全文获取类型
收费全文 | 818篇 |
免费 | 25篇 |
专业分类
教育 | 642篇 |
科学研究 | 42篇 |
各国文化 | 12篇 |
体育 | 38篇 |
文化理论 | 10篇 |
信息传播 | 99篇 |
出版年
2023年 | 4篇 |
2022年 | 11篇 |
2021年 | 8篇 |
2020年 | 12篇 |
2019年 | 17篇 |
2018年 | 26篇 |
2017年 | 40篇 |
2016年 | 27篇 |
2015年 | 15篇 |
2014年 | 23篇 |
2013年 | 243篇 |
2012年 | 19篇 |
2011年 | 19篇 |
2010年 | 15篇 |
2009年 | 12篇 |
2008年 | 20篇 |
2007年 | 19篇 |
2006年 | 17篇 |
2005年 | 16篇 |
2004年 | 16篇 |
2003年 | 10篇 |
2002年 | 17篇 |
2001年 | 6篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 15篇 |
1997年 | 4篇 |
1996年 | 9篇 |
1995年 | 6篇 |
1993年 | 4篇 |
1992年 | 13篇 |
1991年 | 8篇 |
1990年 | 14篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 8篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 5篇 |
1981年 | 9篇 |
1979年 | 9篇 |
1978年 | 6篇 |
1977年 | 10篇 |
1976年 | 6篇 |
1974年 | 7篇 |
1971年 | 5篇 |
1923年 | 3篇 |
1922年 | 3篇 |
1915年 | 3篇 |
排序方式: 共有843条查询结果,搜索用时 31 毫秒
61.
62.
63.
64.
65.
66.
The international perceptions of Japanese young adults were explored in 172 professional education students in two Tokyo colleges. They classified 30 nations according to their “current” and “future” affinity to Japan. Little difference was detected in the Q-sorts between institutions arid sexes, while the “current” and “future” sorts correlated .96 with each other. In cluster analyses, many two-nation units (e.g., Czechoslovakia-Yugoslavia) were found to be the building blocks for the overall pattern. The total configuration consisted of three broad groups: mostly Western European nations, problematical nations (China, Russia, Israel, Egypt, etc.), and remote and neutral nations. Structurally, the results were similar to those for American young adults, but the contents were different. The notion of cultural metastereotypes thus received tentative support. 相似文献
67.
Davis KS Burgeson CR Brener ND McManus T Wechsler H 《Research quarterly for exercise and sport》2005,76(2):202-211
The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teachingpractices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs. 相似文献
68.
69.
70.
This paper draws from our experiences of an EU Life Long Learning Programme Project: GATE Understanding Dyslexia Phenomena Between Pre-Primary And Primary (2009–2011) to discuss different conceptual positions concerning dyslexia. It compares medical notions of dyslexia with perspectives from childhood and disability studies to question the ways in which we encourage children, parents and professionals to understand dyslexia in educational settings. In so doing, it highlights a contrast between medical literature, social model perspectives and practical approaches among the contrasting work contexts of the partners of the GATE project. The paper indicates that the GATE partners found there was a lack of clarity concerning theory and policy on dyslexia across their countries. The paper compares different practices concerning dyslexia in Bulgaria, Spain, Italy, Turkey and Scotland and concludes there is a need to balance out impairment-specific approaches with those that are based on more political notions of inclusion, community and relationship-building. 相似文献