全文获取类型
收费全文 | 485篇 |
免费 | 8篇 |
专业分类
教育 | 382篇 |
科学研究 | 18篇 |
各国文化 | 6篇 |
体育 | 29篇 |
文化理论 | 8篇 |
信息传播 | 50篇 |
出版年
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 14篇 |
2019年 | 13篇 |
2018年 | 27篇 |
2017年 | 16篇 |
2016年 | 16篇 |
2015年 | 15篇 |
2014年 | 14篇 |
2013年 | 90篇 |
2012年 | 19篇 |
2011年 | 19篇 |
2010年 | 12篇 |
2009年 | 16篇 |
2008年 | 15篇 |
2007年 | 19篇 |
2006年 | 11篇 |
2005年 | 10篇 |
2004年 | 6篇 |
2003年 | 8篇 |
2002年 | 15篇 |
2001年 | 7篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 6篇 |
1993年 | 3篇 |
1992年 | 6篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 5篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1975年 | 2篇 |
1973年 | 2篇 |
1971年 | 3篇 |
1967年 | 2篇 |
1943年 | 2篇 |
1942年 | 2篇 |
排序方式: 共有493条查询结果,搜索用时 8 毫秒
81.
82.
Alex S. Edelstein John E. Bowes Sheldon M. Harsel Fred L. Casmir Terry D. Peigh Ernest D. Rose 《Communication Booknotes Quarterly》2013,44(10):189-191
A Free and Balanced Flow: Report of the Twentieth Century Fund Task Force on the International Flow of News (Lexington, Mass.: Lexington Books, 1979—$12.50 with a paperback also available) Alex S. Edelstein, John E. Bowes, and Sheldon M. Harsel's Information Societies: Comparing the Japanese and American Experiences (International Communication Center, School of Communications, University of Washington, Seattle, Wa 98195—$10.95, paper) Fred L. Casmir, ed. Intercultural and International Communication (Washington: University Press of America, 1978—$21.50, paper) Terry D. Peigh, et al. The Use of Radio in Social Development (Chicago: Communication Laboratory, Community and Family Study Center of the University of Chicago, 1979—price not given, paper) Ernest D. Rose's World Film & Television Study Resources (Friedrich-Ebert-Stiftung, Godesberger Allee 149, D 5300 Bonn 2, Federal Republic of Germany—price not given) Medios Audiovisuales (Desengano 12, Madrid-13, Spain—650 pesetas per year/11 issues, surface mail) List of International Instruments Concerning Different Aspects of Communication (Paris: Unesco International Commission for the Study of Communication Problems, not dated—apparently free on request, paper) 相似文献
83.
Brian G. Rose Richard H. Davis James A. Davis William E. McCavitt Peter K. Pringle Michael C. Keith 《Communication Booknotes Quarterly》2013,44(9-10):93-95
TALK RADIO AND THE AMERICAN DREAM by Murray B, Levin (Lexington, MA: Lexington Books, 1987—$22.00) WHO SHOT THE SHERIFF? THE RISE AND FALL OF THE TELEVISION WESTERN by J. Fred MacDonald (New York: Praeger, 1987—$29.95) LIVE TV: AN INSIDE LOOK AT DIRECTING AND PRODUCING by Tony Verna (Stoneham, MA: Focal Press, 1987—$22.95) TV CAREERS BEHIND THE SCREEN by Jane Blanksteen and Avi Odeni (New York: John Wiley, 1987—$12.95, paper) THE BROADCASTER'S DICTIONARY by James R. McDonald (Windriver Books, Box 481, Broomfield, CT 80020—$20.00 incl. postage, paper) Three recent publications by the National Association of Broadcasters (Publications Dept., 1771 N St. NW. Washington, DC 20036) TELECOMMUNICATIONS MANAGEMENT: THE BROADCAST &; CABLE INDUSTRIES by Barry L. Sherman (New York: McGraw-Hill, 1987—$29.95) CHANNELS OF DISCOURSE: TELEVISION AND CONTEMPORARY CRITICISM edited by Robert C. Allen (Chapel Hill: University of North Carolina Press, 1987—$25.00/7.95) THE HOUR OF TELEVISION: CRITICAL APPROACHES by N.D. Batra (Metuchen, NJ: Scarecrow Press. 1987—$29.50) 相似文献
84.
Enabling pupils with special educational needs to participate more fully in the assessment, planning and evaluation of their own learning has become a principle enshrined within the legislation of many countries in recent years. Educational policy in both England and the Republic of Ireland has recognised the desirability of increased pupil involvement, and this is reflected in policy documents and in legislation which highlights the requirement of schools to take greater account of the views of pupils. This paper documents the approaches to increased pupil involvement in decision‐making adopted in England and Ireland and provides an overview of the key challenges that face policy‐makers and educators in ensuring meaningful participation for children and young people with special educational needs. 相似文献
85.
86.
Rachel R. Harari Rose K. Vukovic Sean P. Bailey 《Journal of Experimental Education》2013,81(4):538-555
This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor analysis indicated that mathematics anxiety in first grade is a multidimensional construct encompassing negative reactions, numerical confidence, and worry. Negative reactions were related specifically to foundational mathematical concepts whereas numerical confidence was related specifically to computation skill; worry was not related to any outcome. Levels of mathematics anxiety did not differ by sex or language background. Overall, negative reactions and numerical confidence were found to be the most salient dimensions of mathematics anxiety in this sample. 相似文献
87.
K. Allen J. Quinn S. Hollingworth A. Rose 《British Journal of Sociology of Education》2013,34(3):431-452
In this paper we explore how the ‘employable’ student and ‘ideal’ future creative worker is prefigured, constructed and experienced through higher education work placements in the creative sector, based on a recent small-scale qualitative study. Drawing on interview data with students, staff and employers, we identify the discourses and practices through which students are produced and produce themselves as neoliberal subjects. We are particularly concerned with which students are excluded in this process. We show how normative evaluations of what makes a ‘successful’ and ‘employable’ student and ‘ideal’ creative worker are implicitly classed, raced and gendered. We argue that work placements operate as a key domain in which inequalities within both higher education and the graduate labour market are (re)produced and sustained. The paper offers some thoughts about how these inequalities might be addressed. 相似文献
88.
89.
Mentoring as a means of supporting young people perceived as having difficulties or being at risk of disaffection has become an important feature of pastoral support approaches in and around schools in recent years. The provision of support that is based upon a highly personalised relationship and founded upon principles of unconditional positive regard has been a feature of many schools and has been endorsed at government and local authority levels. Drawing upon two recently conducted research projects, this paper considers the motivations of mentors, the definition and development of the mentoring role and the ways in which it is being developed in respect of young people. The authors suggest that a certain ambiguity and fluidity of definition of the role of the mentor may be a strength rather than a weakness when developing supportive pastoral systems. The paper considers the motivations of mentors and how these may impact upon the success of mentoring schemes. 相似文献
90.
Götz Krummheuer Marianne Leuzinger-Bohleber Marion Müller-Kirchof Melanie Münz Rose Vogel 《Educational Studies in Mathematics》2013,82(2):183-199
Curriculum documents for mathematics emphasise the importance of promoting depth of knowledge rather than shallow coverage of the curriculum. In this paper, we report on a study that explored the analysis of junior secondary mathematics textbooks to assess their potential to assist in teaching and learning aimed at building and applying deep mathematical knowledge. The method of analysis involved the establishment of a set of specific curriculum goals and associated indicators, based on research into the teaching and learning of a particular field within the mathematics curriculum, namely proportion and proportional reasoning. Topic selection was due to its pervasive nature throughout the school mathematics curriculum at this level. As a result of this study, it was found that the five textbook series examined provided limited support for the development of multiplicative structures required for proportional reasoning, and hence would not serve well the development of deep learning of mathematics. The study demonstrated a method that could be applied to the analysis of junior secondary mathematics in many parts of the world. 相似文献