全文获取类型
收费全文 | 664篇 |
免费 | 15篇 |
专业分类
教育 | 421篇 |
科学研究 | 53篇 |
各国文化 | 15篇 |
体育 | 62篇 |
文化理论 | 9篇 |
信息传播 | 119篇 |
出版年
2023年 | 8篇 |
2022年 | 13篇 |
2021年 | 10篇 |
2020年 | 23篇 |
2019年 | 42篇 |
2018年 | 43篇 |
2017年 | 45篇 |
2016年 | 36篇 |
2015年 | 27篇 |
2014年 | 34篇 |
2013年 | 139篇 |
2012年 | 23篇 |
2011年 | 33篇 |
2010年 | 13篇 |
2009年 | 12篇 |
2008年 | 10篇 |
2007年 | 10篇 |
2006年 | 5篇 |
2005年 | 11篇 |
2004年 | 3篇 |
2003年 | 5篇 |
2002年 | 6篇 |
2001年 | 5篇 |
2000年 | 10篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1991年 | 10篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1988年 | 5篇 |
1987年 | 3篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1981年 | 3篇 |
1979年 | 3篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1969年 | 3篇 |
1966年 | 3篇 |
1868年 | 2篇 |
1860年 | 3篇 |
1859年 | 4篇 |
1826年 | 2篇 |
排序方式: 共有679条查询结果,搜索用时 15 毫秒
121.
Universities and colleges have developed many new courses concerned with race relations. Objectives of these courses have been far-reaching and it has been particularly difficult to evaluate their effectiveness. Out-comes are often not clearly described. This study examined student experiences with minority groups before, during, and after taking an experimental course in race relations. We observed differences in the experiences with minority groups of open-minded, moderate, and closed-minded students who took the course, and differences in the experiences with minority groups of students who were more or less satisfied with the course. The sample was made up of 69 percent (N = 66) of the students who completed the course. Students said they had first heard of more of the well known minority individuals and had had more interpersonal relations with members of minority groups before taking the course. Most had visited or heard of more of the community agencies and councils while taking the course. At the conclusion of the course, a large number still had not read most of the books, magazines, and newspapers. Open-minded students had had more experiences with minority groups than had moderates before taking the course. The degree to which students were open or closed minded was also related to their number of non-experiences with both minority group people and minority literature at the conclusion of the course. Surprisingly, closed minded students were more satisfied with the course. More satisfied students read less about minority groups after the course was completed. Finally, the results indicated no significant differences in the experiences before, during, and after the course of students who were more and less satisfied with the course. 相似文献
122.
Benjamin H. Massey 《Quest (Human Kinetics)》2013,65(1):46-52
In an attempt to confront society's drug problem, many colleges and universities have implemented drug testing programs for their student-athletes. While more and more institutions continue to initiate drug testing programs, a number of questions concerning the constitutionality of drug testing remain unanswered. constitutional questions such as due protection against self-incrimination, due process guarantees, and protection against unreasonable searches and seizures are at issue. In light of the many unanswered questions surrounding drug testing, administrators should develop not only a philosophical rationale but also a legal rationale for either having or not having drug testing programs for student-athletes. 相似文献
123.
124.
In postwar Bosnia–Herzegovina, segregation along ethno-nationalistic lines and divergent pedagogies within the education system have presented challenges to social cohesion and the long-term stability of a society that is still struggling to rebuild, reconcile, and regain trust (Jancic, 2008). This article examines the current state of the education system within (a) leadership, (b) primary and secondary schooling (i.e., segregation, language of instruction, textbooks, and curriculum), (c) school–community relations (parent–teacher associations and international organizations), and (d) higher education. Within each of the four aspects, the article explores the challenges and possibilities for social cohesion presented within schools and through education at the larger societal level in Bosnia–Herzegovina. 相似文献
125.
126.
Benjamin De Mott 《Educational gerontology》2013,39(3):273-278
It is time that we had uncommon schools, that we did not leave off our education when we begin to be men and women. It is time that villages were universities, and their elder inhabitants the fellows of universities with leisure—if they are indeed so well off—to pursue liberal studies the rest of their lives.—Thoreau, Walden 相似文献
127.
New directions in the history of modern science in China: global science and comparative history 总被引:1,自引:0,他引:1
Elman BA 《Isis; an international review devoted to the history of science and its cultural influences》2007,98(3):517-523
These essays collectively present new perspectives on the history of modem science in China since 1900. Fa-ti Fan describes how science under the Republic of China after 1911 exhibited a complex local and international character that straddled both imperialism and colonialism. Danian Hu focuses on the fate of relativity in the physics community in China after 1917. Zuoyue Wang hopes that a less nationalist political atmosphere in China will stimulate more transnational studies of modern science, which will in turn reveal the underlying commonalities in different national contexts. Sigrid Schmalzer compares the socialist and the capitalist contexts for science in China and reopens the sensitive question of the "mass line" during the Cultural Revolution. Grace Shen describes the tensions early Chinese scientists felt when choosing between foreign models for modem geology and their own professional identities in China. Taken together, these accounts present us with a comparative history of modern science in China that is both globally and locally informed. 相似文献
128.
129.
Jasmin Wertz Terrie E. Moffitt Jessica Agnew-Blais Louise Arseneault Daniel W. Belsky David L. Corcoran Renate Houts Timothy Matthews Joseph A. Prinz Leah S. Richmond-Rakerd Karen Sugden Benjamin Williams Avshalom Caspi 《Child development》2020,91(5):1745-1761
This study tested implications of new genetic discoveries for understanding the association between parental investment and children’s educational attainment. A novel design matched genetic data from 860 British mothers and their children with home-visit measures of parenting: the E-Risk Study. Three findings emerged. First, both mothers’ and children’s education-associated genetics, summarized in a genome-wide polygenic score, were associated with parenting—a gene–environment correlation. Second, accounting for genetic influences slightly reduced associations between parenting and children’s attainment—indicating some genetic confounding. Third, mothers’ genetics were associated with children’s attainment over and above children's own genetics, via cognitively stimulating parenting—an environmentally mediated effect. Findings imply that, when interpreting parents’ effects on children, environmentalists must consider genetic transmission, but geneticists must also consider environmental transmission. 相似文献
130.