全文获取类型
收费全文 | 1509篇 |
免费 | 24篇 |
国内免费 | 1篇 |
专业分类
教育 | 1279篇 |
科学研究 | 22篇 |
各国文化 | 26篇 |
体育 | 41篇 |
综合类 | 2篇 |
文化理论 | 2篇 |
信息传播 | 162篇 |
出版年
2023年 | 7篇 |
2022年 | 10篇 |
2021年 | 20篇 |
2020年 | 21篇 |
2019年 | 46篇 |
2018年 | 53篇 |
2017年 | 63篇 |
2016年 | 53篇 |
2015年 | 29篇 |
2014年 | 52篇 |
2013年 | 349篇 |
2012年 | 37篇 |
2011年 | 42篇 |
2010年 | 39篇 |
2009年 | 58篇 |
2008年 | 36篇 |
2007年 | 45篇 |
2006年 | 41篇 |
2005年 | 34篇 |
2004年 | 50篇 |
2003年 | 43篇 |
2002年 | 37篇 |
2001年 | 14篇 |
2000年 | 24篇 |
1999年 | 23篇 |
1998年 | 18篇 |
1997年 | 29篇 |
1996年 | 22篇 |
1995年 | 27篇 |
1994年 | 19篇 |
1993年 | 17篇 |
1992年 | 15篇 |
1991年 | 11篇 |
1990年 | 15篇 |
1989年 | 10篇 |
1988年 | 14篇 |
1987年 | 7篇 |
1986年 | 11篇 |
1985年 | 14篇 |
1984年 | 14篇 |
1983年 | 14篇 |
1982年 | 8篇 |
1981年 | 10篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1975年 | 3篇 |
1968年 | 2篇 |
排序方式: 共有1534条查询结果,搜索用时 0 毫秒
991.
跨越零和:思考当代中国的中央地方关系 总被引:7,自引:0,他引:7
李芝兰 《华中师范大学学报(人文社会科学版)》2004,43(6):117-124
省政府在中国政治体制内拥有多大的权力,该权力的性质又是什么?该问题贯穿了海外研究当代中国中央与省政府关系的献。为了理解这种权力关系,考察重心通常放在省级领导人的角色,以及政治体制的性质。本认为,现有献大体上都未能解释清楚以下两个看似相互矛盾的现象何以能够在现实生活中共存:即一方面中央和省政府之间存在错综复杂的关系,很多时候中央与地方会互相适应及让步;另一方面,每当中央偶尔实施强制性管理,中央政府又展示出至高无上的权力。出现中央时强时弱这高度不确定的结论,是由于献中的分析往往未能恰切地解释权力这概念,其中核心问题是:中央与省政府之间存在的不对称关系是否零和博弈。 相似文献
992.
Linda J. Vogel 《Religious education (Chicago, Ill.)》2013,108(1):134-137
994.
995.
ABSTRACTIt has been suggested that metaphors have a crucial influence on the way we perceive and construct the world. As a result, metaphor analysis has been used as a way to reveal, analyse and understand conceptions of teaching in higher education. This paper introduces a different way to analyse metaphors for teaching than the ones previously used in higher education. By focusing on temporarily stable, spontaneously uttered metaphors in conversation data, the unfiltered metaphors for teaching are analysed. Through a thorough analysis of eight interviews with lecturers from business management, it is established how teaching in this context is conceptualised as a vehicle on tracks and as having levels as well as depth and width. It is discussed how the identified metaphors open up a space of possibilities for the lecturers and to what extent these results can be generalised beyond this context. 相似文献
996.
When school front offices are mentioned in research on schools and their relations with the community, it is often to describe how parents/carers and the public are treated officiously and/or inappropriately. In professional development materials, schools are urged to improve communication, and occasionally directed to consider the practices of the front office staff. Yet when schools send out information to parents/carers, the school office is usually the place to which all queries are directed. However, there is almost no detailed research that looks at what actually happens in this place. In this paper we draw on a small‐scale commissioned research project which began to fill this gap. In seeking to reread our data and push further on analysis, we have come to realize that those who work in school front offices are women whose physical and emotional labour is not only rendered largely invisible in a wide range of literatures relating to home–school relations but is also inadequately recognized through recruitment practices, professional development and remuneration. We suggest that there needs to be further research into the high energy, multitasking, nurturing work that goes on in school front offices. 相似文献
997.
The focus of the present study was on the mediation and moderation effects of reading processes as evidenced from eye movements on the relation between cognitive and linguistic student characteristics (word decoding, vocabulary, comprehension skill, short-term memory, working memory, and nonverbal intelligence) and text comprehension. Forty 4th graders read 4 explanatory texts and afterward answered text comprehension questions. During their reading, eye-movements of gaze, look back, and second pass duration were examined for the heading, first sentence, and final sentence. The result show differential effects of reader and text characteristics on skipping probability, driven by decoding and nonverbal intelligence. Regression probability and regression path duration are also influenced by decoding. Concluding, this study shows reading behaviour to be related to both students’ skills and text comprehension measures. 相似文献
998.
Note-taking is one of the more common and ever-present learning activities that form an important part of all students’ daily lives. The potential of using technology to enhance note-taking activities has recently come under the spotlight. However, while mobile technologies may be applauded for their mobility and the value they can add to students’ learning experience, they could easily become a distracting factor, rather than the improvement they were intended to be. In this qualitative study, eight students volunteered to experiment with various mobile devices for a period of 6 weeks, and to share their experiences in a series of five group interviews. Information found in the literature about note-taking, combined with the students’ feedback on their experiences, provided insight into how students record and process information. The affordances of mobile devices for cognitively demanding note-taking that are regarded as useful in a teaching and learning environment were also discussed in the group interviews. All the students agreed that they would not commit themselves to using only one application or device. They emphasised the fact that they used more than one device, and in some cases multiple applications on those devices, depending on their educational setting. This article gives students, lecturers and software developers insight into the affordances of mobile devices and note-taking applications (apps), in order to support cognitively demanding note-taking. 相似文献
999.
1000.
Whereas many studies point to a positive relationship between phonological skills and reading in English, little is known about these relationships for children learning to read in a morphemic orthography such as Chinese. The aim of this study was to examine the relationships among reading ability, phonological, semantic and syntactic skills in Chinese. The participants were 196 grade 1 to grade 4 Chinese children in Hong Kong. A word recognition task in Chinese was developed and children who scored in the lowest quartile were classified as poor readers. The children were administered phonological tasks (tone and rhyming discrimination), semantic tasks (choosing similar words and sentences meanings), a syntactic task (oral cloze), and a working memory task. The results showed that word recognition was highly correlated with phonological skills and semantic processing, and was only moderately related to syntactic knowledge and working memory. Poor readers showed a significant lag in the development of these skills with the most significant problems at the phonological and semantic levels. Phonological skills are important to the acquisition of reading skills in both Chinese and English. 相似文献