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51.
Conclusion The nursery school may be considered an institution and a market where the habits produced by the family are moulded, developed and standardized; thus, it is confronted with an objective definition of early childhood embedded in pedagogical practices. The proper objective of a sociology of nursery-school practice is the analysis of the lag between the functions delegated to the school by the different social classes and the functions which it objectively tends to fulfill. Here we have the best test of the lag between the pedagogic demands of the different classes and what the schools supply-which is very abstract, with results that are only visible at a later stage in the school career. It is not so much a question of learning to read or of preparing to do so (the acquisition of certain logical operations or a developed sensitivity, of acquiring a few I.Q. points). This learning takes place through many varied activities which apppear to be far from the learning function.All told, the conditions for understanding nursery-school exercises flow from the conditions for inventing these exercises. For instance, in games of manipulation, construction, classifying various objects, is not some knowledge of Piaget (at least in the sense of some psychologikal knowledge) needed to understand that practical manipulation is also logical manipulation, to see in cube games the learning of logic? Similarly, the language naïveté cultivated in language games is a clever naïveté, which supposes for example a cultured re-discovery of popular archaic language or of child talk. p ]Is it not likely to appear as pure childishness to those who, without the ncessary cultural knowledge, do not have the keys to decipher these ostensibly naïve exercises? Similarly, the conditions for understanding children's drawings as artistic learning (and the nursery school as an educational institution) are the very conditions for understanding modern art as art.It is not just a matter of perception and understanding; as the objective definition of early childhood proper to the different social classes becomes pervasive both in the relationship with school and in the socialization practices of the family, it patterns the children's habitus (as long-lasting internalized dispositions), which in turn influence the child's behavior and attitude towards school.The perception categories and the different forms of treatment of young children appropriate to each social class are not simply the result of the diffusion of definitions of early childhood produced by the autonomous evolution of scientific and artistic disciplines. They are the products of all the social and cultural conditions which define the class situation. We may also wonder whether at least some pedagogy and certain types of exercises do not presume that the child has socially marked attitudes, produced in some classes by family inculcation. For instance, a general attitude of disinterested interest is required by a pedagogy offering multiple activities and open to an attitude of active research and exploration. Does not this attitude suppose as an existential possibility the condition of social classes protected from economic pressure and from the urgency of immediate life, a general attitude towards life nearer to leisure than to the constraints of work?Thus, in confronting supply with demand—here even less than elsewhere-there is no question of comparing the expectations arising from users' opinions with the program offered in the official definition of the institution. The expectations are those which arise from objective determinations inherent in each social group, the forms of treatment and perception of early childhood. To analyze the program-and therefore to ascertain the social conditions governing the use of the nursery school—the dominant definition of early childhood on which the institution is founded must be brought to light. Moreover, the way in which this definition is written into the curriculum (and, subsequently, into pedagogical practice) must also be studied. This implies that the preliminary condition for a sociological analysis of the functions performed by the nursery school for the different social classes would be an analysis of a) the components of this dominant definition of early childhood and b) of the social conditions in those groups which make it possible to identify these components.We wish to thank P. Bourdieu for his advice during our research. R. Collins provided useful suggestions after reading the first version of this paper. 相似文献
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53.
Astrid Schreyögg 《Organisationsberatung, Supervision, Coaching》2005,12(4):397-402
Dual Career Couples as a form of work-life-integrationThe author discusses the situation of dual career couples, when both are university graduates following an own career. Basing on a respective publication she delineates the current, mostly American research and reports on several German research projects, which endeavour to analyse the relation between gender and inequality in dual career couples. 相似文献
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56.
Monique Bär Christine Böckelmann Jean-Paul Thommen 《Organisationsberatung, Supervision, Coaching》2006,13(1):44-55
When organizations employ coaching as an instrument for personnel development, the question arises whether they should opt to engage internal or external consultants. In a first step, this article identifies the characteristics of internal and external coaches by means of a series of criteria. It then goes on to discuss the factors which influence the suitability of choice between an internal or external coach at the level of the organization, in terms of the coachee and in terms of the coach. It becomes apparent that there is a situational consideration of the advantages and disadvantages. The article concludes with an actual example which demonstrates possibilities to combine the advantages of internal and external coaching. 相似文献
57.
Internalized Other Interviewing in Relational Therapy: Three Discursive Approaches to Understanding its Use and Outcomes 下载免费PDF全文
Tanya E. Mudry Tom Strong Inés Sametband Marnie Rogers‐de Jong Joaquín Gaete Samantha Merritt Emily M. Doyle Karen H. Ross 《Journal of marital and family therapy》2016,42(1):168-184
For over 20 years, family therapist Karl Tomm has been engaging families and couples with a therapeutic intervention he calls Internalized Other Interviewing (IOI). The IOI (cf. Emmerson‐Whyte, 2010; Hurley, 2006) entails interviewing clients, from the personal experiences of partners and family members as an internalized other. The IOI is based on the idea that through dialogues over time, one can internalize a sense of one's conversational partner responsiveness in reliably anticipated ways. Anyone who has thought in a conversation with a family member or partner, “Oh there s/he goes again,” or anticipates next words before they leave the other's mouth, has a sense of what we are calling an internalized other. For Tomm, the internalized anticipations partners and family members may have offers entry points into new dialogues with therapeutic potential—particularly, when their actual dialogues get stuck in dispreferred patterns. 相似文献
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59.
To compare two modes of administration (self-administered; by interviewer) and two response options format (using words; images
of “facial-expressions”) of the first question of SF-36 (Q1SF-36), and to test its validity. We included 825 participants
(20–90 years). Q1SF-36, using words or images, was included in a global questionnaire interview and at the end participants
filled the SF-36. The agreement was tested by weighted kappa coefficients (WKappa). Classification Trees were used in the
calibration of Q1SF-36 responses, with the physical (PDSF36) and mental dimensions of SF-36. Polyserial correlation coefficients
and areas under the ROC curves (AUC) were used for validation. After categorization, using PDSF36 classification trees, the
WKappa were 0.770 (self-administered vs. interviewer), 0.569 (self-administered vs. facial-expressions) and 0.566 (interviewer
vs. facial-expressions). The WKappa between the PDSF36 and the modes (self-administered, interviewer and facial-expressions)
were 0.784, 0.713 and 0.579 and the corresponding polyserial correlation coefficients were 0.784, 0.713 and 0.579. A good
discriminatory power was found comparing the modes with the PDSF36 (AUC = 0.907, 0.923 and 0.827), but not with mental dimension
(AUC = 0.538, 0.501 and 0.629). The Q1SF-36, by self-administration or interviewer, may be a valid alternative for assessment
of subjective physical health, but not mental health. 相似文献
60.
Nathalie Villa-Vialaneix Noslen Hernández Alain Paris Céline Domange Nathalie Priymenko Philippe Besse 《统计学通讯:模拟与计算》2016,45(1):282-298
Wavelet thresholding of spectra has to be handled with care when the spectra are the predictors of a regression problem. Indeed, a blind thresholding of the signal followed by a regression method often leads to deteriorated predictions. The scope of this article is to show that sparse regression methods, applied in the wavelet domain, perform an automatic thresholding: the most relevant wavelet coefficients are selected to optimize the prediction of a given target of interest. This approach can be seen as a joint thresholding designed for a predictive purpose. The method is illustrated on a real world problem where metabolomic data are linked to poison ingestion. This example proves the usefulness of wavelet expansion and the good behavior of sparse and regularized methods. A comparison study is performed between the two-steps approach (wavelet thresholding and regression) and the one-step approach (selection of wavelet coefficients with a sparse regression). The comparison includes two types of wavelet bases, various thresholding methods, and various regression methods and is evaluated by calculating prediction performances. Information about the location of the most important features on the spectra was also obtained and used to identify the most relevant metabolites involved in the mice poisoning. 相似文献