全文获取类型
收费全文 | 1168篇 |
免费 | 28篇 |
专业分类
教育 | 1011篇 |
科学研究 | 30篇 |
各国文化 | 22篇 |
体育 | 42篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 83篇 |
出版年
2023年 | 8篇 |
2022年 | 8篇 |
2021年 | 18篇 |
2020年 | 19篇 |
2019年 | 29篇 |
2018年 | 63篇 |
2017年 | 63篇 |
2016年 | 60篇 |
2015年 | 28篇 |
2014年 | 35篇 |
2013年 | 313篇 |
2012年 | 41篇 |
2011年 | 33篇 |
2010年 | 29篇 |
2009年 | 27篇 |
2008年 | 37篇 |
2007年 | 31篇 |
2006年 | 26篇 |
2005年 | 35篇 |
2004年 | 28篇 |
2003年 | 15篇 |
2002年 | 18篇 |
2001年 | 18篇 |
2000年 | 17篇 |
1999年 | 15篇 |
1998年 | 12篇 |
1997年 | 10篇 |
1996年 | 15篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 11篇 |
1990年 | 6篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1984年 | 5篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 4篇 |
1978年 | 8篇 |
1977年 | 3篇 |
1975年 | 4篇 |
1971年 | 4篇 |
1969年 | 2篇 |
1968年 | 2篇 |
排序方式: 共有1196条查询结果,搜索用时 31 毫秒
91.
92.
Helen Bilton 《International Journal of Early Years Education》1994,2(2):54-65
The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile story experiences. 相似文献
93.
94.
Helen Thompson 《Health information and libraries journal》1987,4(3):181-182
95.
96.
97.
This paper identifies two conceptions of security in contemporary concerns over the vulnerability of computers and networks
to hostile attack. One is derived from individual-focused conceptions of computer security developed in computer science and
engineering. The other is informed by the concerns of national security agencies of government as well as those of corporate
intellectual property owners. A comparative evaluation of these two conceptions utilizes the theoretical construct of “securitization,”developed
by the Copenhagen School of International Relations.
This article has been on the drawing boards for longer than I dare to admit. Along the way, many have helped its development
by generously sharing their wisdom: James Der Derian, Niva Elkin-Koren, Ed Felten, Batya Friedman, Lene Hansen, audiences
at CEPE, TPRC, the Yale Cybercrime and Digital Law Enforcement Conference, and Watson Institute’s Symposium in Dis/Simulations
of War and Peace,” and University of Newcastle, Computer Science Department. Thanks, also, to Sam Howard-Spink for excellent
editorial assistance. 相似文献
98.
Helen Partridge Victoria Menzies Julie Lee Carrie Munro 《Library & information science research》2010,32(4):265-271
Seventy-six librarians participated in a series of focus groups in support of research exploring the skills, knowledge and attributes required by the contemporary library and information professional in a world of ever changing technology. The project was funded by the Australian Learning and Teaching Council. Text mining data analysis revealed three main thematic clusters (libraries, people, jobs) and one minor thematic cluster (community). Library 2.0 was broadly viewed by participants as being about change whilst librarian 2.0 was perceived by participants as not a new creation but just about good librarian practices. Participants expressed the general belief that personality traits, not just qualifications, were critical to be a successful librarian or information worker in the future. 相似文献
99.
100.
Helen Penn 《International Journal of Inclusive Education》2013,17(1):101-114
There are unresolved tensions between achieving inclusivity and maintaining diversity in early childhood services in South Africa. While there have been substantial and impressive attempts to develop a comprehensive early childhood development policy as part of the new education planning in South Africa, there is a concern that indigenous traditions may be overlooked or lost in the process. Early childhood services, both governmental and those supported by non‐governmental organizations, have relied heavily,’ if not exclusively, on concepts and curricula drawn from Anglo‐American traditions. In order to illustrate these points this paper draws on material collected as part of a recent review of early childhood services in South Africa carried out for the Save the Children Fund. 相似文献