全文获取类型
收费全文 | 4634篇 |
免费 | 73篇 |
国内免费 | 4篇 |
专业分类
教育 | 3214篇 |
科学研究 | 379篇 |
各国文化 | 68篇 |
体育 | 452篇 |
综合类 | 2篇 |
文化理论 | 67篇 |
信息传播 | 529篇 |
出版年
2022年 | 25篇 |
2021年 | 44篇 |
2020年 | 73篇 |
2019年 | 128篇 |
2018年 | 163篇 |
2017年 | 184篇 |
2016年 | 161篇 |
2015年 | 94篇 |
2014年 | 134篇 |
2013年 | 1113篇 |
2012年 | 122篇 |
2011年 | 122篇 |
2010年 | 100篇 |
2009年 | 106篇 |
2008年 | 130篇 |
2007年 | 145篇 |
2006年 | 107篇 |
2005年 | 100篇 |
2004年 | 94篇 |
2003年 | 108篇 |
2002年 | 105篇 |
2001年 | 68篇 |
2000年 | 66篇 |
1999年 | 75篇 |
1998年 | 53篇 |
1997年 | 53篇 |
1996年 | 54篇 |
1995年 | 50篇 |
1994年 | 39篇 |
1993年 | 52篇 |
1992年 | 51篇 |
1991年 | 39篇 |
1990年 | 37篇 |
1989年 | 35篇 |
1988年 | 29篇 |
1987年 | 34篇 |
1986年 | 28篇 |
1985年 | 36篇 |
1984年 | 29篇 |
1983年 | 23篇 |
1982年 | 29篇 |
1981年 | 26篇 |
1980年 | 25篇 |
1979年 | 28篇 |
1978年 | 32篇 |
1977年 | 17篇 |
1976年 | 28篇 |
1974年 | 17篇 |
1973年 | 16篇 |
1971年 | 16篇 |
排序方式: 共有4711条查询结果,搜索用时 312 毫秒
1.
Children are sensitive to a number of considerations influencing distributions of resources, including equality, equity, and reciprocity. We tested whether children use a specific type of reciprocity norm—market norms—in which resources are distributed differentially based strictly on amount offered in return. In two studies, 195 children 5–10 years and 60 adults distributed stickers to friends offering same or different amounts of money. Overall, participants distributed more equally when offers were the same and more unequally when offers were different. Although sensitive to why friends offered different amounts of money, children increasingly incorporated market norms into their distributions with age, as the oldest children and adults distributed more to those offering more, irrespective of the reasons provided. 相似文献
2.
Harry F. Dorrell Joseph M. Moore Mark F. Smith Thomas I. Gee 《Journal of sports sciences》2019,37(1):67-73
This study investigated the validity and reliability of the GymAware PowerTool (GPT). Thirteen resistance trained participants completed three visits, consisting of three repetitions of free-weight back squat, bench press, deadlift (80% one repetition maximum), and countermovement jump. Bar displacement, peak and mean velocity, peak and mean force, and jump height were calculated using the GPT, a three-dimensional motion capture system (Motion Analysis Corporation; 150 Hz), and a force plate (Kistler; 1500 Hz). Least products regression were used to compare agreeability between devices. A within-trial one-way ANOVA, typical error (TE; %), and smallest worthwhile change (SWC) were used to assess reliability. Regression analysis resulted in R2 values of >0.85 for all variables excluding deadlift mean velocity (R2 = 0.54–0.69). Significant differences were observed between visits 3-2 for bench press bar displacement (0.395 ± 0.055 m; 0.383 ± 0.053 m), and deadlift bar displacement (0.557 ± 0.034 m; 0.568 ± 0.034 m). No other significant differences were found. Low to moderate TE (0.6–8.8%) were found for all variables, with SWC ranging 1.7–7.4%. The data provides evidence that the GPT can be used to measure kinetic and kinematic outputs, however, care should be taken when monitoring deadlift performance. 相似文献
3.
4.
5.
Diverse forms of constructivism can be found in the literature today. They exhibit a commonality regarding certain classical positions that they oppose - a unity in their negative identities - but a sometimes wild multiplicity and incompatibility regarding the positive proposals that they put forward. In particular, some constructivisms propose an epistemological idealism, with a concomitant relativism, while others are explicitly opposed to such positions, and move in multifarious different directions. This is a potentially confusing situation, and has resulted in some critics branding all constructivisms with the charge of relativism, and throwing out the baby with the bath water. In addition, since the epistemological foundations of even non-relativist constructivisms are not as familiar as the classical positions, there is a risk of mis-interpretation of constructivisms and their consequences, even by some who endorse them, not to mention those who criticize. Because I urge that some version of constructivism is an epistemological necessity, this situation strikes me as seriously unfortunate for philosophy, and potentially dangerous for the practice of education. 相似文献
6.
7.
8.
9.
10.