全文获取类型
收费全文 | 766篇 |
免费 | 22篇 |
专业分类
教育 | 629篇 |
科学研究 | 24篇 |
各国文化 | 7篇 |
体育 | 30篇 |
文化理论 | 3篇 |
信息传播 | 95篇 |
出版年
2024年 | 1篇 |
2023年 | 11篇 |
2022年 | 11篇 |
2021年 | 19篇 |
2020年 | 26篇 |
2019年 | 45篇 |
2018年 | 56篇 |
2017年 | 64篇 |
2016年 | 41篇 |
2015年 | 30篇 |
2014年 | 39篇 |
2013年 | 148篇 |
2012年 | 31篇 |
2011年 | 31篇 |
2010年 | 18篇 |
2009年 | 21篇 |
2008年 | 27篇 |
2007年 | 15篇 |
2006年 | 19篇 |
2005年 | 11篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 9篇 |
2001年 | 15篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1989年 | 3篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 3篇 |
1980年 | 9篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1970年 | 1篇 |
1966年 | 1篇 |
1964年 | 1篇 |
1906年 | 1篇 |
排序方式: 共有788条查询结果,搜索用时 31 毫秒
91.
Stephanie R. Klatzke 《Qualitative Research Reports in Communication》2016,17(1):44-51
The exit phase of assimilation is broken down into three sub-processes: preannouncement, announcement/actual exit, and the post-exit period (Jablin, 2001). This article seeks to better understand how individuals make exit announcements. The findings suggest that announcing exit itself is a phased process which links the exit phases Jablin described. Though the formal announcement may be the most prominent, it isn’t necessarily the first or most important. 相似文献
92.
93.
94.
95.
Andrew J. Martin Stephanie Dench Levinia Paku 《Journal of Adventure Education & Outdoor Learning》2016,16(3):206-221
This article examines the key factors of organisational culture (artefacts, values and beliefs, and core assumptions) that have led to the development of Outward Bound New Zealand (OBNZ) over the past 50 years. Primary data for this case study were obtained through the use of semi-structured, in-depth interviews with past and present school and executive directors. A key finding is that OBNZ, founded on the beliefs of the German educator Kurt Hahn, has reviewed its values and formalised these into the ‘fundamentals’ of greatness, compassion, responsibility and integrity. Important visible symbols of the OBNZ brand are the badge, the logo with ‘to serve, to strive and not to yield’ and the cutter. The core assumption is still focused on self-discovery and the Outward Bound motto ‘there’s more to you than you think’. Internationally, Outward Bound course length has declined to just 4 days compared with OBNZ’s average of 14 days. In contrast, OBNZ has remained true to Hahn’s original belief, the ‘fundamental’ values, core assumptions and the Standard/Classic (three-week) course. These findings have implications for the development of outdoor adventure education and business organisations’ culture and leadership. 相似文献
96.
97.
98.
Kimberly Carter Jayme Swanke Jessica Stonich Stephanie Taylor Morgan Witzke Michael Binetsch 《Journal of Teaching in Social Work》2018,38(1):28-42
ABSTRACTThe use of simulated instruction is a growing trend in social work education. This study examined the effectiveness of simulated instruction with undergraduate social work students. In this mixed methods study, the extent to which simulated instruction improved self-efficacy and practice readiness was assessed. Results of the study suggest that simulated instruction helps improve key practice skills and increases recognition of diversity in practice. Moreover, students self-reported increased mastery in interviewing, managing emotions, and engaging in culturally competent practice. 相似文献
99.
Daniela Raccanello Margherita Brondino Angelica Moè Robert Stupnisky Stephanie Lichtenfeld 《Journal of Experimental Education》2019,87(3):449-469
This study investigated the enjoyment, boredom, and anxiety of elementary school students and the relations of these emotions with achievement in two domains. Seven-hundred-and-sixty-seven second- and fourth-graders completed an adaptation of the Achievement Emotions Questionnaire-Elementary School (AEQ-ES: Lichtenfeld, Pekrun, Stupnisky, Reiss, & Murayama, 2012) assessing their emotions in their native language and mathematics. The hierarchical model of the instrument was invariant across countries (Italy, Germany, United States), grades, gender, and domains. Anxiety related negatively to achievement, while enjoyment related positively to achievement only in mathematics. Second-graders reported more enjoyment and less boredom and anxiety than fourth-graders. Overall, mathematics resulted in better emotions than native language. The results have implications for future research on achievement emotions in elementary school. 相似文献
100.