全文获取类型
收费全文 | 3562篇 |
免费 | 414篇 |
国内免费 | 3篇 |
专业分类
教育 | 3402篇 |
科学研究 | 65篇 |
各国文化 | 94篇 |
体育 | 100篇 |
文化理论 | 15篇 |
信息传播 | 303篇 |
出版年
2021年 | 40篇 |
2020年 | 60篇 |
2019年 | 121篇 |
2018年 | 135篇 |
2017年 | 163篇 |
2016年 | 107篇 |
2015年 | 173篇 |
2014年 | 180篇 |
2013年 | 1052篇 |
2012年 | 147篇 |
2011年 | 165篇 |
2010年 | 171篇 |
2009年 | 138篇 |
2008年 | 161篇 |
2007年 | 102篇 |
2006年 | 94篇 |
2005年 | 91篇 |
2004年 | 82篇 |
2003年 | 46篇 |
2002年 | 40篇 |
2001年 | 44篇 |
2000年 | 40篇 |
1999年 | 39篇 |
1998年 | 31篇 |
1997年 | 26篇 |
1996年 | 35篇 |
1995年 | 37篇 |
1994年 | 24篇 |
1993年 | 22篇 |
1992年 | 27篇 |
1991年 | 23篇 |
1990年 | 38篇 |
1989年 | 19篇 |
1988年 | 20篇 |
1987年 | 18篇 |
1986年 | 17篇 |
1985年 | 21篇 |
1984年 | 14篇 |
1983年 | 11篇 |
1982年 | 22篇 |
1981年 | 9篇 |
1980年 | 9篇 |
1979年 | 15篇 |
1978年 | 22篇 |
1977年 | 9篇 |
1976年 | 13篇 |
1975年 | 10篇 |
1974年 | 8篇 |
1972年 | 8篇 |
1969年 | 13篇 |
排序方式: 共有3979条查询结果,搜索用时 31 毫秒
991.
992.
993.
994.
995.
The nature of project management is change. Even though all knowledge areas in the Project Management Body of Knowledge (PMBOK) are rooted in controlling change, none of these areas specifically addresses the human elements of change. There is a significant distinction between directly controlling change relative to the nonhuman aspects of a project ( change control) and effecting change in the human dimensions of a project through leadership ( change leadership). This article characterizes the distinctive activities of change leadership and change control and their interrelationship throughout the project life cycle. Although distinct, change control and change leadership are interdependent and mutually supporting—both are needed to support project success. 相似文献
996.
David Ripley Irene Hudson Robin Turner AAhad Osman‐Gani 《Performance Improvement Quarterly》2006,19(1):41-66
This exploratory study examines cross‐national similarities and differences in employee perceptions of issues in the work environment in 17 organizational work settings in seven Asia‐Pacific countries; Australia, Malaysia, New Zealand, Singapore, South Korea, Taiwan, and the United States. Employees at these 17 sites indicated their degree of agreement with statements about 60 work environment issues which previous research has shown impact performance. Resulting data were compared using coefficients of concordance as described by Gibbons (1971) at three levels of analysis. Analysis indicated that differences and similarities in responses did not reflect those one would expect to find based on previous well‐known research concerning cultural differences in those same countries (Hall, 1976; Hofstede, 1980, 2001). This suggests that relying primarily on national cultural differences is not a sufficient guide for the design of performance improvement interventions in various countries and that other context factors need to be taken into account. Possible hypotheses for future research are offered. 相似文献
997.
We identify literature that argues the process of creating knowledge‐based system is often imbalanced. In most knowledge‐based systems, development is often technology‐driven instead of requirement‐driven. Therefore, we argue designers must recognize that evaluation is a critical link in the application of requirement‐driven development models because it provides the information that keeps the iterative developmental process on track. In this study we took a closer look at the decision‐making in the design of a complex performance system in a non‐profit organization. The purpose was to gain insights into the roles and functions of evaluation during the process of building a performance support system. This study adopted an exploratory case study as its inquiry method. Findings suggested that effective communication is as important a function to evaluation as is decision‐making, and that the implementation of evaluation seldom follows the textbook guidelines. That is, evaluation practice is a patchwork history of the designers' knowledge and experience. Further, neither complexity nor the informality of the evaluation protocols seems to influence the quality of decision‐making. 相似文献
998.
Pols H 《Endeavour》2006,30(4):144-149
During World War I, military officers encountered a new and puzzling phenomenon: soldiers emerged from the trenches stuttering, crying, trembling and at times were even paralysed and blind. Those in charge were convinced these soldiers were cowards or malingerers who deserved stern discipline or to be court-martialled. A number of physicians, by contrast, initially assumed that these alarming symptoms resulted from close exposure to explosions and called it shell shock. Later, they realized that it was a psychological reaction and came up with psychotherapeutic treatments. But it was only in World War II that military psychiatrists, particularly those in the USA, began to implement treatment methods for this phenomenon in a systematic way. Their thinking and the treatments they devised had significant consequences for the future of American psychiatry, which in turn influenced the development of psychiatry and military psychiatry world-wide. 相似文献
999.
ANTON SEVILLA‐LIU 《Journal of Philosophy of Education》2021,55(1):243-262
What does it mean to educate for self‐awareness? How does this fit within education, with its other objectives, and other learning processes? These are key questions for more comprehensive versions of the mindful education movement. In order to provide some responses to these questions from a cohesive philosophical position, this article examines the philosophy of education of Mori Akira (1915–1976). It closely analyses his philosophy of self‐awareness (jikaku), while drawing comparisons with other Kyoto School philosophers. In order to fully understand Mori's particular conception of self‐awareness, it traces how this idea developed throughout his entire career: from his first book, The Philosophical Quest for Educational Ideals (1948), which focusses on the questing self‐awareness of the teacher, to the early–middle period (particularly The Practicality and Inwardness of Education, 1955, and Philosophical Anthropology of Education, 1961), which develops a systematic view of the self‐awareness of students, and to his final book, The Fundamental Principles of Human Formation (1977), which re‐examines generativity in light of uncertainty and death. What this trajectory shows is a view of education centred on self‐awareness and dynamically wrestling with key educational paradoxes, potentially deepening the philosophical grounding of mindful education. 相似文献
1000.