全文获取类型
收费全文 | 720篇 |
免费 | 13篇 |
国内免费 | 4篇 |
专业分类
教育 | 529篇 |
科学研究 | 65篇 |
各国文化 | 3篇 |
体育 | 24篇 |
文化理论 | 8篇 |
信息传播 | 108篇 |
出版年
2022年 | 8篇 |
2021年 | 5篇 |
2020年 | 12篇 |
2019年 | 13篇 |
2018年 | 20篇 |
2017年 | 29篇 |
2016年 | 23篇 |
2015年 | 16篇 |
2014年 | 21篇 |
2013年 | 184篇 |
2012年 | 19篇 |
2011年 | 22篇 |
2010年 | 18篇 |
2009年 | 22篇 |
2008年 | 10篇 |
2007年 | 18篇 |
2006年 | 16篇 |
2005年 | 7篇 |
2004年 | 10篇 |
2003年 | 13篇 |
2002年 | 11篇 |
2001年 | 10篇 |
2000年 | 11篇 |
1999年 | 8篇 |
1998年 | 8篇 |
1997年 | 8篇 |
1996年 | 11篇 |
1995年 | 6篇 |
1994年 | 8篇 |
1993年 | 7篇 |
1992年 | 8篇 |
1991年 | 5篇 |
1990年 | 13篇 |
1989年 | 9篇 |
1988年 | 6篇 |
1987年 | 9篇 |
1986年 | 4篇 |
1982年 | 8篇 |
1981年 | 8篇 |
1980年 | 6篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 6篇 |
1973年 | 7篇 |
1970年 | 4篇 |
1935年 | 7篇 |
1934年 | 5篇 |
1932年 | 5篇 |
排序方式: 共有737条查询结果,搜索用时 0 毫秒
1.
Leslie Croxford 《Higher Education in Europe》2001,26(1):53-60
Global education is advancing rapidly as a result of recent developments in communications. Yet cyber universities and on-line study are never likely to replace, altogether, the traditional terrestrial locations that also globalize higher education. These places on the ground bring with them human populations, each with its own culture. So culture needs to be taken into account, especially if any given system of education is to venture into foreign societies. Such cultural issues are the focus of this article. More particularly, it considers the cultural tensions provoked by the requirements that American liberal arts education imposes on different constituencies of foreign students with respect to study skills. 相似文献
2.
Leslie R. Bacon 《Journal of The Franklin Institute》1934,218(3):395-396
3.
4.
5.
6.
7.
Michael Furlong Leslie Babinski Scott Poland Jessica Muoz Sharon Boles 《Psychology in the schools》1996,33(1):28-37
Recent concern about school violence has increased demands on school psychologists to respond to safety concerns on their school campuses. In this study, 123 school psychologists responded to a survey about their perceptions, experiences, and readiness to meaningfully address school violence. School psychologists reported that they do not worry about their personal safety at school (78%), but most felt unprepared to deal with school violence (73%) and had received no specialized training in this area (85%). A principal components analysis of the types of violence school psychologists perceived to occur on their campuses identified a range of incidents from bullying to antisocial behavior. School psychologists working in inner-city schools were more likely to believe that their schools had high levels of violence (45.6%) compared with those working in urban-not inner-city (14.3%), suburban (4.9%), or rural (0%) schools. Recommendations to prepare school psychologists to help prevent, reduce, and respond to campus violence are discussed. © 1996 John Wiley & Sons, Inc. 相似文献
8.
Gary G. Brannigan Sharron M. Aabye Leslie A. Baker G. Terrence Ryan 《Psychology in the schools》1995,32(1):24-26
This study compared the Qualitative Scoring System for the modified version of the Bender-Gestalt Test and the Developmental Scoring System for the Bender-Gestalt Test in predicting performance on the Metropolitan Achievement Test. The subjects were 409 first through fourth graders from regular classes in a public elementary school. Both scoring systems correlated significantly with school achievement. However, the Qualitative system correlated higher than the Developmental system with all Metropolitan Achievement Test subscores. Tests for differences between correlations indicated that five of these comparisons were statistically significant. 相似文献
9.
10.
Leslie Bedford 《Curator: The Museum Journal》1995,38(1):14-30
Teen Tokyo, a 3,000-square-foot, $1-million long-term exhibition at The Children's Museum, Boston, opened in 1992. It was developed to complement the museum's permanent Japanese House exhibition and to further its commitment to teaching about cultural differences and similarities. Designed primarily, but not exclusively, for youngsters aged 10 to 15 years, it is about growing up in contemporary Japan and the international culture of youth. An international team of developers, designers, and consultants spent five years preparing and funding the exhibition, using formative evaluation throughout. The project also included publication of a 50-page catalogue/curriculum unit. 相似文献