首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   23002篇
  免费   403篇
  国内免费   15篇
教育   16465篇
科学研究   2030篇
各国文化   221篇
体育   1904篇
综合类   13篇
文化理论   175篇
信息传播   2612篇
  2022年   177篇
  2021年   266篇
  2020年   387篇
  2019年   611篇
  2018年   837篇
  2017年   809篇
  2016年   713篇
  2015年   428篇
  2014年   666篇
  2013年   4456篇
  2012年   640篇
  2011年   650篇
  2010年   471篇
  2009年   490篇
  2008年   542篇
  2007年   483篇
  2006年   430篇
  2005年   411篇
  2004年   369篇
  2003年   357篇
  2002年   343篇
  2001年   475篇
  2000年   393篇
  1999年   360篇
  1998年   203篇
  1997年   210篇
  1996年   240篇
  1995年   235篇
  1994年   181篇
  1993年   200篇
  1992年   321篇
  1991年   299篇
  1990年   298篇
  1989年   299篇
  1988年   255篇
  1987年   301篇
  1986年   265篇
  1985年   304篇
  1984年   247篇
  1983年   212篇
  1982年   190篇
  1981年   163篇
  1980年   153篇
  1979年   258篇
  1978年   182篇
  1977年   168篇
  1976年   153篇
  1975年   141篇
  1974年   147篇
  1971年   140篇
排序方式: 共有10000条查询结果,搜索用时 31 毫秒
911.
912.
913.
The civil rights movements involving skin tone, gender or gender orientation, disability, and other physiognomic features remain important in securing the legal rights of individuals to equal treatment and equal opportunities regardless of their personal characteristics of color, origin, gender, and so on. Unfortunately, these welcome civil rights movements have led to a misunderstanding of unfairness in another group of individuals whose rights and opportunities have often been abridged—students with disabilities. Individual rights and opportunities must be insured, but doing so requires the discrimination of differences among differences. That is, not all differences require the same remedy to insure equal rights and opportunities. Misunderstanding of differences and their implications have led to political concerns about disproportional representation, particularly of students with emotional or behavioral disorders, which place unwarranted constraints on special education services.  相似文献   
914.
915.
916.

A qualitative methodology, grounded theory, was used to examine the thoughts and emotions of teachers who delivered test feedback to students. The goal of this study was to develop a conceptual model of test-feedback processes that was grounded in observational and interview data. Seven college teachers were interviewed and observed as they planned and conducted testfeedback sessions. During the test-feedback sessions, these teachers experienced a variety of negative emotions when they encountered challenges from students in the classroom. Strategies developed by these teachers reflected their attempts to organize test feedback in ways that were consistent with their goals and beliefs, but that also limited their negative emotions and stress during the feedback session. These findings are discussed in terms of their contribution to existing research on teachers' interactive thought and emotion and on the ways that teachers cope with stress in the classroom.  相似文献   
917.
918.
919.
This article deals with a proposed initiative to train library managers on the African continent. It is argued that such an education initiative will contribute to the socio-economic development of Africa. Issues addressed in the article include the following: the background to and rationale for this initiative, justification for the University of Pretoria to be the degree-issuing institution, the delivery mode, outline of the proposed curriculum and expected outcomes of this initiative.  相似文献   
920.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号