全文获取类型
收费全文 | 857篇 |
免费 | 12篇 |
专业分类
教育 | 620篇 |
科学研究 | 126篇 |
各国文化 | 13篇 |
体育 | 37篇 |
文化理论 | 13篇 |
信息传播 | 60篇 |
出版年
2020年 | 10篇 |
2019年 | 21篇 |
2018年 | 16篇 |
2017年 | 37篇 |
2016年 | 28篇 |
2015年 | 19篇 |
2014年 | 14篇 |
2013年 | 163篇 |
2012年 | 19篇 |
2011年 | 8篇 |
2010年 | 9篇 |
2009年 | 19篇 |
2008年 | 18篇 |
2007年 | 12篇 |
2006年 | 16篇 |
2005年 | 20篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 16篇 |
2001年 | 12篇 |
2000年 | 15篇 |
1999年 | 10篇 |
1998年 | 8篇 |
1997年 | 14篇 |
1996年 | 11篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 10篇 |
1991年 | 15篇 |
1990年 | 16篇 |
1989年 | 11篇 |
1987年 | 9篇 |
1986年 | 8篇 |
1985年 | 18篇 |
1984年 | 7篇 |
1981年 | 10篇 |
1980年 | 13篇 |
1979年 | 7篇 |
1978年 | 13篇 |
1977年 | 8篇 |
1975年 | 7篇 |
1934年 | 11篇 |
1933年 | 8篇 |
1931年 | 7篇 |
1930年 | 6篇 |
1929年 | 7篇 |
1928年 | 9篇 |
1927年 | 6篇 |
1926年 | 9篇 |
排序方式: 共有869条查询结果,搜索用时 46 毫秒
1.
2.
3.
4.
5.
Jiří Baláš David Giles Jan Kodejška Michaela Panáčková Simon Fryer 《European Journal of Sport Science》2016,16(7):764-772
This study aimed to (1) evaluate the effect of hand shaking during recovery phases of intermittent testing on the time–force characteristics of performance and muscle oxygenation, and (2) assess inter-individual variability in the time to achieve the target force during intermittent testing in rock climbers. Twenty-two participants undertook three finger flexor endurance tests at 60% of their maximal voluntary contraction until failure. Performances of a sustained contraction and two intermittent contractions, each with different recovery strategies, were analysed by time–force parameters and near-infrared spectroscopy. Recovery with shaking of the forearm beside the body led to a significantly greater intermittent test time (↑ 22%, P?.05), force–time integral (↑ 28%, P?.05) and faster muscle re-oxygenation (↑ 32%, P?.05), when compared to the hand over hold condition. Further, the ratio of intermittent to continuous test time distinguished specific aerobic muscular adaptations among sport climbers (2.02), boulderers (1.74) and lower grade climbers (1.25). Lower grade climbers and boulderers produced shorter duration contractions due to the slower development of target force during the intermittent test, indicating worse kinaesthetic differentiation. Both the type of recovery and climbing discipline determined muscle re-oxygenation and intermittent performance in rock climbers. 相似文献
6.
Purpose: The present study aimed to determine if autonomic cardiac modulation was influenced by acute exposure to normobaric hypoxia. Method: Ten healthy male lowland dwellers completed five block-randomised single-blinded, crossed-over acute exposures to a normobaric hypoxic environment, each separated by 24 hours’ recovery (20.3%, 17.4%, 14.5%, 12.0% and 9.8% FIO2). Supine recordings were made of arterial oxygen saturation and electrocardiogram (ECG). RR intervals from the ECG trace were analysed for time (SDNN, lnrMSSD), frequency (lnVLF, lnLF, lnHF, lnTP, LFnu, and HFnu), and nonlinear (DFA-α1 and SampEn) heart rate variability components. Results: A significant reduction in arterial SaO2 occurred with reduced FIO2, along with a rise in heart rate (Cohen’s d?=?1.16, 95% Confidence Interval [2.64–6.46]), significant at 9.8% FIO2. A decrease in autonomic cardiac modulation was also found as shown by a statistically significant (at 9.8% FIO2) decrease in lnTP (d?=?1.84 [1.74–1.94]), and SampEn (d?=?0.98 [0.83–1.12]) and an increase in DFA-α1 (d?=?0.72 [0.60–0.84]) from normoxia at 9.8% FIO2. Conclusion: The decrease in variability indicated a reduction in autonomic cardiac modulation. There appears to be a threshold ~9.8% FIO2 (~6000?m equiv.), below which significant alterations in autonomic control occur. 相似文献
7.
8.
Howard Margolis Lisa A. Freund 《International Journal of Disability, Development & Education》1991,38(2):117-133
THE LITERATURE on cooperative learning suggests it can benefit mildly handicapped and nonhandicapped students academically, socially, and emotionally. This article emphasizes the cooperative learning approaches of Johnson and Johnson, Slavin, and other closely related practitioners. It discusses salient research on cooperative learning, shows how it can help meet student needs in heterogeneous classes, addresses how to overcome potential problems, and offers implementation guidelines. It also provides a framework for initiating cooperative learning in ways that reduce or eliminate resistance. 相似文献
9.
Interface project II and Ontario's review of educational policy 总被引:1,自引:0,他引:1
10.
The learning cycle is a method of teaching—it is also a curriculum organization principle and is derived directly from the mental functioning model invented by Piaget. Although Jean Piaget contributed to the formation of the learning cycle (Piaget, 1973), its present structure has to be attributed to Dr. Robert Karplus and the persons who developed the materials of the Science Curriculum Improvement Study (SCIS). It was through the SCIS activities that many of us learned how to develop curricula and teach with the learning cycle. The learning cycle is built upon the premise that three distinct phases are necessary in developing understanding of a concept, that those phases have a definite sequence, and each phase has a definite structure or form. The research done in testing the form variable has already been reported in this journal (Renner, Abraham, & Birnie, 1985). This report explores whether or not each learning-cycle phase is necessary in learning a concept. 相似文献