全文获取类型
| 收费全文 | 2077篇 |
| 免费 | 33篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1491篇 |
| 科学研究 | 204篇 |
| 各国文化 | 38篇 |
| 体育 | 133篇 |
| 综合类 | 1篇 |
| 文化理论 | 24篇 |
| 信息传播 | 221篇 |
出版年
| 2023年 | 20篇 |
| 2022年 | 11篇 |
| 2021年 | 31篇 |
| 2020年 | 40篇 |
| 2019年 | 59篇 |
| 2018年 | 57篇 |
| 2017年 | 87篇 |
| 2016年 | 77篇 |
| 2015年 | 50篇 |
| 2014年 | 45篇 |
| 2013年 | 482篇 |
| 2012年 | 34篇 |
| 2011年 | 39篇 |
| 2010年 | 42篇 |
| 2009年 | 47篇 |
| 2008年 | 63篇 |
| 2007年 | 23篇 |
| 2006年 | 40篇 |
| 2005年 | 38篇 |
| 2004年 | 36篇 |
| 2003年 | 32篇 |
| 2002年 | 30篇 |
| 2001年 | 38篇 |
| 2000年 | 31篇 |
| 1999年 | 25篇 |
| 1998年 | 19篇 |
| 1997年 | 14篇 |
| 1996年 | 20篇 |
| 1995年 | 23篇 |
| 1994年 | 28篇 |
| 1993年 | 16篇 |
| 1992年 | 24篇 |
| 1991年 | 22篇 |
| 1990年 | 28篇 |
| 1989年 | 18篇 |
| 1988年 | 16篇 |
| 1987年 | 14篇 |
| 1986年 | 18篇 |
| 1985年 | 20篇 |
| 1984年 | 16篇 |
| 1981年 | 21篇 |
| 1979年 | 14篇 |
| 1978年 | 11篇 |
| 1977年 | 14篇 |
| 1976年 | 15篇 |
| 1975年 | 9篇 |
| 1974年 | 10篇 |
| 1972年 | 12篇 |
| 1968年 | 9篇 |
| 1923年 | 10篇 |
排序方式： 共有2112条查询结果，搜索用时 212 毫秒
21.
Joseph E. Flynn Jr. 《Multicultural Perspectives》2015,17(3):115-124
This article introduces the notion White fatigue. White fatigue occurs for White students who have grown tired of learning and discussing race and racism, despite an understanding of the moral imperative of anti-racist and anti-oppressive practices. The article differentiates White fatigue from ideas like White resistance, White guilt, or White fragility, arguing that each of these phenomenon occur at different stages of White Racial Identity Development. Distinction is also drawn among White fatigue and other forms of racially based fatigue, specifically racial battle fatigue and White people fatigue syndrome. Further drawing on the notion of stereotype threat, the article considers the challenges for White students learning about race and racism while simultaneously resisting being labeled a racist. This struggle is elemental to the manifestation of White fatigue. Ultimately, the author argues that educators must be more accurate in how they define the range of responses from White students, consistently humanize all students in the process of understanding race and racism, and encourage further research for understanding a condition that is happening to a growing number of students. 相似文献
22.
Be empowering. Be athlete-centered. Be autonomy supportive. These are three related topics currently being promoted by sport psychologists and sport pedagogists in an effort to recognize athletes’ unique qualities and developmental differences and make coaching more holistic and coaches more considerate. This has led us to ask, how likely are such initiatives to lead to coaches putting their athletes at the center of the coaching process given that coaches’ practices have largely been formed through relations of power that subordinate and objectify athletes’ bodies through the regular application of a range of disciplinary techniques and instruments [e.g. Barker-Ruchti, N., &; Tinning, R. (2010). Foucault in leotards: Corporeal discipline in women's artistic gymnastics. Sociology of Sport Journal, 27, 229–250; Heikkala, J. (1993). Discipline and excel: Techniques of the self and body and the logic of competing. Sociology of Sport Journal, 10, 397–412; Gearity, B., &; Mills, J. P. (2012). Discipline and punish in the weight room. Sports Coaching Review, 1, 124–134]? In other words, to try to develop athlete-centered coaches capable of coaching in ways that will empower their athletes without also problematizing the discursive formation of coaches’ practices concerns us [Denison, J., &; Mills, J. P. (2014). Planning for distance running: Coaching with Foucault. Sports Coaching Review, 3, 1–16]. Put differently: how can athlete empowerment initiatives be anything more than rhetoric within a disciplinary framework that normalizes maximum coach control? It is this question that we intend to explore in this paper. More specifically, as Foucauldians, we will argue that coaching with greater consideration for athletes’ unique qualities and developmental differences needs to entail coaching in a less disciplinary way and with an awareness and appreciation of the many unseen effects that disciplinary power can have on coaches’ practices and athletes’ bodies. 相似文献
23.
24.
25.
26.
Joseph Tobin Dana Davidson 《International journal of qualitative studies in education》2013,26(3):271-283
Polyvocal approaches allow researchers and informants to interact on a more equal footing and informants’ voices to be heard in the final text. But research methods intended to empower informants also can be a source of unanticipated authorial power ‐ the power to confront informants with unsolicited self‐reflections and to textualize people's lives and words. The authors reflect on those ethical dilemmas in this article. 相似文献
27.
28.
29.
30.