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1.
电子竞技及相关产业的高速发展及其不同于传统体育/竞技项目的性质和特征,促使政府主体重新寻找与之相匹配的身份定位与政策路径。以4层结构为主体、以“举办和参与”为表现形式的举国体制,虽然在竞技体育场域中富有成效,但在职业体育场域中效果不理想,在电子竞技场域中则更加难以适用。对此,政府主体应将电子竞技场域的管理体制转换为“监管和服务”:在监管层面,应以包容审慎监管为原则,以法律规范的形式为之设定标准、规则和界限并加以监督,对赛事审批、监管措施、经营管理等事项加以改进和优化;在服务层面,则应以创新服务方式为目标,将服务融入监管过程中,并在信息、技术、规则制定、知识产权保障等方面主动提供全方位的服务。  相似文献   
2.
珠三角地区的经济、社会发展的集聚效应像一个巨大的吸盘,吸走了粤东西北地区的人力资本。清远农业生产经营青年人才缺乏,成为发展农村电子商务的制约瓶颈。既然人才不可能短时间回流,应充分利用省职教基地的高校人力资本,通过在基地建立农村电子商务发展中心的形式,以高校智库资源为引领,凝聚科研院所、农业生产流通社会组织和规模龙头企业等形成发展联盟资源体,推进清远农村电子商务实现跨越式发展。  相似文献   
3.
摘要:目的:对绝经后女性进行为期3个月的全身振动训练,观察其对绝经后女性体成分的影响,分析肌肉生长抑素(myostain, MSTN)基因rs7570532位点多态性对振动训练干预体成分效果的影响,并探讨其分子调控机制。方法:从社区招募60名汉族健康绝经后女性(58.87±4.70岁),对其进行为期3个月的全身振动训练,分别在振动训练干预前、后测试受试者的身高、体重、体重指数(body mass index, BMI)以及体成分,体成分的测试采用Prodigy Lunar双能X线骨密度仪,测试指标包括全身脂肪百分比(Percentage of fat mass, FM%)、全身脂肪含量(fat mass, FM)和全身瘦体重含量(lean mass, LM)。采用飞行质谱法对MSTN基因rs7570532多态位点进行基因分型;采用荧光素酶报告系统检测不同基因型重组质粒报告基因的相对活性。结果:绝经后女性经过3个月的全身振动训练,其体重、BMI、FM%和FM均显著下降,LM无显著变化。受试者基因分型结果显示,34人为TT型,19人为TC型,仅有2人为CC型,受试者基因型频率符合H-W遗传平衡定律。经过3个月的全身振动训练,TT型受试者的FM%显著下降(36.4±5.4, 35.2±5.0, P<0.01),FM显著下降(22.6±5.5, 21.7±5.3, P<0.01),LM显著上升(36.8±3.6, 37.2±3.9, P<0.05);TC+CC型受试者的体重和体成分各指标均无显著变化。在控制干预前受试者各项指标的基础值后,TT型和TC+CC型受试者之间FM%和LM具有显著差异,FM的差异性消失。pGL3-promoter-MSTN-T重组质粒报告基因的相对活性(3.30±1.121)显著高于pGL3-promoter-MSTN-C(1.76±0.92, p<0.01),且2者均显著高于空质粒对照组(0.81±0.17, p<0.01)。结论:1)3个月的全身振动训练可显著改善绝经后女性的体重和体成分;2)MSTN基因rs7570532位点多态性显著影响振动训练干预体成分的效果;3)且此位点多态性可显著影响下游基因的表达活性,其可能是振动训练改善体成分效果个体差异的原因之一。  相似文献   
4.
Little is known regarding the profiles of whole body donors in Muslim majority countries where donation is scarce. Therefore, this study aims to profile registered donors in Turkey by means of a survey. The explored data could be used to improve ongoing campaign efforts and ethical practices such as commemoration services. Registered donors of the donation programs at the two faculties of medicine of Istanbul University were compared with the national population and a cluster analysis was performed to reveal any concealed sub-groups. Data from 188 respondents were analyzed. The majority of registered donors were married (42%), male (65.4%), aged over 50 years (76%), held a tertiary education degree (49.7%), and were irreligious (58.5%). Cluster analysis revealed two groups with significantly different educational levels, marital statuses, and religious choices. Regarding whether their bodies could be used for education or research, the majority (64.5%) of the respondents left the decision to the anatomy department. Similarly, 73.8% approved indefinite use of their organs, body parts and/or skeletons. The respondents were also willing to share their medical history (94.2%) and personal information (81.6%) if needed. Motivational themes for body donation including usefulness, impermanence, religion, awareness, and kinship were devised after a thematic analysis. Among the respondents, 56.5% were registered organ donors and 63.3% were frequent blood donors. The results of this study provide data that may help revising informed consent forms, developing and implementing thanksgiving ceremonies, and selecting additional targets for supporting body donation campaign activities such as organ and blood donation units.  相似文献   
5.
While time spent on anatomical education in medical school curricula has been diminishing over the last decades, the recognized role of anatomical dissection has expanded. It is perceived by many students and faculty not only as the means of learning the structure and function of the human body, but also as an opportunity for the acquisition of professional competencies such as team work, patient–doctor interaction, medical epistemology, self-awareness, and an understanding of medical ethics. This viewpoint article proposes that this learning process can be supported effectively through studying examples from the history of anatomy, as insights from this history can help illuminate contemporary ethical issues in anatomy and medicine. Anatomical education can thus provide not only the opportunity of gaining awareness of ethical questions, but also a chance to practice these new insights within the protected environment of the laboratories, in interaction with the dead and the living. Consequently, a new role has developed for anatomists, which includes the interweaving of the scholarly exploration of the history and ethics of anatomy with the practical application of research results into a reframed concept of anatomical education. Anatomy, as a foundational discipline in the medical curriculum, can thus provide a first step on the educational path of empathetic and humane medical caregivers.  相似文献   
6.
7.
The value that willed body donors provide to medical education is priceless. Their precious gift helps to teach anatomy, spatial relationships between morphological structures, anatomical variation, and professionalism to medical students in a way that plastic models, podcasts, and lectures cannot. They are also an important resource for medical research and a wide variety of postgraduate training opportunities. While many body donation programs throughout the world are nonprofit organizations, there are body donation companies in the United States that sell donors for-profit. These “body brokers” have accumulated large profits from this business. It is incongruous that others would profit from such a priceless, freely donated gift. To prevent this incongruity, it is proposed that the international anatomical community develop a normative culture (a bioethos) for body donation programs. This would involve the conscious and systematic development of ethical principles for the day-to-day policies and practices of institutions that collect and use human bodies. With the development of this bioethos, a cultural shift in how donors are treated would occur and, over time, this would become the normal practice. These principles would become fundamental and foundational for the procurement and use of priceless human tissues.  相似文献   
8.
Students in undergraduate premedical anatomy courses may experience suboptimal and superficial learning experiences due to large class sizes, passive lecture styles, and difficult-to-master concepts. This study introduces an innovative, hands-on activity for human musculoskeletal system education with the aim of improving students’ level of engagement and knowledge retention. In this study, a collaborative learning intervention using the REFLECT (augmented reality for learning clinical anatomy) system is presented. The system uses the augmented reality magic mirror paradigm to superimpose anatomical visualizations over the user’s body in a large display, creating the impression that she sees the relevant anatomic illustrations inside her own body. The efficacy of this proposed system was evaluated in a large-scale controlled study, using a team-based muscle painting activity among undergraduate premedical students (n = 288) at the Johns Hopkins University. The baseline knowledge and post-intervention knowledge of the students were measured before and after the painting activity according to their assigned groups in the study. The results from knowledge tests and additional collected data demonstrate that the proposed interactive system enhanced learning of the musculoskeletal system with improved knowledge retention (F(10,133) = 3.14, < 0.001), increased time on task (F(1,275) = 5.70, < 0.01), and a high level of engagement (F(9,273) = 8.28, < 0.0001). The proposed REFLECT system will be of benefit as a complementary anatomy learning tool for students.  相似文献   
9.
While most German anatomy institutes provide only limited information about body donors and their lives, students have expressed a desire to learn more about these individuals, especially about their motivations to donate their bodies for the sake of medical education. In order to gratify this wish, as well as to further humanize body donors, an educational film was compiled, and a study designed to capture the film's effects on medical students. This is the first study using standardized, validated psychological tools to evaluate the impact of an educational film about body donors on students’ empathy and psychological stress levels. The study followed a longitudinal, controlled, and cluster randomized design, including 77 (48 females/29 males) participants who watched the video either before, midway, or after the dissection course. Questionnaires were completed at four points in time applying the Jefferson Scale for Empathy (JSPE-S) and the Interpersonal Reactivity Index (IRI) to measure empathy. Psychological stress levels were recorded by the Brief Symptom Inventory (BSI). Overall, students recommended the film to be shown to all students (median 6.0; maximum on the six-point Likert scale). Viewing the film revealed no significant changes between study groups or over time in JSPE-S sum scores. All groups demonstrated a significant reduction of BSI values before the dissection course actually started and increased values during the course, but both developments appeared not to be associated with the intervention. Overall, the educational film did not correlate with any negative effects on students’ empathy and psychological stress levels, and it was strongly approved of by students, as it provided more humanizing personal information about body donors without violating their anonymity.  相似文献   
10.
ABSTRACT

In this paper, we explore the part mobile phone use plays in the capitalist assemblages present in school classrooms. Capitalism is approached through the continuous movement of de- and re-territorialisation. The empirical grounding is a wide study on mobile phone use conducted at an upper secondary school in Finland. The focus of this paper is one psychology lesson on puberty and the ways in which territories such as puberty are challenged in the school life of young people through their mobile phone use in class. Analysing a student’s Tumblr photo stream, we show how smartphones challenge the existing territorialities in a classroom. We locate three central deterritorialising movements: in relation to the physical space of the classroom; to the affective space of the classroom; and to the notion of body in puberty. We conclude that mobile phone use matters to students intimately and channels flows of capitalism at school.  相似文献   
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