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31.
19世纪纳撒尼尔.霍桑的名著《红字》与20世纪考琳.麦卡洛的畅销小说《荆棘鸟》描写的都是"知其不可为而为之"的爱情,那欲爱而不得的爱情都是在荒野中产生的。荒野不仅是罪恶与危险的渊薮,也是爱欲的伊甸园,那里绽开着文明之花。受到宗教禁锢的主人公海丝特和梅吉在荒野中思索而奋起反抗,并由她们的女儿实现荒野中的梦想。她们的女儿珠儿和朱丝婷是两位作家在现实世界的荒野中的希望之光。 相似文献
32.
中国现代知识分子性文化心理概观 总被引:3,自引:0,他引:3
刘金双 《信阳师范学院学报(哲学社会科学版)》2001,21(4):97-100
从五四时期开始,以鲁迅、周作人、张竞生、潘光旦等为代表的现代知识分子,策动了中国现代社会的一场以“人本主义”为核心,以女性解放为先导,以社会为本位的性文化变革运动。这场性文化变革运动所确立起来的新旧杂糅的价值体系,一方面以其现代性和前卫性冲击着传统的价值体系,确立起一系列性文化的现代命题,另一方面又因其理论的局限性和传播的单向性而脱离了民众和时代,以至于陷入乌托邦的境地。 相似文献
33.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 下载免费PDF全文
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
34.
Marielle L. J. Le Mat 《Gender and education》2016,28(4):562-580
It has been increasingly recognised that sexual violence in schools is one of the major concerns with regard to promoting sexual and reproductive health and rights. This paper examines how boys and girls define, experience, and interpret sexual violence in a secondary school in Addis Ababa, Ethiopia, and considers from their perspectives, how sexual violence can be addressed effectively in formal educational settings. Fifteen in-depth interviews and two focus group discussions revealed how these views can be strikingly different for boys and girls: boys sharing a theoretical and instrumental view on sexual violence, as opposed to girls’ emotional views based on their experiences. This major difference in understanding complicates teaching about sexuality, and leaves room for sexual violence to remain tolerated in schools. Nevertheless, all students express the need to learn openly about sexuality, and particularly to reflect on the contradicting messages they receive from their environment. 相似文献
35.
彭凤莲 《安徽教育学院学报》2004,22(1):34-37
传染病防治失职罪属于渎职罪中的一具体罪名.该罪在犯罪客体、客观方面、主体和主观方面都有自己的特征.在司法认定传染病防治失职罪时,我们要注意新旧刑法的变化和有关的司法解释.同时,我们要对该罪的立法设计和司法解释进行实事求是地评价. 相似文献
36.
Objectives
Published protocols for forensic interviewing for child sexual abuse do not include specific questions about what prompted children to tell about sexual abuse or what made them wait to tell. We, therefore, aimed to: (1) add direct inquiry about the process of a child's disclosure to a forensic interview protocol; (2) determine if children will, in fact, discuss the process that led them to tell about sexual abuse; and (3) describe the factors that children identify as either having led them to tell about sexual abuse or caused them to delay a disclosure.Methods
Forensic interviewers were asked to incorporate questions about telling into an existing forensic interview protocol. Over a 1-year period, 191 consecutive forensic interviews of child sexual abuse victims aged 3-18 years old in which children spoke about the reasons they told about abuse or waited to tell about abuse were reviewed. Interview content related to the children's reasons for telling or for waiting to tell about abuse was extracted and analyzed using a qualitative methodology in order to capture themes directly from the children's words.Results
Forensic interviewers asked children about how they came to tell about sexual abuse and if children waited to tell about abuse, and the children gave specific answers to these questions. The reasons children identified for why they chose to tell were classified into three domains: (1) disclosure as a result of internal stimuli (e.g., the child had nightmares), (2) disclosure facilitated by outside influences (e.g., the child was questioned), and (3) disclosure due to direct evidence of abuse (e.g., the child's abuse was witnessed). The barriers to disclosure identified by the children were categorized into five groups: (1) threats made by the perpetrator (e.g., the child was told (s)he would get in trouble if (s)he told), (2) fears (e.g., the child was afraid something bad would happen if (s)he told), (3) lack of opportunity (e.g., the child felt the opportunity to disclose never presented), (4) lack of understanding (e.g., the child failed to recognize abusive behavior as unacceptable), and (5) relationship with the perpetrator (e.g., the child thought the perpetrator was a friend).Conclusions
Specific reasons that individual children identify for why they told and why they waited to tell about sexual abuse can be obtained by direct inquiry during forensic interviews for suspected child sexual abuse.Practice implications
When asked, children identified the first person they told and offered varied and specific reasons for why they told and why they waited to tell about sexual abuse. Understanding why children disclose their abuse and why they wait to disclose will assist both professionals and families. Investigators and those who care for sexually abused children will gain insight into the specific barrier that the sexually abused child overcame to disclose. Prosecutors will be able to use this information to explain to juries why the child may have delayed his or her disclosure. Parents who struggle to understand why their child disclosed to someone else or waited to disclose will have a better understanding of their child's decisions. 相似文献37.
疫情防控时期,延迟开学,在“停课不停教,停课不停学,停课不停研”的背景下,有效组织一年级学生居家学习。通过开展线上主题教育、心理疏导、课程辅导答疑等活动,引导学生从科学和人文角度看待疫情,学会敬畏生命,激发爱国情怀,注重自我管理的养成教育,提升学生的学习能力。 相似文献
38.
高校作为我国舆论宣传、文化融合交流、社会主义核心价值观建设的主要阵地,会时刻受到来自互联网舆论的影响。文章对高校网络舆论热点的背景、特点、方式和现状进行研究,指出高校建立一套网络舆论的信息收集、信息分类、信息处理、信息存档和信息反馈机制,对高校的网络舆论引导、控制和宣传具有一定指导意义。 相似文献
39.
法律风险是对创业影响最大的风险之一,是导致目前大学生创业失败的重要因素。大学生防控法律风险不力既有其风险防范意识淡漠的因素,又有在企业内部未建立法律风险防线的原因。当前,应促进创业大学生在企业内部构建法律风险防控机制,包括强化大学生的法律风险防控意识,建立全员参与的法律风险责任体系,将法律风险防控融入到企业战略并整合到业务管理中,以及构建法律风险防控的动态闭环制度,从而实现对创业法律风险的全过程、全方位防控。 相似文献
40.
研究工作的开展将重点针对现阶段我国中职院校禽病防治教育教学工作的开展做有效的研究和探索,并且会将之融入教育现代化的背景下,通过线上教学和线下教学两种模式对课堂教学工作的开展做有效的构建和发展,借此实现后续教育教学工作的高效推动和建设.另外,研究将在线上教学与线下教学两种模式下搭建一个全新的混合教学平台,借此实现理实一体化、产教融合以及线上与线下资源的共享和共建机制. 相似文献