全文获取类型
收费全文 | 24528篇 |
免费 | 168篇 |
国内免费 | 27篇 |
专业分类
教育 | 18479篇 |
科学研究 | 2081篇 |
各国文化 | 230篇 |
体育 | 1336篇 |
综合类 | 36篇 |
文化理论 | 537篇 |
信息传播 | 2024篇 |
出版年
2022年 | 71篇 |
2021年 | 129篇 |
2020年 | 239篇 |
2019年 | 342篇 |
2018年 | 2476篇 |
2017年 | 2479篇 |
2016年 | 1941篇 |
2015年 | 380篇 |
2014年 | 446篇 |
2013年 | 2980篇 |
2012年 | 561篇 |
2011年 | 1005篇 |
2010年 | 1093篇 |
2009年 | 722篇 |
2008年 | 981篇 |
2007年 | 1459篇 |
2006年 | 377篇 |
2005年 | 690篇 |
2004年 | 727篇 |
2003年 | 678篇 |
2002年 | 463篇 |
2001年 | 285篇 |
2000年 | 266篇 |
1999年 | 149篇 |
1998年 | 145篇 |
1997年 | 188篇 |
1996年 | 168篇 |
1995年 | 143篇 |
1994年 | 160篇 |
1993年 | 144篇 |
1992年 | 149篇 |
1991年 | 150篇 |
1990年 | 145篇 |
1989年 | 127篇 |
1988年 | 129篇 |
1987年 | 111篇 |
1986年 | 123篇 |
1985年 | 122篇 |
1984年 | 124篇 |
1983年 | 145篇 |
1982年 | 112篇 |
1981年 | 101篇 |
1980年 | 110篇 |
1979年 | 102篇 |
1978年 | 132篇 |
1977年 | 91篇 |
1976年 | 77篇 |
1975年 | 70篇 |
1973年 | 57篇 |
1970年 | 56篇 |
排序方式: 共有10000条查询结果,搜索用时 171 毫秒
111.
This introductory article to the combined special issue of Journalism Studies and Journalism Practice provides an overview of some of the key contemporary approaches to studying journalism and social order. It argues the need to step beyond a functionalist framework when considering the news media’s central role in shaping social connections, community and cohesion. To advance our understandings of social order, our paper suggests a greater emphasis of the significance of journalism’s relationship to the wider social sphere along with three other key considerations, including (1) a critical focus on the relationship between media, politics and social order, especially in defining and/or negotiating “anti-social” practices and social disintegration; (2) a more refined focus on the “imagined” and geographic boundaries of news audiences in digital spaces; and (3) the changing relationship to norms and conventions of journalism practice from trust and legitimacy to the role of journalists as arbiters and connectors across social spaces. 相似文献
112.
113.
114.
115.
Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices
下载免费PDF全文
![点击此处可从《British Journal of Special Education》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Sultan Kilinc Kathleen Farrand Kathryn Chapman Michael Kelley Jenny Millinger Korbi Adams 《British Journal of Special Education》2017,44(4):431-447
This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment. 相似文献
116.
117.
118.
119.
120.