全文获取类型
收费全文 | 8801篇 |
免费 | 71篇 |
国内免费 | 7篇 |
专业分类
教育 | 6498篇 |
科学研究 | 730篇 |
各国文化 | 147篇 |
体育 | 527篇 |
综合类 | 5篇 |
文化理论 | 105篇 |
信息传播 | 867篇 |
出版年
2021年 | 55篇 |
2020年 | 84篇 |
2019年 | 156篇 |
2018年 | 208篇 |
2017年 | 239篇 |
2016年 | 221篇 |
2015年 | 172篇 |
2014年 | 217篇 |
2013年 | 2050篇 |
2012年 | 173篇 |
2011年 | 194篇 |
2010年 | 183篇 |
2009年 | 161篇 |
2008年 | 201篇 |
2007年 | 207篇 |
2006年 | 189篇 |
2005年 | 192篇 |
2004年 | 178篇 |
2003年 | 155篇 |
2002年 | 147篇 |
2001年 | 126篇 |
2000年 | 126篇 |
1999年 | 134篇 |
1998年 | 113篇 |
1997年 | 117篇 |
1996年 | 118篇 |
1995年 | 147篇 |
1994年 | 121篇 |
1993年 | 106篇 |
1992年 | 114篇 |
1991年 | 106篇 |
1990年 | 103篇 |
1989年 | 109篇 |
1988年 | 98篇 |
1987年 | 96篇 |
1986年 | 89篇 |
1985年 | 99篇 |
1984年 | 105篇 |
1983年 | 99篇 |
1982年 | 109篇 |
1981年 | 82篇 |
1980年 | 61篇 |
1979年 | 74篇 |
1978年 | 78篇 |
1977年 | 85篇 |
1976年 | 67篇 |
1975年 | 56篇 |
1974年 | 59篇 |
1973年 | 60篇 |
1971年 | 44篇 |
排序方式: 共有8879条查询结果,搜索用时 0 毫秒
81.
82.
83.
84.
The British Journal of Educational Technology (BJET) uses a novel system for obtaining referees by e‐mailing the abstracts of submissions to a panel of over 250 referees and allowing these individuals to choose which papers they would like to review. An analysis of 13 experienced referees showed that, of 473 reviews assessed, these referees were slightly more lenient than the editor and that electronic records provide useful data that can be mined in interesting ways. 相似文献
85.
86.
87.
Anthony John Maher 《Sport, Education and Society》2016,21(2):262-278
Learning support assistants (LSAs) gained more political and academic attention in Britain after Estelle Morris announced that schools of the future would include more trained staff to support learning to higher standards. LSAs, thus, should form an integral part of the culture of all school departments in Britain, including physical education (PE). The paper uses Antonio Gramsci's concept of hegemony to explore the processes and practices that shape the views and experiences of LSAs and ultimately the extent to which they facilitate an inclusive culture in PE. A web survey gathered the views and experiences of LSAs vis-à-vis the inclusion of pupils with special educational needs (SEN) in mainstream secondary school PE in North-West England. A modified version of the tailored design method participant contact strategy resulted in 343 LSAs starting the web survey, with 154 (45%) following it through to completion. All quantitative data were analysed using Microsoft Excel whilst qualitative data were subjected to thematic analysis. This entailed the identification of recurring themes and patterns present in the data. The findings highlight the hegemonic status of English, maths and science when it comes to the allocation of SEN resources, which most LSAs support and often reinforce. PE is particularly disadvantaged in this hierarchy of subject priority. The majority of LSAs have not received PE-specific training, which brings into question their ability to facilitate inclusion in PE. Moreover, many schools do not appear to value the involvement of LSAs in the planning of differentiated lessons, which could have a negative impact on the PE experiences of some pupils with SEN given that LSAs are perhaps most aware of the specific learning needs of the pupils they support. 相似文献
88.
89.
Soccer is a sport not commonly associated with the Dominican Republic given the positioning of baseball as the national game. Yet, for some migrant groups in the country, such as those from Haiti, soccer plays an important part in their lives. Haitians have used soccer as a way to unite their communities and establish a sense of place. This paper assesses how these Haitian migrants use the game as a means of creating a community and developing a common focal point. Through participant observations and semi-structured interviews, this work may help us construct new understandings of the ways in which migrants use sport to assimilate to new surroundings and retain links to home. 相似文献
90.
The present paper focuses on the application of a structured template, maximum impact flow (MIF), in order to encourage young students in the area of optics and optical engineering. MIF introduces a template in terms of individual steps and linked functionality and is shown to fuse separate learning tools together into a cohesive unit. Prioritization and teaching structures are also discussed with the promotion of technology identified as a key factor. 相似文献