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81.
Fishing tournaments are a common feature in recreational angling across a wide range of target species in both fresh and salt waters. Tournaments are organised for a number of purposes, including as commercial enterprises; as fund-raising initiatives for angling clubs; for economic development purposes (e.g. tourism); as well as improve participants' skill levels. Most tournaments are confined to geographically small areas and usually occur over a small number of days, which can mean a pulse of economically significant activity in the local area. This paper analyses the nature of expenditure associated with angling tournaments, including travel, food and accommodation, and angling-related expenditures as a function of socio-economic and angler characteristics. Analysis based on 106 tournaments across Ireland during 2013 finds a clear 80/20 segmentation between ‘high’- and ‘low’-spend anglers and that the segmentation occurs across all fish target species considered. The analysis also finds that British coarse anglers participating at Irish angling tournaments spend considerably more than other anglers irrespective of target species or angler country of origin. 相似文献
82.
Stephen Wagg 《Sport in History》2017,37(2):183-203
ABSTRACTThis article analyses the near-impossibility, for the duration of the amateur-professional divide, of cricketers born into working-class families being admitted to amateur status and, thus, to county captaincy, in the English first-class game. Its principal argument is that the hegemony achieved in the latter half of the nineteenth century by the English upper class (the aristocracy, major landowners and leaders of financial capital and their families) had one of its most visible manifestations in the culture of first-class cricket. The hegemony of this group (represented by the Marylebone Cricket Club) was sustained by a specific myth of amateurism that was rooted in caste-like social relations. By the late 1930s these relations had become unsustainable and hegemony was maintained by a subtle and unacknowledged switch to relations of class. The article charts this process, using four case studies of working-class professional cricketers, each of which brought the ideological reality of the amateur myth into sharp relief. 相似文献
83.
Grounded in the interdisciplinary educational work of Cultural Studies, this paper examines the pedagogical potentials of narrative and performance for the teaching of writing as a mode of public discourse. Guided to address a wide readership, students engage in critical communication aimed at linking self inquiry and narrative discourse to the contextual analysis of the social. Drawing on research findings derived from the undergraduate teaching of cultural criticism as a genre of public writing at Lingnan University, Hong Kong, we look at how educational drama mediates the work of narrative and performative acts involving the young learner-writers and contributes to the shaping of a dialogic mode of address and communication, thus articulating the process and impact of writing to the public-oriented discourse in Cultural Studies education. In light of such acts in critical discourse and imagination targeted at the potential reader, we show how the young writers' own engagement with critical thinking and communication are opened up by drama-in-education adopted in the class, and argue how, in this sense, both writing and its learning process become effective stages in the making of the kind of cultural criticism we want to help students to learn. 相似文献
84.
Stephen P. Turner 《Minerva》2010,48(3):239-258
Charles Perrow used the term “normal accidents” to characterize a type of catastrophic failure that resulted when complex,
tightly coupled production systems encountered a certain kind of anomalous event. These were events in which systems failures
interacted with one another in a way that could not be anticipated, and could not be easily understood and corrected. Systems
of the production of expert knowledge are increasingly becoming tightly coupled. Unlike classical science, which operated
with a long time horizon, many current forms of expert knowledge are directed at immediate solutions to complex problems.
These are prone to breakdowns like the kind discussed by Perrow. The example of the Homestake mine experiment shows that even
in modern physics complex systems can produce knowledge failures that last for decades. The concept of knowledge risk is introduced,
and used to characterize the risk of failure in such systems of knowledge production. 相似文献
85.
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87.
The usefulness of a particular standardized achievement test with a specific population may be determined largely on the basis of experience. Sixty-six behaviourally disturbed students were administered portions of a test battery including the Reading Recognition subtest of the Peabody Individual Achievement Test (PIAT), PIAT Reading Comprehension, the Reading subtest of the Wide Range Achievement Test (WRAT), and Stanford Diagnostic Reading Test (SDRT); PIAT Mathematics, WRAT Arithmetic, Stanford Diagnostic Mathematics Test (SDMT), and KeyMath Diagnostic Arithmetic Test. Toward the end of the academic year, teachers estimated students' grade levels in reading and mathematics. Results indicated that, in mathematics, the SDMT and the PIAT predicted teachers' ratings equally well and better than the other tests; in reading, all tests predicted teachers' ratings equally well except for the PIAT Reading Comprehension, which performed less well than others. Explanations for these results are offered, together with suggestions for identifying achievement tests suitable to specific populations. 相似文献
88.
89.
Robert D. Lyman Steven Prentice-Dunn David R. Wilson Stephen A. Bonfilio 《Psychology in the schools》1984,21(4):516-519
Twenty-four children with conduct disorders were familiarized with a pattern-matching task, and their self-efficacy expectations for this task were assessed. Subjects were then given either “Success” or “Failure” feedback for a series of similar problems, and their self-efficacy was reassessed. Finally, task persistence was evaluated by allowing subjects to attempt as many additional pattern-matching problems as they wished, with all subjects receiving failure feedback. Results indicated that, although the two groups of subjects were initially similar, the success group's self-efficacy was significantly higher following feedback. The success group also attempted significantly more problems while later receiving failure feedback, and there was a significant positive correlation between task persistence and the second self-efficacy rating. These findings were related to Bandura's self-efficacy theory and to educational programming for conduct-disordered children. 相似文献
90.