全文获取类型
收费全文 | 4602篇 |
免费 | 57篇 |
国内免费 | 10篇 |
专业分类
教育 | 3439篇 |
科学研究 | 244篇 |
各国文化 | 43篇 |
体育 | 415篇 |
综合类 | 3篇 |
文化理论 | 63篇 |
信息传播 | 462篇 |
出版年
2022年 | 26篇 |
2021年 | 46篇 |
2020年 | 59篇 |
2019年 | 112篇 |
2018年 | 146篇 |
2017年 | 152篇 |
2016年 | 152篇 |
2015年 | 99篇 |
2014年 | 118篇 |
2013年 | 952篇 |
2012年 | 132篇 |
2011年 | 129篇 |
2010年 | 149篇 |
2009年 | 136篇 |
2008年 | 146篇 |
2007年 | 148篇 |
2006年 | 108篇 |
2005年 | 95篇 |
2004年 | 99篇 |
2003年 | 81篇 |
2002年 | 97篇 |
2001年 | 66篇 |
2000年 | 107篇 |
1999年 | 75篇 |
1998年 | 74篇 |
1997年 | 63篇 |
1996年 | 73篇 |
1995年 | 57篇 |
1994年 | 67篇 |
1993年 | 63篇 |
1992年 | 50篇 |
1991年 | 71篇 |
1990年 | 51篇 |
1989年 | 47篇 |
1988年 | 37篇 |
1987年 | 45篇 |
1986年 | 45篇 |
1985年 | 43篇 |
1984年 | 47篇 |
1983年 | 39篇 |
1982年 | 32篇 |
1981年 | 35篇 |
1980年 | 30篇 |
1979年 | 24篇 |
1978年 | 32篇 |
1977年 | 39篇 |
1976年 | 27篇 |
1975年 | 23篇 |
1974年 | 23篇 |
1972年 | 14篇 |
排序方式: 共有4669条查询结果,搜索用时 46 毫秒
211.
We investigated whether members of virtual teams from the U.S., India, and Belgium perceived the same interaction behaviors to be critical for team functioning as Dutch members from an earlier study. Thirteen virtual team workers from the U.S., 11 from India, and 11 from Belgium were interviewed by means of the Critical Incident Technique Flanagan [Flanagan, J. C. (1954). The critical incident technique. Psychological Bulletin, 51, 327–358]. The total number of critical incidents from all countries was 493 and most incidents could be grouped into the same 13 categories as those found in the original Dutch study. However, the results showed that the distributions of the critical incidents from the American, Indian, and Belgian respondents differed from those of the Dutch. Indian and Belgian respondents also mentioned a new category of critical incidents: Respectfulness. The cultural differences were interpreted by means of Hofstede's [Hofstede, G. (2001). Cultures consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, California, U.S.: SAGE Publications] dimensions. 相似文献
212.
213.
214.
215.
216.
217.
218.
219.
220.
Peter Lang 《Pastoral Care in Education》1998,16(3):3-10
The use of circle time is becoming increasingly widespread in this country, but what exactly it involves and should achieve is subject to a wide range of interpretations. Such a situation can make the identification of what should count as good or appropriate practice very hard to undertake. This paper describes three examples of the development of circle time in other countries. These models are used as a means of critically reflecting on practice here. Some key points raised are the importance of the relationship between theory and practice and between specific processes and their outcomes. Lack of evaluative research and adequate training are also identified as significant issues. 相似文献