全文获取类型
收费全文 | 1185篇 |
免费 | 24篇 |
国内免费 | 5篇 |
专业分类
教育 | 874篇 |
科学研究 | 85篇 |
各国文化 | 8篇 |
体育 | 62篇 |
文化理论 | 13篇 |
信息传播 | 172篇 |
出版年
2022年 | 8篇 |
2021年 | 8篇 |
2020年 | 23篇 |
2019年 | 23篇 |
2018年 | 43篇 |
2017年 | 51篇 |
2016年 | 43篇 |
2015年 | 33篇 |
2014年 | 35篇 |
2013年 | 293篇 |
2012年 | 30篇 |
2011年 | 32篇 |
2010年 | 26篇 |
2009年 | 35篇 |
2008年 | 19篇 |
2007年 | 26篇 |
2006年 | 24篇 |
2005年 | 10篇 |
2004年 | 23篇 |
2003年 | 18篇 |
2002年 | 16篇 |
2001年 | 20篇 |
2000年 | 16篇 |
1999年 | 17篇 |
1998年 | 11篇 |
1997年 | 16篇 |
1996年 | 14篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 10篇 |
1992年 | 13篇 |
1991年 | 9篇 |
1990年 | 16篇 |
1989年 | 14篇 |
1988年 | 10篇 |
1987年 | 13篇 |
1986年 | 9篇 |
1984年 | 7篇 |
1982年 | 12篇 |
1981年 | 14篇 |
1980年 | 15篇 |
1979年 | 8篇 |
1978年 | 7篇 |
1977年 | 9篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1974年 | 7篇 |
1973年 | 7篇 |
1967年 | 7篇 |
1935年 | 7篇 |
排序方式: 共有1214条查询结果,搜索用时 15 毫秒
41.
42.
Twyla J. Hill 《Publishing Research Quarterly》1998,14(1):36-45
Most analyses of multicultural children's books concentrate on published works by white authors and the implications of their
depictions of non-white characters. This article explores the production process of multicultural children's literature. The
differences between multicultural and culturally conscious literature are discussed. The production and distribution processes
of children's books are described. Interview data is used to highlight areas of these systems which constrain the production
of books by non-white authors. 相似文献
43.
44.
46.
47.
Joanne Hill 《Sport, Education and Society》2015,20(6):762-779
Connections have been drawn between masculinity, muscularity and physical or social status in sport. Not only are sporting bodies often related to masculinity but also to whiteness, leading to the devaluing of Asian boys' bodies and sporting experiences. This paper draws on three British Asian teenage boys' visual and verbal narratives to enquire how they negotiate these connections in their physical education and recreational sport experiences. Bourdieu's notion of capital is used to make sense of boys' ways of investing in their bodies to manage their status in school. Drawing from focus-group interviews which used participant-driven photography and photo elicitation techniques, the research indicates how three boys invested in their bodies by doing particular types of physical activity that would enable them to develop muscularity, fitness and/or motor competence, to attain or retain physical and social capital in school. Along the way, they add pertinent comments on the intersections of masculinity and ethnicity in constructing and performing a sporting body. 相似文献
49.
Developmental Differences in Memory During Early Childhood: Insights From Event‐Related Potentials
下载免费PDF全文
![点击此处可从《Child development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Age‐related differences in behavioral and electrophysiological indices of memory were examined in 3‐ to 6‐year‐old children (N = 76). Behaviorally, no differences were observed in children's ability to identify old items; however, 3‐year‐old children were less accurate in correctly rejecting new items, and 3‐ and 4‐year‐old children recalled fewer contextual details compared to 5‐ and 6‐year‐old children. Age‐related differences in electrophysiological measures (800–1,000 ms after stimulus onset) were observed both to items recalled with contextual details, which increased between 3 and 4 years, and items recalled without contextual details, which were greatest in 5‐year‐old children, even after adjusting for global age‐related differences. These findings, interpreted within a dual‐process framework, may suggest changes in both recollection and familiarity processes during early childhood. 相似文献
50.
An examination of recruitment materials and interviews with personnel involved in the employment of teacher educators to positions in university-based New Zealand initial teacher education (ITE) courses reveals three constructions of teacher educator as academic worker: the professional expert, the dually qualified, and the traditional academic. However, this study’s analysis shows how these constructions allow universities to pursue a bifurcated approach for the employment of teacher educators, an approach that maintains binaries within teacher education and hinders development in the field. Furthermore, as the spectre of a major cultural shift in the provision of New Zealand ITE arises, the extent to which the professional expert and traditional academic constructions of teacher educator might serve the scope of work required of postgraduate ITE going forth is questioned. 相似文献