全文获取类型
| 收费全文 | 1689篇 |
| 免费 | 35篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1230篇 |
| 科学研究 | 129篇 |
| 各国文化 | 15篇 |
| 体育 | 147篇 |
| 文化理论 | 11篇 |
| 信息传播 | 194篇 |
出版年
| 2022年 | 10篇 |
| 2021年 | 23篇 |
| 2020年 | 33篇 |
| 2019年 | 62篇 |
| 2018年 | 70篇 |
| 2017年 | 66篇 |
| 2016年 | 70篇 |
| 2015年 | 28篇 |
| 2014年 | 49篇 |
| 2013年 | 387篇 |
| 2012年 | 42篇 |
| 2011年 | 44篇 |
| 2010年 | 32篇 |
| 2009年 | 38篇 |
| 2008年 | 59篇 |
| 2007年 | 40篇 |
| 2006年 | 47篇 |
| 2005年 | 41篇 |
| 2004年 | 34篇 |
| 2003年 | 27篇 |
| 2002年 | 34篇 |
| 2001年 | 30篇 |
| 2000年 | 27篇 |
| 1999年 | 27篇 |
| 1998年 | 20篇 |
| 1997年 | 22篇 |
| 1996年 | 23篇 |
| 1995年 | 20篇 |
| 1994年 | 14篇 |
| 1993年 | 23篇 |
| 1992年 | 13篇 |
| 1991年 | 13篇 |
| 1990年 | 19篇 |
| 1989年 | 14篇 |
| 1988年 | 11篇 |
| 1987年 | 7篇 |
| 1986年 | 16篇 |
| 1985年 | 17篇 |
| 1984年 | 14篇 |
| 1983年 | 17篇 |
| 1982年 | 7篇 |
| 1981年 | 8篇 |
| 1980年 | 7篇 |
| 1979年 | 7篇 |
| 1977年 | 10篇 |
| 1976年 | 8篇 |
| 1975年 | 6篇 |
| 1974年 | 9篇 |
| 1973年 | 6篇 |
| 1890年 | 7篇 |
排序方式： 共有1726条查询结果，搜索用时 406 毫秒
61.
This article focuses on the theory and practice of teamwork in ‘top management teams’ in UK higher education institutions. It is informed by some of the key findings from a recent two‐year research project sponsored by the Leadership Foundation for Higher Education that investigated the different ways in which UK higher education institutions organise their ‘top management’ and ‘senior management’ structures ( Kennie and Woodfield, 2008 ). The authors discuss literature from the corporate and higher education sectors on the meaning of ‘teamwork’ in top teams (e.g. Bensimon and Neumann, 1993 ; Katzenbach, 1998 ; Wageman et al., 2008 ) and relate the findings to the challenges of top level team working in higher education settings. Particular issues discussed include: the terminology related to higher education top teams, areas of decision‐making and time‐management, team orientation and agenda setting, team behaviours and team roles, team performance and evaluation, location, logistical support and resources, and team development. The authors conclude that the challenges of top team working in higher education settings are similar to those found in the corporate sector, albeit nuanced by different organisational cultures, and suggest some key principles to help top teams in higher education institutions improve their ability to work effectively together. 相似文献
62.
63.
64.
Steve Johnson 《British Journal of Educational Studies》1998,46(2):201-213
The Sophists, and the Socratic response they provoked, are considered in order to elucidate issues raised by present-day skill-talk. These issues include: whether skills avoid questions of ends and truth; the existence of general skills, such as critical thinking; the importance of knowledge; skills and the personality; and some implications for teaching and philosophy. 相似文献
65.
66.
This study examined attentional processes underlying skilled motor performance in threatening situations. Twenty-four trained participants performed a simulated rally driving task under conditions designed either to direct the focus of attention toward the explicit monitoring of driving or a distracting secondary task. Performance (lap time) was compared with a "driving only" control condition. Each condition was completed under nonevaluative and evaluative instructional sets designed to manipulate anxiety. Mental effort was indexed by self-report and dual-task performance measures. The results showed little change in performance in the high-threat explicit monitoring task condition, compared with either the low-threat or the high-threat distraction conditions. Mental effort increased, however, in all high- as opposed to low-threat conditions. Performance effectiveness was therefore maintained under threat although this was at the expense of reduced processing efficiency. The results provide stronger support for the predictions of processing efficiency theory than self-focus theories of choking. 相似文献
67.
68.
69.
70.
成功教练员应具备的10项素质 总被引：2，自引：0，他引：2
成功教练员都具备同样的素质。在20多年来的教练生涯中,笔者认为一个成功的教练员应当具备以下10项素质:一、耐心队员越年轻,教练员就越要有耐心。不要期待所有队员都能在第一时间里领会教练员所传授的技术。让队员们注意教练员传授的内容并听从指导,才是最大的挑战。对于那些不听指导的队员,必须不断提醒他们。 相似文献