全文获取类型
收费全文 | 5235篇 |
免费 | 88篇 |
国内免费 | 41篇 |
专业分类
教育 | 4262篇 |
科学研究 | 309篇 |
各国文化 | 127篇 |
体育 | 231篇 |
综合类 | 261篇 |
文化理论 | 20篇 |
信息传播 | 154篇 |
出版年
2024年 | 8篇 |
2023年 | 32篇 |
2022年 | 95篇 |
2021年 | 130篇 |
2020年 | 208篇 |
2019年 | 206篇 |
2018年 | 172篇 |
2017年 | 199篇 |
2016年 | 185篇 |
2015年 | 189篇 |
2014年 | 438篇 |
2013年 | 634篇 |
2012年 | 454篇 |
2011年 | 428篇 |
2010年 | 290篇 |
2009年 | 231篇 |
2008年 | 277篇 |
2007年 | 225篇 |
2006年 | 235篇 |
2005年 | 166篇 |
2004年 | 150篇 |
2003年 | 132篇 |
2002年 | 93篇 |
2001年 | 69篇 |
2000年 | 44篇 |
1999年 | 24篇 |
1998年 | 10篇 |
1997年 | 12篇 |
1996年 | 7篇 |
1995年 | 11篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
排序方式: 共有5364条查询结果,搜索用时 15 毫秒
81.
陈吉荣 《唐山师范学院学报》2007,29(4):37-39
语内翻译不是简单的同一语言内部的语码转换过程,而是在同一语境内部,在保持一定时空距离的条件下,译者对原作做出的新的解释,并且是在对传统继承基础上的新的发展。这种继承与发展是语内翻译中译者阐释的结果,具体体现为译文与原文的同一性与差异性两个方面。张爱玲《海上花列传》的国语翻译集中体现了语内翻译中译者的阐释过程。 相似文献
82.
张茂冲 《淮南职业技术学院学报》2005,5(1):58-60
就矿井双滚筒共同驱动带式输送机经常出现的滚筒磨损问题,通过对带式输送机双滚筒共同驱动方式下两滚筒牵引力分配的推导,探讨了两驱动滚筒实际直径偏差对牵引力配比的影响,并针对以上影响造成的双滚筒共同驱动带式输送机滚筒磨损问题,提出了解决方案及措施。 相似文献
83.
李大志 《北京城市学院学报》2007,(1):91-94
“休谟问题”的焦点可以集中在所谓的“自然齐一律的假定”不可证明的问题上。休谟及同意休谟观点的哲学家们没有发现事实上人类头脑中有未经证明便确立的东西——原始的信念。如果我们不否认人类头脑中的确有信念这种东西,我们就不能否认人类头脑中有未被证实同时也是不证自明的东西——如果我们承认了这一点,休谟问题事实上已不复存在了。 相似文献
84.
85.
国家利益分析的建构主义视角 总被引:6,自引:0,他引:6
国家身份和利益是由国际社会中的政治文化建构的 ,这是以温特为代表的建构主义学派的基本观点。本文在温特基本理论假定的基础上 ,考察了规范建构国家利益的机制问题。一般说来 ,规范建构国家利益要经历规范起源、规范社会化和规范内化三个阶段。当然 ,规范能否成功实现国家利益的建构 ,还需要具备一定条件 相似文献
86.
证明了一个微分恒等式,利用它得到了二阶非线性微分方程的一个充要条件,改进了已知的非振动性结果. 相似文献
87.
This paper explores experiences that remained salient in the memories of former participants in three nature-based programs in Colorado, five to forty years after childhood involvement. Interviews with program founders and staff, archival research, and observations of current activities provided an understanding of each program’s history, mission and educational approach. In this context, 18 former participants were interviewed about program experiences that they remembered and program impacts on their environmental identities and academic or career choices. Results were analyzed through the lens of social practice theory, which has significant implications for the design and evaluation of environmental education programs. Results showed that social practice theory is a useful framework for interpreting the development of a social environmental identity, but an ecological identity that forms through direct contact with the natural world is an important complementary concept. 相似文献
88.
论述了Weibull分布下双应力交叉步加试验的时间折算公式及数据统计分析的逆矩估计法。 相似文献
89.
In higher education research, theoretical approaches stressing isomorphism dominate the discourse on how higher education institutions ‘behave’ in their higher education and research systems. We argue that research should address both instances of similarity and differences. Using theoretical notions from institutionalism and the branding/marketing literature, and focusing on how UK universities are different and similar in their welcome addresses—as expressions of the institutions’ images—we are able to offer a balanced view of patterns of similarities and differences as well as share findings of patterns over time (2005–2015). Using quantitative and qualitative content analysis, our findings show overall high levels of homogeneity of images across the universities. But younger and less prestigious institutions were (both in 2005 and 2015) more inclined to show distinctive images. 相似文献
90.
ABSTRACTThe overall aim of this study is to explore how individual children with long-term school difficulties follow unique ‘trajectories of participation’ in special educational needs settings, sometimes in unexpected ways, and how this contributes to alternative forms of identification and processes of learning. The data draws on long-term video-ethnographic work, tracing trajectories of participation during the course of a school year for an individual girl with an ADHD diagnosis who is a newcomer to a special support school in Sweden. We use a multi-layered theoretical and methodological framework to learning, identities and participation as situated practices to explore how the focal girl, through her everyday participation in classroom contexts structured to amplify the student’s capabilities, gradually moves from an ‘unwilling student’ to an ‘agentive learner’. Through a multimodal interactional analysis, we demonstrate how the focal girl’s actions and the teacher’s scaffolding responses are interactionally organised, and the emotional and relational dimensions in the creation of participation frameworks for learning. It is argued that the student’s agency and emerging emotional engagement in school-based learning are intimately linked to the pursuit of building long-term learning relationships based on mutual trust. 相似文献