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81.
Although the Internet is largely decentralized in its communication and social patterns, its technical and regulatory apparatuses are highly centralized and hierarchical. Consequently, digital communications are vulnerable to a degree of surveillance and censorship that would be unthinkable in traditional social arenas, threatening “Internet freedom” and cyberliberties in both democratic and politically repressed societies. We believe a new architecture is required in order to protect the continuance of civil liberties in networked society. In this article, we propose 10 “social specifications” describing the requirements of such a network, and outline an architecture called MondoNet that meets these specifications using ad hoc, wireless mesh networking technologies. We also address the legal and technical challenges facing the MondoNet project, and anticipate future developments in this field. 相似文献
82.
83.
Aaron Santos Norman E. Meltzer 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(4):345-359
In this work, we describe a simple coarse-grained model of a barbell that can be used to determine the qualitative role of bar bend during a jerk. In simulations of this model, we observed a narrow time window during which the lifter can leverage the elasticity of the bar in order to lift the weight to a maximal height. This time window shifted to later times as the weight was increased. In addition, we found that the optimal time to initiate the drive was strongly correlated with the time at which the bar had reached a maximum upward velocity after recoiling. By isolating the effect of the bar, we obtained a generalized strategy for lifting heavy weight in the jerk. 相似文献
84.
Frederick D. Harper Michael Guilbault Tameka Tucker Twanna Austin 《International journal for the advancement of counseling》2007,29(2):123-136
The article examines the construct of happiness within the context of counseling and holistic health (body, mind and spirit).
It discusses happiness as a goal of counseling as reflected in selected counseling theories that focus on humanistic principles,
holistic health, positive psychology, personal growth and the client’s intentional choice-making in life. Moreover, the article
considers within-cultural and cross-cultural implications of happiness, and presents recommendations for counseling professionals
who counsel clients or train future counselors. 相似文献
85.
Two studies were conducted in which phonology‐based instructional strategies designed for improving spelling skills of elementary school children were compared against instruction strategies that relied only on visual exposure of words. The first study involved a total of 93 children. Of these, 46 were instructed by drawing their attention to the psycholinguistic nature of their spelling errors. The remaining 47 children in the comparison group were shown the correct version of all the words. In study II 15 children were placed in a treatment group and were taught phoneme awareness, and 15 children were placed in a comparison group and were exposed to printed words only. In both studies, posttests showed that children taught through psycholinguistic and phoneme awareness methods significantly outperformed the visual training groups. Further, these gains were retained after a period of 2 weeks. © 2001 John Wiley & Sons, Inc. 相似文献
86.
P. G. Aaron 《Annals of dyslexia》1987,37(1):109-125
A controversy whether developmental dyslexia is qualitatively different from other forms of reading disability has existed
among reading specialists for many years. In the present study, the hypothesis that the etiology of dyslexia is different
from that of other forms of reading disability because of differences in the components that malfunction was tested. A number
of studies have shown that the two components that contribute to a large proportion of variance in reading are decoding and
comprehension. It is, therefore, possible that a breakdown of different components could lead to different forms of disabilities.
College students who were poor readers were assigned to two groups on the basis of their IQ. Conforming to the traditional
criterion of dyslexia, those who had an IQ of 95 and above were considered as dyslexic. Those who had an IQ of 85 or below
were placed in the Nonspecific Reading-Disabled group. These two groups of poor readers and a group of normal readers were
administered a large number of reading-related tests. It was found that the two reading-disabled groups differed from each
other in six of the seven areas assessed. There was very little overlap of scores between the two groups in these areas. The
results were interpreted to suggest that poor decoding skill is the etiology of developmental dyslexia and that it differs
from other forms of reading disability which are caused by generalized cognitive deficits. 相似文献
87.
We examine the experiences of five teachers who traveled with a team of educators, scientists, and explorers on circumpolar Arctic expeditions to deliver adventure learning (AL) programs to K–12 students at a distance. Results highlight the personal and professional impacts this opportunity had on teachers, including their empowering, fulfilling, and mentally exhausting experiences while assisting in delivering distance education to students worldwide. The article concludes with a discussion of issues to consider in the development of similar programs. 相似文献
88.
Helen Harper 《The Australian Educational Researcher》2012,39(4):447-461
This paper explores the role of teachers?? emotions in adopting new pedagogical tools in urban and remote schools in the Northern Territory. The discussion is illustrated through case study material of Northern Territory teachers who had taken up using a web-based early childhood literacy resource called ABRACADABRA. A sociocultural perspective is used to examine the relationships among the teachers, the new resource, and teachers?? emotional responses to using the resource. The ABRACADABRA case study material suggests that the teachers did not embrace using the new tool purely on the basis of their ability and willingness to use it. Rather, the whole school context played an important role in both technical and emotional support for teachers. Teachers?? negative feelings of frustration and reluctance to use the new tool, as well as their positive feelings of confidence and fun, were triggered in part by their own interaction with the tool, but also by other factors within the school environment, such as collegial support. Hence, the emotional filters through which teachers thought about ABRACADABRA themselves became a mediating factor in their use of the tool. This study has implications for how we conceptualise teachers?? adoption of new resources in challenging settings such as Indigenous education, and highlights the relationship between teacher effectiveness and their feelings about their work. 相似文献
89.
Shelly J. Schmidt Dawn M. Bohn Aaron J. Rasmussen Elizabeth A. Sutherland 《Journal of Food Science Education》2012,11(2):16-22
Abstract: The overarching goal of the Science, Technology, Engineering, and Mathematics (STEM) Education Initiative is to foster effective STEM teaching and learning throughout the educational system at the local, state, and national levels, thereby producing science literate citizens and a capable STEM workforce. To contribute to achieving this goal, we have assembled six food science demonstrations for use at all educational levels and have presented these lessons to students at the elementary through higher education levels. The focus of this article is to share these food science demonstrations and our experiences using them so that others can use them for engaging students in STEM disciplines, through food science, at any educational level. Featured demonstrations include: (1) liquid nitrogen ice cream: a matter of changing phases, (2) seeing our senses work together, (3) whipping up the cream, (4) milk versus dark: what is the difference?, (5) counting calories by burning them, and (6) culinary spherification: the wonders of cross‐linking. Overall, our experience with using these demonstrations has been very positive. Students appear engaged in the learning process and love to consume the demonstration end products. Downloadable handouts containing demonstration details for each demonstration are available as supporting information. 相似文献
90.