全文获取类型
收费全文 | 1516篇 |
免费 | 30篇 |
专业分类
教育 | 1119篇 |
科学研究 | 67篇 |
各国文化 | 30篇 |
体育 | 162篇 |
综合类 | 3篇 |
文化理论 | 11篇 |
信息传播 | 154篇 |
出版年
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 21篇 |
2020年 | 24篇 |
2019年 | 51篇 |
2018年 | 53篇 |
2017年 | 50篇 |
2016年 | 55篇 |
2015年 | 40篇 |
2014年 | 53篇 |
2013年 | 383篇 |
2012年 | 40篇 |
2011年 | 40篇 |
2010年 | 25篇 |
2009年 | 41篇 |
2008年 | 45篇 |
2007年 | 31篇 |
2006年 | 40篇 |
2005年 | 46篇 |
2004年 | 34篇 |
2003年 | 32篇 |
2002年 | 31篇 |
2001年 | 13篇 |
2000年 | 18篇 |
1999年 | 19篇 |
1998年 | 15篇 |
1997年 | 18篇 |
1996年 | 20篇 |
1995年 | 24篇 |
1994年 | 12篇 |
1993年 | 14篇 |
1992年 | 18篇 |
1991年 | 17篇 |
1990年 | 17篇 |
1989年 | 22篇 |
1988年 | 25篇 |
1987年 | 8篇 |
1986年 | 8篇 |
1985年 | 11篇 |
1984年 | 16篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 10篇 |
1980年 | 13篇 |
1979年 | 8篇 |
1978年 | 12篇 |
1977年 | 9篇 |
1976年 | 10篇 |
1975年 | 6篇 |
1974年 | 7篇 |
排序方式: 共有1546条查询结果,搜索用时 15 毫秒
61.
62.
63.
64.
65.
66.
Mike Cronin 《国际体育史杂志》2015,32(7):899-908
This paper explores the career of the Irish Olympian Pat O'Callaghan. He won successive hammer-throwing titles in the 1924 and 1928 Olympics as a representative of the independent Irish state. The paper argues that in these Olympics, O'Callaghan can be considered as representing a postcolonial state, in line with much scholarship on other aspects of Irish culture. However, the Irish later fell into a dispute with the International Amateur Athletics Federation and the International Olympic Committee, which were largely steered by the British in dealing with contentious issues over the Irish border, and the Irish were thus effectively banned from the 1936 games. The paper concludes with a discussion over the nature of postcolonial identities in sport, and the complexities around the issue in relation to the constant mediation over what national identities mean within the context of rule-making by international sporting bodies. 相似文献
67.
Mike Huggins 《国际体育史杂志》2015,32(15):1813-1830
Historians of sport now increasingly accept that visual inquiry offers another dimension to social and cultural research into sport and its history. It is complex and its boundaries are rapidly evolving. This overview offers a justification for placing more emphasis on visual approaches and an introduction to the study and interpretation of visual culture in relation to the history of sport. It stresses the importance of adopting a critical approach and the need to be reflective about that critique. An ever-widening range of visual data are now being explored; so, this paper begins with a brief survey of sources that potentially offer rich returns, from film and photographs to posters and paintings or standards and statues. It next provides a critical assessment at an introductory level of some of the more important methodologies now emerging to help interpret these. This can be no more than a personal choice, given their sheer variety and interdisciplinary nature, and the reality that many historians of sport adopt a mixture of methods and approaches. Approaches covered include content analysis, iconography and iconology, semiology, psychoanalysis, discourse analysis, and reception and audience studies. Examples of recent studies of visual studies are used to illustrate the discussion. 相似文献
68.
69.
Dennis Soltys 《比较教育学》2015,51(2):179-195
This qualitative analysis describes the socialist legacy in the governance of higher education within the former Soviet-led member countries that entered the European Higher Education Area (EHEA) between 2001 and 2010. In joining the EHEA these countries signed on for the Bologna Process (BP), but are not members of the European Union. The analysis is based on EHEA BP Country Reports and a survey of Western academic literature and sources from the former-socialist region. It is argued that ministries of education are little engaged with academic and civic communities, in large part because policymakers underestimate the depth of the cultural and institutional changes that are necessary for educational reforms. Therefore, deep convergence of the new signatory countries to the EHEA via the BP has not occurred. Concurrently, West European measures intended to empower educational communities operate perversely in the post-socialist region, characterised by low civic and state capacities. The over-emphasis on bureaucratic checks and controls negates two important aspirations of Bologna: on the one side, university autonomy, empowerment of faculty, and development of local communities; and on the other side, the free flow of international knowledge. Without an adjustment of policies, the prospects for effective reforms are dimmed. 相似文献
70.