全文获取类型
收费全文 | 5591篇 |
免费 | 94篇 |
国内免费 | 5篇 |
专业分类
教育 | 4237篇 |
科学研究 | 333篇 |
各国文化 | 70篇 |
体育 | 600篇 |
综合类 | 2篇 |
文化理论 | 100篇 |
信息传播 | 348篇 |
出版年
2023年 | 47篇 |
2022年 | 106篇 |
2021年 | 135篇 |
2020年 | 206篇 |
2019年 | 328篇 |
2018年 | 413篇 |
2017年 | 392篇 |
2016年 | 334篇 |
2015年 | 218篇 |
2014年 | 221篇 |
2013年 | 1129篇 |
2012年 | 218篇 |
2011年 | 161篇 |
2010年 | 143篇 |
2009年 | 149篇 |
2008年 | 142篇 |
2007年 | 121篇 |
2006年 | 120篇 |
2005年 | 97篇 |
2004年 | 80篇 |
2003年 | 80篇 |
2002年 | 69篇 |
2001年 | 48篇 |
2000年 | 48篇 |
1999年 | 44篇 |
1998年 | 45篇 |
1997年 | 31篇 |
1996年 | 43篇 |
1995年 | 29篇 |
1994年 | 34篇 |
1993年 | 39篇 |
1992年 | 27篇 |
1991年 | 33篇 |
1990年 | 29篇 |
1989年 | 27篇 |
1988年 | 26篇 |
1987年 | 25篇 |
1986年 | 12篇 |
1985年 | 15篇 |
1984年 | 16篇 |
1983年 | 12篇 |
1982年 | 16篇 |
1981年 | 11篇 |
1980年 | 13篇 |
1979年 | 13篇 |
1978年 | 12篇 |
1977年 | 15篇 |
1976年 | 13篇 |
1975年 | 15篇 |
1971年 | 9篇 |
排序方式: 共有5690条查询结果,搜索用时 15 毫秒
121.
Bruno Guimarães João Firmino-Machado Stanislav Tsisar Benedita Viana Marco Pinto-Sousa Pedro Vieira-Marques Ricardo Cruz-Correia Maria Amélia Ferreira 《Anatomical sciences education》2019,12(2):138-153
Currently, medical education context poses different challenges to anatomy, contributing to the introduction of new pedagogical approaches, such as computer-assisted learning (CAL). This approach provides insight into students' learning profiles and skills that enhance anatomy knowledge acquisition. To understand the influence of anatomy CAL on spatial abilities, a study was conducted. A total of 671 medical students attending Musculoskeletal (MA) and Cardiovascular Anatomy (CA) courses, were allocated to one of three groups (MA Group, CA Group, MA + CA Group). Students' pre-training and post-training spatial abilities were assessed through Mental Rotations Test (MRT), with scores ranging between 0-24. After CAL training sessions, students' spatial abilities performance improved (9.72 ± 4.79 vs. 17.05 ± 4.57, P < 0.001). Although male students in both MA Group and CA Group show better baseline spatial abilities, no sex differences were found after CAL training. The improvement in spatial abilities score between sessions (Delta MRT) was correlated with Musculoskeletal Anatomy training sessions in MA Group (r = 0.333, P < 0.001) and MA + CA Group (r = 0.342, P < 0.001), and with Cardiovascular Anatomy training sessions in CA Group (r = 0.461, P = 0.001) and MA + CA Group (r = 0.324, P = 0.001). Multiple linear regression models were used, considering the Delta MRT as dependent variable. An association of Delta MRT to the amount of CAL training and the baseline spatial abilities was observed. The results suggest that CAL training in anatomy has positive dose-dependent effect on spatial abilities. 相似文献
122.
Tammeorg Priit Mykkänen Anna Rantamäki Tomi Lakkala Minna Muukkonen Hanni 《Research in Science Education》2019,49(3):809-828
Research in Science Education - Trialogical learning, a collaborative and iterative knowledge creation process using real-life artefacts or problems, familiarizes students with working life... 相似文献
123.
124.
Research in Higher Education - In this article, a large data set containing every course taken by every undergraduate student in a major university in Canada over 10 years is analysed. Modern... 相似文献
125.
Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
126.
127.
128.
Catherine B. Woods Kevin Volf Liam Kelly Blthín Casey Peter Gelius Sven Messing Sarah Forberger Jeroen Lakerveld Joanna Zukowska Enrique García Bengoechea PEN consortium 《运动与健康科学(英文)》2021,10(3):263-276
BackgroundDespite the well-established health benefits of physical activity (PA) for young people (aged 4–19 years), most do not meet PA guidelines. Policies that support PA in schools may be promising, but their impact on PA behavior is poorly understood. The aim of this systematic review was to ascertain the level and type of evidence reported in the international scientific literature for policies within the school setting that contribute directly or indirectly to increasing PA.MethodsThis systematic review is compliant with Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines. Six databases were searched using key concepts of policy, school, evaluation, and PA. Following title and abstract screening of 2323 studies, 25 progressed to data synthesis. Methodological quality was assessed using standardized tools, and the strength of the evidence of policy impact was described based on pre-determined codes: positive, negative, inconclusive, or untested statistically.ResultsEvidence emerged for 9 policy areas that had a direct or indirect effect on PA within the school setting. These were whole school PA policy, physical education, sport/extracurricular PA, classroom-based PA, active breaks/recess, physical environment, shared use agreements, active school transport, and surveillance. The bulk of the evidence was significantly positive (54%), 27% was inconclusive, 9% was significantly negative, and 11% was untested (due to rounding, some numbers add to 99% or 101%). Frequency of evidence was highest in the primary setting (41%), 34% in the secondary setting, and 24% in primary/secondary combined school settings. By policy area, frequency of evidence was highest for sport/extracurricular PA (35%), 17% for physical education, and 12% for whole school PA policy, with evidence for shared use agreements between schools and local communities rarely reported (2%). Comparing relative strength of evidence, the evidence for shared use agreements, though sparse, was 100% positive, while 60% of the evidence for whole school PA policy, 59% of the evidence for sport/extracurricular PA, 57% of the evidence for physical education, 50% of the evidence for PA in classroom, and 50% of the evidence for active breaks/recess were positive.ConclusionThe current evidence base supports the effectiveness of PA policy actions within the school setting but cautions against a “one-size-fits-all” approach and emphasizes the need to examine policy implementation to maximize translation into practice. Greater clarity regarding terminology, measurement, and methods for evaluation of policy interventions is needed. 相似文献
129.
Munroe-Chandler KJ Hall CR Fishburne GJ Strachan L 《Research quarterly for exercise and sport》2007,78(2):103-116
The purpose of this study was to investigate young athletes' imagery use from a developmental perspective. The participants were 110 male and female athletes competing in both team and individual sports. They represented four different age cohorts (i.e., 7-8, 9-10, 11-12, and 13-14 years). Sixteen focus groups, two for each age category and gender, were used as the method of data collection. The findings indicated "where," "when, " and "why" young athletes use imagery and how imagery use changes as children move from early childhood through to early adolescence. Overall, results revealed that all age cohorts reported using imagery in both training and competition and for both cognitive and motivational purposes. The present research also found support for studying imagery use by young athletes from a developmental perspective. 相似文献
130.
Despite the lack of a clear definition of the concept, “cultural diversity” has remained a core issue for more than a decade
(WTO, UNESCO, etc.). The aim of this paper is to begin to fill this gap. We argue that cultural diversity is a multi-dimensional
concept and that accurate metrics must rely on three criteria: variety, balance and disparity. We also stress that supplied
and consumed diversity have to be distinguished. We apply this set of multiple measures of diversity to publishing data for
France over the period 1990–2003. Our main result is that the situation of the publishing industry in terms of cultural diversity
is highly dependent on the dimension considered. Hence, diversity increases when variety is the sole consideration, whereas
taking balance or disparity into account leads to the opposite conclusion. This issue raises a series of questions about the
use of diversity measures in a policy debate concerned with furthering cultural diversity.
相似文献
Stéphanie PeltierEmail: |