全文获取类型
| 收费全文 | 1430篇 |
| 免费 | 10篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 642篇 |
| 科学研究 | 603篇 |
| 各国文化 | 16篇 |
| 体育 | 68篇 |
| 文化理论 | 21篇 |
| 信息传播 | 92篇 |
出版年
| 2020年 | 11篇 |
| 2019年 | 31篇 |
| 2018年 | 23篇 |
| 2017年 | 21篇 |
| 2016年 | 13篇 |
| 2015年 | 11篇 |
| 2014年 | 24篇 |
| 2013年 | 260篇 |
| 2012年 | 10篇 |
| 2011年 | 14篇 |
| 2010年 | 13篇 |
| 2009年 | 20篇 |
| 2008年 | 14篇 |
| 2007年 | 13篇 |
| 2006年 | 17篇 |
| 2005年 | 23篇 |
| 2004年 | 22篇 |
| 2003年 | 15篇 |
| 2002年 | 11篇 |
| 2001年 | 16篇 |
| 2000年 | 13篇 |
| 1999年 | 9篇 |
| 1997年 | 9篇 |
| 1996年 | 13篇 |
| 1994年 | 10篇 |
| 1993年 | 18篇 |
| 1990年 | 17篇 |
| 1989年 | 10篇 |
| 1986年 | 9篇 |
| 1984年 | 9篇 |
| 1982年 | 10篇 |
| 1981年 | 13篇 |
| 1978年 | 19篇 |
| 1977年 | 12篇 |
| 1948年 | 13篇 |
| 1930年 | 20篇 |
| 1929年 | 28篇 |
| 1928年 | 33篇 |
| 1927年 | 33篇 |
| 1926年 | 30篇 |
| 1925年 | 54篇 |
| 1924年 | 33篇 |
| 1923年 | 34篇 |
| 1922年 | 12篇 |
| 1921年 | 15篇 |
| 1920年 | 28篇 |
| 1919年 | 13篇 |
| 1918年 | 12篇 |
| 1868年 | 15篇 |
| 1867年 | 9篇 |
排序方式： 共有1442条查询结果，搜索用时 31 毫秒
1.
2.
3.
4.
5.
As a part of efforts to evaluate and monitor the increasing public investment in early childhood education, teachers are being asked to assess children's school readiness. In this study, preschool teachers and kindergarten teachers rated children's skills in three areas (kindergarten readiness, academic skills, and communication skills), and these ratings were compared with direct assessments of the children's skills. Ratings by both groups of teachers tended to be more highly related to basic skills, such as counting and number naming, than to abilities such as solving applied problems and using expressive and receptive vocabulary. Preschool teachers' ratings had a lower association with children's observed skills and abilities than kindergarten teachers' ratings. Ratings of children attending Head Start were systematically inflated, but this relationship was mediated to a significant extent by the teachers' levels of education. More educated teachers rated children in a manner consistent with the children's directly assessed skills. Implications of these findings for informing future efforts to assess school readiness by using teacher ratings are discussed. 相似文献
6.
7.
8.
Entrepreneurial scientists and entrepreneurial universities in American academic science 总被引：2，自引：0，他引：2
Etzkowitz H 《Minerva》1983,21(2-3):198-233
9.
10.
Henry Brown Brian Dawson Martyn J. Binnie Hugh Pinnington Marc Sim Tristan D. Clemons 《European Journal of Sport Science》2017,17(6):741-747
This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus. 相似文献