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Measurements of oxygen uptake are central to methods for the assessment of physical fitness and endurance capabilities in athletes. Two important parameters extracted from such data of incremental exercise tests are the maximal oxygen uptake and the critical power. A commonly accepted model of the dynamics of oxygen uptake during exercise at a constant work rate comprises a constant baseline oxygen uptake, an exponential fast component, and another exponential slow component for heavy and severe work rates. We have generalized this model to variable load protocols with differential equations that naturally correspond to the standard model for a constant work rate. This provides the means for predicting the oxygen uptake response to variable load profiles including phases of recovery. The model parameters have been fitted for individual subjects from a cycle ergometer test, including the maximal oxygen uptake and critical power. The model predictions have been validated by data collected in separate tests. Our findings indicate that the oxygen kinetics for a variable exercise load can be predicted using the generalized mathematical standard model. Such models can be applied in the field where the constant work rate assumption generally is not valid. 相似文献
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Exploring Counselor-Client Agreement on Clients’ Work Capacity in Established and Consultative Dyads
Uma Chandrika Millner Diane Brandt Leighton Chan Alan Jette Elizabeth Marfeo Pengsheng Ni Elizabeth Rasch E. Sally Rogers 《Journal of Employment Counseling》2020,57(3):98-114
Counselor-client agreement on the work capacity of clients living with serious mental illnesses informs the counseling relationship and facilitates accurate assessments of client eligibility for public programs. In this exploratory mixed-methods study, we assessed counselor-client agreement on clients’ work capacity in 61 established therapeutic dyads and compared it with 30 dyads involved in an initial assessment session. Intraclass correlation coefficients and mountain plots were used to examine counselor-client agreement. Results revealed moderate counselor-client agreement of work capacity for both dyads. Counselor interviews illuminated sources of discordance. These results have practical implications for assessing the work capacity of clients. 相似文献
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Engaging contexts: Drawing the link between student and teacher experiences of the hidden curriculum
Regina D. Langhout Cecily A. Mitchell 《Journal of community & applied social psychology》2008,18(6):593-614
This article examines how academic disengagement (being off task, unenthusiastic and uncurious about learning) is facilitated by the hidden curriculum (the values, norms and beliefs transmitted via the structure of schooling), and mediated by race, ethnicity and gender for students in a working class elementary school. Additionally, we contextualize how a teacher was challenged by the hidden curriculum in her attempt to make her classroom environment engaging for all students. Participants included a young white female teacher and 21 second grade, low‐income students, of whom approximately 50% were white and 50% were Black or Latino/a. A teacher interview and fieldnotes covering 8 hours a week over 3 months comprised the data. Results indicated that students were required to show their engagement in particular ways that related to control and conformity. When they did not, they were reprimanded, which led to academic disengagement and the transmission of the hidden curriculum's message that school was not a place for them. This process was especially salient for Black and Latino boys, which indicated that the hidden curriculum was institutionalized. Results also showed that the hidden curriculum was a structural limitation for the teacher, as she was often thwarted in her attempts to create an academically engaging learning environment. Implications include strategies for school change and reform, including making the hidden curriculum more visible. Copyright © 2008 John Wiley & Sons, Ltd. 相似文献
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Charlayne C. Hayling Clay Cook Frank M. Gresham Talida State Lee Kern 《Journal of Behavioral Education》2008,17(1):24-42
Students with emotional and behavioral problems are placed in a variety of classroom settings, presumably where their needs
can be best served. Little attention, however, has been dedicated to monitoring their behavioral progress in these settings.
This study analyzed data on student engagement, disruption, and destruction during 10 types of instructional activities. Data
were collected at two times across one academic year in Pennsylvania and California in 90 classrooms, ranging from grades
1 to 12. Tests of mean comparisons (i.e., independent samples and paired t-tests) and the association between variables (i.e., bivariate correlation analysis) were conducted to address a number of
concerns regarding the status and stability of classrooms for students with EBD. Independent paired sample t-tests showed a lack of significant improvement in behaviors across time, and the correlational data reflect a significant
relationship between student engagement and classroom activity. Findings are discussed in light of limitations and directions
for future research. In addition, practical implications are noted. 相似文献