| 1993年 | 8篇 |
| 1992年 | 4篇 |
| 1991年 | 6篇 |
| 1990年 | 8篇 |
| 1989年 | 4篇 |
| 1988年 | 3篇 |
| 1987年 | 3篇 |
| 1986年 | 6篇 |
| 1984年 | 3篇 |
| 1982年 | 3篇 |
| 1981年 | 4篇 |
| 1978年 | 9篇 |
| 1976年 | 5篇 |
| 1975年 | 5篇 |
| 1972年 | 3篇 |
| 1969年 | 2篇 |
| 1968年 | 2篇 |
| 1964年 | 4篇 |
| 1957年 | 3篇 |
| 1927年 | 2篇 |
排序方式： 共有794条查询结果，搜索用时 62 毫秒
41.
42.
Despite the proliferation of technology in contemporary lives, many elementary schools often do not account for other technologically-mediated ways of constructing meaning in their daily curriculum, including film. This article presents insights from 2 filmmaking projects with elementary-aged students illustrating how film allowed students to engage in collaborative, as well as multimodal, literacy practices. Greater instructional flexibility and possibility for nonlinear production are identified as positive benefits in approaching text production situated in filmmaking. Our investigation highlights how technology integration can bolster existing writing practices in the elementary classroom and can benefit students in ways that maximize flexible thinking and include diverse student perspectives. 相似文献
43.
This paper provides an empirical exploration of mathematics teachers’ planned practices. Specifically, it explores the practice of foreshadowing, which was one of Wasserman’s (2015) four mathematical teaching practices. The study analyzed n?=?16 lessons that were planned by pairs of highly qualified and experienced secondary mathematics teachers, as well as the dialogue that transpired, to identify the considerations the teachers made during this planning process. The paper provides empirical evidence that teachers engage in foreshadowing as they plan lessons, and it exemplifies four ways teachers engaged in this practice: foreshadowing concepts, foreshadowing techniques, foregrounding concepts, and foregrounding techniques. Implications for mathematics teacher education are discussed.
相似文献44.
45.
46.
47.
48.
49.
Karen Nicholas 《Education 3-13》2017,45(1):68-82
The steepest decline in achievement in New Zealand primary schools occurs in Years 7 and 8, with the greatest decline in the subject area of mathematics. The cohort that achieves at the lowest level in New Zealand schools is Pasifika. This study considers the views of those stakeholders involved in the teaching of these children. It seeks to uncover the positive steps being taken to advantage this group and the difficulties principals, teachers and parents face to improve achievement. One-to-one interviews were used to elicit advice and information to provide evidence of best teaching practices for Pasifika students 相似文献
50.
Greene NP Greene ES Carbuhn AF Green JS Crouse SF 《Research quarterly for exercise and sport》2011,82(2):264-273
We compared cardiorespiratory responses to exercise on an underwater treadmill (UTM) and land treadmill (LTM) and derived an equation to estimate oxygen consumption (VO2) during UTM exercise. Fifty-five men and women completed one LTM and five UTM exercise sessions on separate days. The UTM sessions consisted of chest-deep immersion, with 0, 25, 50, 75, and 100% water-jet resistance. All session treadmill velocities increased every 3 min from 53.6 to 187.8 m x min(-1). Cardiorespiratory responses were similar between LTM and UTM when jet resistance for UTM was 50%. Using multiple regression analysis, weight-relative VO2 could be estimated as: VO2 (mLO2 c kg(-1) x min(-1)) = 0.19248 x height (cm) + 0.17422 x jet resistance (% max) + 0.14092 x velocity (m x min(-1)) -0.12794 x weight (kg)-27.82849, R2 = .82. Our data indicate that similar LTM and UTM cardiorespiratory responses are achievable, and we provide a reasonable estimate of UTM VO2. 相似文献