全文获取类型
| 收费全文 | 2019篇 |
| 免费 | 48篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1469篇 |
| 科学研究 | 143篇 |
| 各国文化 | 31篇 |
| 体育 | 166篇 |
| 文化理论 | 22篇 |
| 信息传播 | 238篇 |
出版年
| 2022年 | 12篇 |
| 2021年 | 31篇 |
| 2020年 | 52篇 |
| 2019年 | 74篇 |
| 2018年 | 92篇 |
| 2017年 | 95篇 |
| 2016年 | 89篇 |
| 2015年 | 50篇 |
| 2014年 | 62篇 |
| 2013年 | 419篇 |
| 2012年 | 53篇 |
| 2011年 | 55篇 |
| 2010年 | 47篇 |
| 2009年 | 48篇 |
| 2008年 | 58篇 |
| 2007年 | 34篇 |
| 2006年 | 43篇 |
| 2005年 | 26篇 |
| 2004年 | 24篇 |
| 2003年 | 36篇 |
| 2002年 | 33篇 |
| 2001年 | 37篇 |
| 2000年 | 30篇 |
| 1999年 | 29篇 |
| 1998年 | 16篇 |
| 1997年 | 25篇 |
| 1996年 | 14篇 |
| 1995年 | 22篇 |
| 1994年 | 20篇 |
| 1993年 | 18篇 |
| 1992年 | 29篇 |
| 1991年 | 22篇 |
| 1990年 | 12篇 |
| 1989年 | 19篇 |
| 1988年 | 14篇 |
| 1987年 | 22篇 |
| 1986年 | 26篇 |
| 1985年 | 21篇 |
| 1984年 | 20篇 |
| 1983年 | 25篇 |
| 1982年 | 19篇 |
| 1981年 | 8篇 |
| 1980年 | 18篇 |
| 1979年 | 27篇 |
| 1978年 | 18篇 |
| 1977年 | 15篇 |
| 1976年 | 8篇 |
| 1975年 | 9篇 |
| 1974年 | 8篇 |
| 1972年 | 8篇 |
排序方式： 共有2069条查询结果，搜索用时 15 毫秒
71.
Jonathan Wild 《Cultural and Social History》2013,10(1):73-94
ABSTRACTThis article traces the profound social repercussions that resulted from the mass enlistment of British office workers into the armed forces during the First World War. Drawing heavily upon fictionalized autobiographies of the period, my study examines the various stages of the clerk's experience of the conflict and argues that the confidence gained during warfare by surviving office workers fundamentally shaped a more democratic postwar society. This change is evidenced, I argue, in the profile of the fictional clerk that emerges in British literature after 1918. 相似文献
72.
Jonathan Sandoval 《Psychology in the schools》1984,21(4):457-462
Although there has been a great deal of debate about whether or not children should repeat a grade in school, a more interesting question is which children are retained. This study addresses the question of what kind of children were retained in the first grade as compared to the norm, and as compared to a group of promoted children who were classroom peers yet who educators in the middle of the year considered to be possible nonpromotion candidates. Teachers from 6 school districts identified in March 146 children as candidates to repeat the first grade. By September, 84 had been retained, 62 promoted. In the Spring before the decision was made, we tested all children with a variety of measures of immaturity: intellectual, social, emotional, and physical. Promoted candidates differed from nonpromoted first graders with respect to academic achievement, cognitive development, and adaptation to school. All candidates, both promoted and retained, scored below average in reading achievement, visual-motor integration, and adaptation, but scored in the average range with respect to IQ, height and weight, and social adjustment. A cluster analysis on cases for the retained children further revealed three subgroups of retained children: One group had low scores on all measures of immaturity, especially self-concept; a second group had high or medium scores on all measures; and a third group had low math skills, but good social skills. These results may be interpreted as indicating that some children are appropriately retained and some are not. 相似文献
73.
74.
This article is a response to Frank Coffield's recent reflections in this journal on the Performance and Innovation Unit's project on workforce development in Britain. It questions the extent to which the PIU's findings represent a ‘new understanding’ of the UK's skills problem and asks why academics have been so reluctant to spell out what a demand‐side strategy for tackling the problem would involve. 相似文献
75.
76.
77.
78.
79.
80.