全文获取类型
收费全文 | 1394篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 930篇 |
科学研究 | 76篇 |
各国文化 | 10篇 |
体育 | 230篇 |
综合类 | 1篇 |
文化理论 | 15篇 |
信息传播 | 157篇 |
出版年
2023年 | 7篇 |
2022年 | 5篇 |
2021年 | 11篇 |
2020年 | 29篇 |
2019年 | 53篇 |
2018年 | 48篇 |
2017年 | 46篇 |
2016年 | 55篇 |
2015年 | 41篇 |
2014年 | 35篇 |
2013年 | 364篇 |
2012年 | 30篇 |
2011年 | 43篇 |
2010年 | 37篇 |
2009年 | 26篇 |
2008年 | 38篇 |
2007年 | 53篇 |
2006年 | 29篇 |
2005年 | 19篇 |
2004年 | 22篇 |
2003年 | 19篇 |
2002年 | 25篇 |
2001年 | 17篇 |
2000年 | 27篇 |
1999年 | 21篇 |
1998年 | 12篇 |
1997年 | 6篇 |
1996年 | 9篇 |
1995年 | 7篇 |
1994年 | 10篇 |
1993年 | 17篇 |
1992年 | 13篇 |
1991年 | 11篇 |
1990年 | 10篇 |
1989年 | 10篇 |
1988年 | 10篇 |
1987年 | 8篇 |
1986年 | 14篇 |
1985年 | 12篇 |
1984年 | 12篇 |
1983年 | 16篇 |
1982年 | 16篇 |
1981年 | 15篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 7篇 |
1977年 | 9篇 |
1975年 | 9篇 |
1974年 | 5篇 |
1973年 | 8篇 |
排序方式: 共有1419条查询结果,搜索用时 15 毫秒
1.
2.
3.
Delmus Williams 《The Journal of Academic Librarianship》2008,34(1):85-86
4.
This article addresses the notion of ‘making it’ as an early-career academic in physical education and sport pedagogy. In it, we draw on the tradition of material semiotics to reflect on our shared journeys from doctoral student to beginning scholar and beyond. By attuning ourselves to the relationality, materiality and precariousness of our experiences, we offer an answer to the question of what it takes to ‘make it’ as an early-career academic by advocating the practice of ‘making do’ or ‘doctoring.’ We develop this argument, first, by describing the narrative methods we used to conduct our inquiry and by explaining the material-semiotic ideas we used to explore the stories it generated. Then, we tell tales of our transitions from higher degree research student to early-career academic, focusing specifically on our ongoing, collective efforts to make do. In our discussion, we explore these narratives and attend to three features of our actions and activities as early-career academics; namely semiotic relationality, material heterogeneity and the precarious processes of heterogeneous engineering through which we sought to make a career in our field. We conclude by encouraging beginning scholars in physical education and sport pedagogy to become sensitive to these aspects of their own agency, and to experiment, experience and tinker together in ways that are attentive, inventive, caring and persistent. 相似文献
5.
6.
Nurwina Anuar Sarah E. Williams Jennifer Cumming 《European Journal of Sport Science》2017,17(10):1319-1327
The present study aimed to examine whether physical and environment elements of PETTLEP imagery relate to the ability to image five types of sport imagery (i.e. skill, strategy, goal, affect and mastery). Two hundred and ninety participants (152 males, 148 females; Mage?=?20.24 years, SD?=?4.36) from various sports completed the Sport Imagery Ability Questionnaire (SIAQ), and a set of items designed specifically for the study to assess how frequently participants incorporate physical (e.g. ‘I make small movements or gestures during the imagery’) and environment (e.g. ‘I image in the real training/competition environment’) elements of PETTLEP imagery. Structural equation modelling tested a hypothesised model in which imagery priming (i.e. the best fitting physical and environment elements) significantly and positively predicted imagery ability of the different imagery types (skill, β?=?0.38; strategy, β?=?0.23; goal, β?=?0.21; affect, β?=?0.25; mastery, β?=?0.22). The model was a good fit to the data: χ2 (174)?=?263.87, p?<?.001, CFI?=?.96, TLI?=?.95, SRMR?=?.09, RMSEA?=?0.05 (90% CI?=?0.03–0.05). Findings displayed that priming imagery with physical and environment elements is associated with better skill, strategy, goal, affect and mastery imagery ability. The findings extend models of imagery use by indicating that how athletes images may influence their imagery ability. 相似文献
7.
8.
9.
10.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献