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141.
THE PSYCHIATRIC LITERATURE has described profoundly prelingually deaf people with psychosis who report hearing voices. The present study proposes that such reports in fact reflect the beliefs of professionals in mental health and deafness and not the hallucinatory experience of psychotic deaf people. The study demonstrates that it is functionally meaningless to assert that a prelingually profoundly deaf psychotic patient "hears voices," and provides a theoretical structure from which to consider more appropriately the internal experiences of deaf people with psychosis, and to encourage the clinically relevant articulation of these experiences. The authors also suggest that the "true" phenomenological experience is of secondary clinical interest to the meaning imposed upon it by the client and the distress caused by it. 相似文献
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143.
Ken Reid Caroline Challoner Ann Lancett Glenda Jones Gwion Ap Rhysiart Sally Challoner 《Educational studies》2010,36(5):465-479
This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government (WAG) for the National Behaviour and Attendance Review (NBAR) in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits of attending school regularly. They were all acutely aware of the potential consequences of non‐attendance both within their current setting and as it could potentially affect their later chances in life. They also understood the law regarding school attendance. They were clear about the attendance regulations within their own school settings. They were however, particularly concerned about bullying in all its forms, the use of supply teachers and “boring” teaching styles. Rewards for good attendance were generally appreciated. The implications of the findings are considered. This paper is the first of its kind to be undertaken in Wales and in the field of school attendance and opens up considerable possibilities for further research. 相似文献
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147.
图书馆馆际间的合作:全球性的进展 总被引:7,自引:0,他引:7
作者鼓励图书馆专业人员,不单要为自己的图书馆尽心尽力,也要走出自己的图书馆,贡献才智与全世界数字图书馆链接。为了达到提供更快的服务,把好的资源信息送到更边远的地区,作者列举近年来图书馆界馆藏数字化的多项工程的进展,说明图书馆馆际间合作的必要性,因为工程浩大,影响深远,需要靠跨国界、跨行业、跨机构的参与、精诚地合作、克服挑战和经费的大力支持。作者更鼓励图书馆专业人员,贡献一己之力,来完成服务无围墙的世界图书馆的宏愿,做一个真正的世界图书馆人。参考文献43。 相似文献
148.
Peter Woods Arthur Poropat Michelle Barker Ruth Hills Ray Hibbins Sally Borbasi 《Int J Intercult Relat》2013
This paper examines the efficacy of a short-term mentoring program in building cross-cultural friendships between students at an Australian university. Using a quasi-experimental approach, our study found that the mentoring program (Local Aussie Mentoring Program—LAMP) increased cross-cultural interactions for mentees, but not for mentors. About 45% of both mentors and mentees wished to continue their relationship with mentoring partners after the completion of the mentoring requirements. Mentees spent significantly more time with cross-ethnic friends than did controls after the completion of LAMP. We examined whether multicultural aspects of personality, as measured by the Multicultural Personality Questionnaire (MPQ), would positively correlate with cross-cultural mentoring effectiveness and cross-cultural friendship interactions (the dependent variables). Multicultural personality aspects of mentors (as measured by the MPQ) had significant positive relationships with both mentee and mentor-rated mentoring measures. All mentor MPQ scales showed some significant but small and positive relationships, with mentor friendship items, particularly Open-mindedness, Cultural Empathy and Emotional Stability. We found a significant, positive relationship between mentee Cultural Empathy and Social Initiative with cross-cultural friendship. These results show some partial support for a positive relationship between MPQ scales and cross-ethnic friendships. 相似文献
149.
A definition of dyslexia 总被引:17,自引:0,他引:17
This paper elaborates on the components of a working definition of developmental dyslexia. It follows the general format of
a paper by Lyon published in Annals of Dyslexia in 1995, which elaborated on a working definition proposed in 1994 (Lyon,
1995). The current definition agreed on by the work group updates and expands on the working definition from 1994. 相似文献
150.
Sally Tweddle 《English in Education》1997,31(2):5-13
The initial observations of English teachers that computers have the potential to support collaboration, creativity, independent learning, subversion and reflection have been confirmed by fifteen years of work in the field, as have early concerns that computers could be used to direct inappropriate activities. Questions about the role of the teacher, the function of the computer, as well as the nature of pupils' learning when using IT, are now much better understood. Yet changes in the educational context within which English teachers are working, new understandings engendered by major curriculum projects and developments in the technologies themselves have brought about a shift in understanding of the significance of IT and its impact on the English curriculum. This paper shows how publications from the NATEMCET stable reflect the emergence of the field of English and IT. 相似文献