全文获取类型
收费全文 | 1449篇 |
免费 | 36篇 |
专业分类
教育 | 1181篇 |
科学研究 | 27篇 |
各国文化 | 32篇 |
体育 | 57篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 181篇 |
出版年
2023年 | 7篇 |
2022年 | 5篇 |
2021年 | 17篇 |
2020年 | 20篇 |
2019年 | 47篇 |
2018年 | 58篇 |
2017年 | 70篇 |
2016年 | 49篇 |
2015年 | 34篇 |
2014年 | 49篇 |
2013年 | 383篇 |
2012年 | 40篇 |
2011年 | 34篇 |
2010年 | 45篇 |
2009年 | 43篇 |
2008年 | 45篇 |
2007年 | 35篇 |
2006年 | 26篇 |
2005年 | 35篇 |
2004年 | 39篇 |
2003年 | 27篇 |
2002年 | 23篇 |
2001年 | 23篇 |
2000年 | 19篇 |
1999年 | 17篇 |
1998年 | 10篇 |
1997年 | 21篇 |
1996年 | 16篇 |
1995年 | 20篇 |
1994年 | 18篇 |
1993年 | 19篇 |
1992年 | 10篇 |
1991年 | 18篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1988年 | 7篇 |
1987年 | 5篇 |
1986年 | 8篇 |
1985年 | 7篇 |
1984年 | 15篇 |
1983年 | 9篇 |
1982年 | 12篇 |
1981年 | 7篇 |
1980年 | 10篇 |
1979年 | 8篇 |
1977年 | 9篇 |
1976年 | 7篇 |
1975年 | 5篇 |
1974年 | 10篇 |
1973年 | 4篇 |
排序方式: 共有1485条查询结果,搜索用时 296 毫秒
51.
The aim of this study was to assess the effect of to isometic contraction durations during propiceptive neuromuscular facilitation stretching on gains inflexion at the hip. Forty-three women (M age = 20.0 years, SD = 1.3) were assigned to one of three groups: 5-s isometric contraction (5-IC), 10-IC, and control. Flexibility was assessed at baseline and Weeks 3 and 6. Analysis of covariance, controlling for pretest differences, showed a significant interaction, F(2, 33) = 44.1, p < .001. Flexibility was significant lower in the control group relative to the 5-IC and 10-IC groups and in the 5-IC group relative to the 10-IC group at 3 and 6 weeks (3 weeks = 101.2 +/- 1.4 degrees, 114.3 +/- 1.5 degrees, 120.5 +/- 1.3 degrees; 6 weeks = 103.0 +/- 1.4 degrees, 126.1 +/- 1.6 degrees, 133.3 +/- 1.4 degrees for control, 5-IC and 10-IC groups, respectively). A longer contraction time led to greater increases in flexibility. 相似文献
52.
53.
Raymond W. Kulhavy Mary T. White Bruce W. Topp Ann L. Chan James Adams 《Contemporary educational psychology》1985,10(3):285-291
College undergraduates read a 2400-word passage, responded to 16 multiple-choice questions, and received one of four types of feedback following their responses. Complexity of feedback was inversely related to both error correctability and criterion efficiency taken as a ratio of feedback study time to post-test corrects. The results were discussed in terms of depth of processing and instructional comprehension. 相似文献
54.
This paper reports on a 16-week sport education (SE) unit with just over 70 year 5 students (M age = 10.04 years) in one United Kingdom school during the spring and summer terms and discusses students' SE experiences. Student interviews were conducted throughout the season and a questionnaire on different motivation aspects was administered prior to and before completing the SE season. We report and examine the data in relation to hypothesized influences on fun and enjoyment, including being part of a team, autonomy, and improving game play. The principal reasons SE may be more enjoyable than previous physical education lessons include the greater opportunities for autonomy, affiliation, and competition, plus perceived learning. 相似文献
55.
56.
57.
58.
This study investigated development of the Big Five personality traits from early childhood into adulthood. An initial group of 137 Swedish children were assessed eight times between ages 2 and 29 years. Initial decreases in extraversion leveled off in early adulthood; agreeableness and conscientiousness increased from ages 2 to 29; neuroticism initially increased, leveled off in later childhood and adolescence, and decreased throughout early adulthood; while openness to experience showed an initial increase, then decreased and leveled off in early adulthood. Individual developmental trajectories varied significantly, particularly in relation to gender. Personality traits became increasingly stable, and the fact that childhood scores predicted scores in adulthood indicated that personalities are fairly stable across this portion of the life span. 相似文献
59.
The authors investigated whether some advantages of tutoring over other instructional methods are due to microadaptation, or, tutors basing their actions on assessments of tutees they develop during tutoring. In a 2 × 2 between-subjects experiment, independent variables were shared experience (tutors either worked with the same or a different tutee in each of four segment of the tutoring session) and communication context (face-to-face or computer-mediated). Although there were no overall learning differences across experience conditions, tutees who worked with the same tutor demonstrated better learning of concepts initially discussed during the final tutoring segment. Shared experience led to accurate competence assessments only in the computer-mediated context, suggesting that cognitive load influences assessment development. However, there was no evidence of micro-adaptation. 相似文献
60.