全文获取类型
收费全文 | 16270篇 |
免费 | 231篇 |
国内免费 | 120篇 |
专业分类
教育 | 11192篇 |
科学研究 | 2084篇 |
各国文化 | 123篇 |
体育 | 1438篇 |
综合类 | 11篇 |
文化理论 | 125篇 |
信息传播 | 1648篇 |
出版年
2021年 | 121篇 |
2020年 | 223篇 |
2019年 | 338篇 |
2018年 | 463篇 |
2017年 | 405篇 |
2016年 | 405篇 |
2015年 | 258篇 |
2014年 | 343篇 |
2013年 | 2828篇 |
2012年 | 322篇 |
2011年 | 367篇 |
2010年 | 256篇 |
2009年 | 263篇 |
2008年 | 283篇 |
2007年 | 309篇 |
2006年 | 292篇 |
2005年 | 296篇 |
2004年 | 283篇 |
2003年 | 274篇 |
2002年 | 253篇 |
2001年 | 265篇 |
2000年 | 287篇 |
1999年 | 285篇 |
1998年 | 147篇 |
1997年 | 156篇 |
1996年 | 202篇 |
1995年 | 176篇 |
1994年 | 139篇 |
1993年 | 153篇 |
1992年 | 230篇 |
1991年 | 226篇 |
1990年 | 238篇 |
1989年 | 262篇 |
1988年 | 218篇 |
1987年 | 229篇 |
1986年 | 220篇 |
1985年 | 255篇 |
1984年 | 226篇 |
1983年 | 216篇 |
1982年 | 181篇 |
1981年 | 173篇 |
1980年 | 161篇 |
1979年 | 248篇 |
1978年 | 193篇 |
1977年 | 186篇 |
1976年 | 152篇 |
1975年 | 133篇 |
1974年 | 152篇 |
1973年 | 133篇 |
1971年 | 119篇 |
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
81.
Against the backdrop of Spain’s Transparency Act, this article discusses the presence or otherwise of a series of document types, proposed as management-related transparency indicators, on 61 (8 national and 53 provincial) historic archive websites. Although examples of good practice were identified, the information provided was found to be scant, in particular as regards lines of action, organisational objectives and yearly reports. The information most commonly provided on the websites included the collection classification chart, service use regulations and citizen charters. The inference drawn was that archives, so intently focused on their role in the application of the Act by the organisations they serve, neglect their own administrative obligations in respect of its provisions. The recommendation is that as government-funded and subsidised public service institutions, historic archives should exercise transparency by furnishing the information stipulated in the Act on their websites. 相似文献
82.
Relational transgressions are emotionally difficult for those who directly experience the transgression. Less is known about how transgressions affect those located within the personal network of a relational transgression victim. This study explored how network members engaged in support marshaling in response to another’s transgression experience. Results indicate that some participants marshaled support, citing four reasons for their actions: perceived insufficiency, camaraderie, personal ramifications, and personal values. We explore these reasons for marshaling support and discuss them within the broader context of support marshaling and relational transgressions. 相似文献
83.
84.
David Ansong Sarah R. Eisensmith Rainier D. Masa Gina A. Chowa 《Psychology in the schools》2016,53(10):1057-1070
Self‐efficacy is a universal construct, but few validated measures exist for researchers in developing countries to use in assessing youths’ perceptions of their ability to achieve academic success. This study examined the cross‐cultural suitability and psychometric properties of an academic self‐efficacy scale (ASES) adapted for the Ghanaian context. ASES construct validity was assessed with a sample of 4,289 Ghanaian junior high‐school students and exploratory and confirmatory factor analysis. Invariance testing assessed the scale's measurement equivalence by gender and temporal stability of gender equivalence. The ASES is a valid, reliable one‐dimensional scale for assessing young Ghanaians’ perceptions of their academic capabilities, and it works equally well across genders. As adapted, ASES is a valid scale with utility for researchers examining predictors and effects of academic self‐efficacy. The ASES has important implications for decisions regarding investment in programs aimed at improving academic self‐efficacy of youth, both in sub‐Saharan Africa and the increasingly diverse American public schools. 相似文献
85.
Rebecca A. Battista Erin D Bouldin Karin A. Pfeiffer Christine E. Pacewicz Shannon R Siegel Eric M. Martin 《Measurement in physical education and exercise science》2021,25(1):43-52
ABSTRACT Participation in youth sport is positively associated with physical fitness and performance. The purpose of the current study was to examine if physical fitness measures during childhood and early adolescence predicted high school sport participation. Participants included youth in the Michigan State University Motor Performance Study. Measures consisted of the endurance shuttle run, Wells sit-and-reach, jump and reach, standing long jump, agility shuttle run and 30-yard dash. Individual, generalized estimating equation models were used to estimate the association between each measure and the odds of participating in high school sport. For both sexes, the endurance shuttle run and agility shuttle run were related to sport participation. For boys only, the long jump and 30-yard dash were also associated with sport participation. Better physical fitness and performance across several dimensions in childhood, including those related to motor skills, enhanced the likelihood of sport participation in high school. 相似文献
86.
87.
Prof. Dr. R. Messmer 《Sportwissenschaft》2011,41(3):233-242
A discourse analysis of sports pedagogy regarding the pragmatic turn shows clearly that sports pedagogy has taken up ideas from other disciplines only in a coincidental or haphazard way. Genuine new forms of action or reflection were not recognized or did not show themselves in the discipline outside of common pedagogical discourses. Such resistance concerning concepts from other disciplines shows itself especially clearly in the turns following the pragmatic turn. Only where the “narrative turn” is concerned do we see traces of this discourse in sports pedagogy as well. However, these traces have already faded in the last 10 years. There are two reasons that sports pedagogy does not engage in discourse with other disciplines. Firstly, the obvious value of sport and physical exercise can make it seem unnecessary for sports pedagogy to meddle in the arguments of pedagogic worth experienced in other subjects. Secondly, the discipline still appears to be caught up in the mythology and terminology of German idealism. 相似文献
88.
89.
William J. Therrien Jonte C. Taylor John L. Hosp Erica R. Kaldenberg Jay Gorsh 《Learning disabilities research & practice》2011,26(4):188-203
Although science has received much attention as a political and educational initiative, students with learning disabilities (LD) perform significantly lower than their nondisabled peers. This meta‐analysis evaluates the effectiveness of instructional strategies in science for students with LD. Twelve studies were examined, summarized, and grouped according to the type of strategy implemented. Effect sizes (ES) were calculated for each study. Across all studies, a mean ES of .78 was obtained, indicating a moderate positive effect on students with LD science achievement. Findings also align with past reviews of inquiry‐based instruction for students with special needs, indicating that students with LD need structure within an inquiry science approach in order to be successful. Additionally, results suggest that mnemonic instruction is highly effective at increasing learning disabled students' acquisition and retention of science facts. 相似文献
90.