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81.
This article examines the planningand execution of scientific field work in thepost-war Micronesian Trust Territory, under theaegis of the Pacific Science Board (within theNational Research Council). It argues that thework of the PSB can be characterized as both`big natural history', and routine `frontierscience' in that scientific expertise wasintended to aid in managing the Trust. It alsoexamines the limitations of scientists whostruggled to extend American conservation andpreservation strategies on distant Pacificfrontier territories. 相似文献
82.
Marc Wilson Maree Hunt Liz Richardson Hazel Phillips Ken Richardson Danna Challies 《Higher Education》2011,62(6):699-719
In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success
as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa
(values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific
development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where
high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories
and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale
for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the
impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses
from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate
and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education
in New Zealand and elsewhere are summarised. 相似文献
83.
Donna Kalmbach Phillips Robert Ch. Nava 《Discourse: Studies in the Cultural Politics of Education》2011,32(1):71-83
This inquiry explores who is the ‘good teacher of color’. Through Michel Foucault's notion of biopower and disciplinary power, the analysis attempts to problematize the subject-position of ‘teacher of color’ by exploring how a Latino intern and a Latina intern negotiated their subjectivity in a large diverse school district. Participants' construction of subjectivity was found to be located within the nexus of the school district, the university, and the Latino counter-discourse through which biopower and disciplinary power operated. 相似文献
84.
Teachers are encouraged to enhance professional competence through reflective practice and they are also asked to undertake research to generate evidence for their professional practices. This paper reports on an inquiry into a group of primary school English language teachers’ research engagement in the province of Guangdong on the Chinese mainland. The inquiry explored the effect of educational reforms on the participants’ research engagement through the use of an open‐ended questionnaire and group interviews. The inquiry revealed that research engagement had become an important part of the teachers’ professional lives. Emerging findings from the inquiry also problematised their research engagement as it was found to have been undermined by a competitive promotion mechanism, the teachers’ conceptualisations of research and challenges in the knowledge dissemination process. The paper ends with reflections on how to make teacher research “educational” for teachers and serve as an effective way for professional development. 相似文献
85.
Helen S. Du Samuel K.W. Chu Gary E. Gorman Felix L.C. Siu 《Library & information science research》2014
Three groups of social bookmarking users, namely experienced users, users with moderate level of experience, and novice users, were investigated, in terms of their reported tagging behaviors, perceived usefulness of social bookmarking in information discovery and management, and perceived usefulness of the bookmarking features provided. Based on the empirical analysis of the Connotea users, who are primarily in academia, the study shows that experienced academic users generally prefer to use social bookmarking while moderately experienced and novice users still prefer to use the traditional bookmarking methods, such as creating and using bookmarks on a dedicated computer. Experienced academic users were also found to create more tags per bookmark comparing to the other two groups. Most novice academic users, however, only created one tag per bookmark, which just met Connotea's minimum requirement. Surprisingly different from the collaborative design nature of the social bookmarking systems, the study finds that our participants, particularly experienced academic users, prefer to create and use their own bookmarks rather than sharing bookmarks created by others. In fact, experienced users have significantly higher frequency (once every two weeks) of creating bookmarks than the other two groups (once a month or less). In addition, website design features and functions, such as automatic collection of bibliographic information, are regarded by all participants as helpful for information discovery. The in-depth examination and discussion of the opinions of Connotea users may be useful for further improvement of the design features and usage applications, particularly for academic social bookmarking websites. The results may also have potential implications to the future development of social bookmarking services in general. 相似文献
86.
Melton GB 《Child abuse & neglect》2002,26(6-7):569-586
For more than a decade, several boards and committees have reviewed the state of policy, research, and services on child maltreatment and other forms of family violence in the US. Although these efforts have resulted in a redefinition of the tasks involved in protecting people within their homes, this new conceptualization has yet to have a substantial effect on policy, research, and services. Some positive steps have been taken, but most are still modest in scope. They may be dwarfed by the growing challenges in family and community life. 相似文献
87.
88.
89.
Gary Saul Morson 《Academic Questions》1994,8(1):45-59
Editor's Note: This is the concluding essay in a three-part series in which Professor Morson examines the intellectual maladies of the
intelligentsia. The first essay, which appeared in the Spring 1993 issue, drew upon Russian intellectual history to clarify
the concept of “the intelligentsia” and suggested its utility for an understanding of the politicized segment of the American
professoriate. In the second essay, which appeared in the Winter 1993–94 issue, he contrasted the deterministic theories so
attractive to both these groups with choice as experienced in the day-to-day realm of contingent events.
Continuing this analysis, Professor Morson now examines “chronocentrism,” the view that the present moment is intellectually
privileged in comparison with the past, showing it to be another of the basic elements of utopian thought. Exploring the relationship
of multiple possibilities to intellectual freedom and pluralism, Professor Morson argues that there is a close connection
between the appreciation of “open time” on the one hand, and the belief in free-wheeling dialogue, the tolerance necessary
for democracy, intellectual modesty in the face of the world's complexity, and a rich sense of opinion, on the other. This
essay is an adaptation of the final chapter of his new book,Narrative and Freedom: The Shadows of Time, and appears by the generous permission of Yale University Press. 相似文献
90.
D. C. Phillips 《Educational theory》1989,39(3):271-272