全文获取类型
收费全文 | 1419篇 |
免费 | 25篇 |
国内免费 | 6篇 |
专业分类
教育 | 1081篇 |
科学研究 | 100篇 |
各国文化 | 17篇 |
体育 | 112篇 |
综合类 | 5篇 |
文化理论 | 35篇 |
信息传播 | 100篇 |
出版年
2023年 | 9篇 |
2022年 | 26篇 |
2021年 | 44篇 |
2020年 | 51篇 |
2019年 | 68篇 |
2018年 | 92篇 |
2017年 | 85篇 |
2016年 | 79篇 |
2015年 | 61篇 |
2014年 | 68篇 |
2013年 | 275篇 |
2012年 | 106篇 |
2011年 | 62篇 |
2010年 | 43篇 |
2009年 | 52篇 |
2008年 | 39篇 |
2007年 | 38篇 |
2006年 | 26篇 |
2005年 | 31篇 |
2004年 | 26篇 |
2003年 | 18篇 |
2002年 | 33篇 |
2001年 | 9篇 |
2000年 | 12篇 |
1999年 | 3篇 |
1998年 | 12篇 |
1997年 | 5篇 |
1996年 | 6篇 |
1995年 | 5篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 9篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 9篇 |
1988年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1983年 | 1篇 |
1981年 | 2篇 |
1980年 | 5篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1964年 | 2篇 |
1963年 | 1篇 |
排序方式: 共有1450条查询结果,搜索用时 171 毫秒
71.
Patrocinio Zaragoza-Sáez Enrique Claver-Cortés Bartolomé Marco-Lajara Mercedes Úbeda-García 《知识管理研究与实践》2016,14(4):489-501
Knowledge creation is one of the most important dynamic capabilities that firms can use to develop new assets, which can represent the basis for future innovations. Within a context of growing globalisation, the acquisition and creation of knowledge is one of the main objectives sought with international expansion. The consideration of intellectual capital within the knowledge creation process in subsidiaries offers an innovative way to undertake knowledge management practices in multinationals. Theoretical and empirical works can be found in the literature about intellectual capital. However, very few studies link intellectual capital to knowledge creation in multinationals. Seeking to fill this gap, the purpose of this paper is to develop and test a model that includes the main intangibles belonging to structural and relational capital that can influence knowledge creation in Spanish subsidiaries of foreign multinational firms belonging to high-technology and knowledge-intensive sectors. Theoretical, empirical and managerial contributions result from this paper. 相似文献
72.
73.
县级中学高中生物理考试成败归因特点 总被引:1,自引:0,他引:1
以435名县级中学高中生为被试,以考试成败归因问卷为工具,旨在探讨高中生对物理考试成败结果的归因特点。研究表明:(1)整体上看,县级中学高中生对物理考试成败倾向于作内部归因,他们将持久努力、临时努力和学习方法等内部可控原因视为首要原因;(2)自我评价成功者与失败者对考试结果的归因存在明显差异;(3)男女生对考试成功的归因不存在明显的差异,对考试失败的归因有一定差异,女生比男生更看重能力、学习方法、学习基础与任务难度等原因对失败结果的影响;(4)高中生对考试成败的归因不存在明显的年级差异。 相似文献
74.
Elizabeth Murphy María A. Rodríguez‐Manzanares Michael Barbour 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):583-591
This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting. 相似文献
75.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(6):843-860
This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial aspects of the micro politics of class and gender and processes of identity-making. Following Sayer, this article maps students’ responses to immoral sentiments and misrecognition: the search for respect and respectability, and moral boundary drawing. It demonstrates that these reactions are entangled in students’ class and gender identity-making. It also shows how ‘victims’ are able to regain respect. However, the individualized nature of these processes and the spirals of aggression they instigate demonstrate the fragile and temporary nature of this achievement. 相似文献
76.
Health literacy has firmly established the links between literacy skills and health outcomes and is subsequently considered a key strategy for improving the health of disadvantaged populations and addressing social inequality. However, current research findings for improving health literacy have primarily focused on adults and actions within health and health care settings. Implementation studies outside the health sector are scarce. This study, a subset of the INCLUD-ED community- based project on social inclusion, reports on successful community-based approaches to health literacy. This article focuses on two schools that take advantage of the cultural intelligence of their students' family members, allowing them to make health literacy programmes more effective and useful for the participants. In addition, family involvement in educational activities addressed to children, including health programmes, has been found to improve the health literacy of the participating adults and their use of healthcare services. Findings indicate that schools in Europe can play a key role in breaking the cycle of health inequalities by promoting health literacy through education. 相似文献
77.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
78.
79.
80.