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Bruce Kennedy 《国际体育史杂志》2014,31(18):2388-2404
The Victorian Football League (VFL) was formed following an acrimonious split with the Victorian Football Association at the end of the 1896 season. Despite being based around clubs located only in Melbourne and Geelong, the VFL soon became Australia's premier football competition. Although much has been written about League players who served in the armed forces during the two world wars, less attention has been given to identifying the issues and challenges that football competitions, and the VFL in particular, had to address if they were to continue to function during times of military conflict. Trials faced by organisers of the code were logistical, political and moral. Player and administrator shortages and a restricted number of venues to play at, were the most obvious challenges. The Australian government assumed control of manpower and resources in January 1942 and placed many restrictions on discretional activities of the population. In this context, a general feeling was that there was little room for organised major sporting competitions because they could detract from the war focus. The way society reacted to the constraints shaped football's direction, and the VFL had to interpret government policy and read the mood of the public before deciding whether to continue playing. In the end, the League, despite criticism from some quarters for continuing its competition, sided with the prevailing view that the public needed a diversion to allow them some relaxation from the pressure of war. This article discusses how the VFL responded to a number of key issues during the critical period between 1942 and 1944. 相似文献
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Brooke K. McKie Jo-Anne Manswell Butty Rodney D. Green 《Early Childhood Education Journal》2012,40(1):55-61
Researchers have posited that children generally learn to read in environments that are trusting, comfortable, and offer small
group or one-to-one adult support, all of which are characteristics of a high quality early childhood education program. This
evaluation research study examines the Pre-Kindergarten Incentive Program, an early childhood demonstration program in Washington,
DC designed to study several urban community-based sites. The authors facilitate a discourse on how all early childhood education
programs can become high quality programs through standardized observations, evaluations, and constructive feedback. The article
describes the demonstration program, highlights general findings from standardized classroom observations, discusses areas
needing improvement, and presents strategies for addressing areas of challenge. It will reveal to early childhood educators
how evaluation findings can improve teaching and learning techniques and environments in early childhood programs. The goal
is to promote overall improvement in reading, reasoning, and literacy for children enrolled in early childhood programs and
thereby better prepare them for kindergarten. 相似文献
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R. Millward E. Kennedy K. Towlson H. Minnis 《Emotional and Behavioural Difficulties》2013,18(4):273-279
The great majority of children living in foster or residential care have been abused and neglected. Mental health problems are common and the nature of these problems may be rooted in early attachment relationships. The carers of 82 children in care in Scotland and 125 children from local schools completed questionnaires on mental health problems including Reactive Attachment Disorder. More than half (53%) of the children in care fulfilled criteria for mental health problems compared with 13% of the control group, and children living in care scored significantly higher for conduct problems, emotional problems (anxiety and depression), hyperactivity, problems with peer relations and Reactive Attachment Disorder. This has important implications for service development for this vulnerable group of children. 相似文献
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Much research into the use of online information and communication technologies for the internationalisation of learning and teaching has focused on established web technologies. This paper considers the possible internationalisation implications of existing uses of social software, also known as Web 2.0 technologies, which are now widely available inside and outside of formal education settings. The paper reports on two studies: the first, conducted at a large Australian university, investigated differences between international and domestic undergraduate students’ (n = 1973) use of web‐based technologies and tools; the second investigation reports on interviews with eight Australian and eight Singaporean university students about their use and perceptions of blogs and blogging. The findings from two studies provide new evidence of both cultural similarities and cultural differences in aspects of young university students’ use of social software for communication and content creation. Discussion and conclusions draw out factors to be considered in planning to implement new uses of social software among culturally and linguistically diverse students of the Net Generation, in Australia and more generally. 相似文献