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991.
双语教学已经成为我国课程教学的发展趋势,开展双语教学是培养具有国际合作意识、国际交流能力和具有国际竞争力的外向型人才的客观要求。文章对数理统计双语教学的必要性以及在双语教学的实践中应该注意的问题进行了探讨,并提出了解决问题的方法。 相似文献
992.
中国的职业教育历来拥有"使命文化"、"精神文化"和"观念文化"等文化"基因"。然而,在现实社会中,中国职业教育却遭遇着使命模糊、精神缺少、观念偏颇等文化困境。为了实现职业教育的发展,必须从文化角度去改革职业教育,创新职业教育的观念文化、制度文化以及其人才培养模式。 相似文献
993.
改革开放以来,我国高等职业教育快速发展,随着发展的深入,人才培养的效果和社会就业市场的需求之间的差距也显现出来。人才培养质量与课程设置直接相关。文章从以就业为导向的课程模式的角度,分析目前高职教育所采用的课程模式实施过程中存在的问题及其原因,提出了解决问题的切实可行的措施和办法,以供高职院校参考。 相似文献
994.
教师职业的社会责任是要把广大青少年培养成为有理想、有道德、有文化、有纪律的社会主义建设人才。人才的培养不仅决定于教师的劳动,而且决定于周围环境的关系。为了使环境符合教育学,教师必须遵循社会主义教师职业的道德要求,正确处理教师和社会的关系,教师职业要适应新时期的要求和建设的需要。 相似文献
995.
在总结阐释大学生创业教育本质内涵的基础上,分析了我国大学生创业教育中存在的问题,并有针对性地提出了改进策略与建议,以期对促进我国大学生创业教育的健康发展有所启示。 相似文献
996.
997.
Jeremy D. Franklin 《Race Ethnicity and Education》2019,22(5):589-609
Student of Color often reference racial microaggressions when asked to describe their post-secondary experience. The racial battle fatigue framework assists in understanding the cumulative, negative effect of racial microaggressions on psychological, behavioral, and physiological outcomes. This paper assesses the racial battle fatigue framework for African American and Mexican American college students and the impact of coping on racial stress. Results demonstrate that racial microaggressions negatively impact stress responses for African American and Mexican Americans differently, but coping may help alleviate the impact of racial battle fatigue. Universities can address racial microaggressions and negative health outcomes by educating campus constituents about racial microaggressions, addressing Whiteness, and providing education about adaptive coping strategies. 相似文献
998.
Paul C. Gorski 《Race Ethnicity and Education》2019,22(1):1-20
Activist burnout scholarship has inadequately considered challenges marginalized-identity activists, such as racial justice activists of color, experience in the course of their activism – challenges from which privileged identity activists, such as white racial justice activists, are protected. This article attempts to address this gap through a phenomenological study examining activist burnout in racial justice activists of color whose primary sites of activism are predominantly white colleges and universities in the United States at which they work. In order to stretch activist burnout theory to differentiate unique marginalized-identity activists’ burnout causes from general causes that do not consider specific activist identities, the lens of racial battle fatigue is employed. Findings show that, although participants shared many causes of burnout that are consistent with general non-identity-specific causes described in existing literature, racial battle fatigue hastened their burnout while their activist commitments elevated their battle fatigue. 相似文献
999.
Soria E. Colomer 《Race Ethnicity and Education》2019,22(2):194-210
As Latinx teachers are recruited to work in U.S. schools, a continued agenda to understand their experiences is warranted. This multiple case study considers the storytelling of six Latinx teachers in a new Latinx diaspora community. It documents both their racial literacy (the ability to resolve racially stressful issues) and their experiences with (un)masking (literal and figurative ways to cover or embrace racial markers). This study reveals the tensions that arise when Latinx teachers attempt to define their identity in social spaces where their languages, bodies, and names, among other markers, are racialized when read by others. Implications for teacher education include a call to include storytelling as a pedagogical tool to develop Latinx teachers’ racial literacy skills. By experiencing storytelling in their own schooling, Latinx teachers are more likely to model such racial literacy skills in their schooling communities; thereby, empowering a generation of students to enact more humanizing behaviors. 相似文献
1000.
Mia Angélica Sosa-Provencio Annmarie Sheahan Rayanna Fuentes Simona Muñiz Rosa Elena Prada Vivas 《Race Ethnicity and Education》2019,22(2):211-230
This article details one teacher preparation course centering Latin American Testimonio narratives of struggle/survival amid structural oppression for use in secondary curriculum. As our class of predominantly Latina/o students and two Latina instructors engaged Testimonio pedagogy, we fashioned a hopeful alternative to our own experiences of intergenerational oppression. While research indicates that the experiences and histories of pre-service Teachers of Color lend pedagogical strength and critical consciousness to teacher education, three Latina pre-service students highlight the ways in which Testimonio became more than a pedagogical approach. Testimonio’s collectivity, resistance, hope, and assertions of voice and dignity moved through them not as educators first but as (great-grand)daughters of oppressed though still-resilient People(s). Testimonio emboldened these Latina pre-service educators to recognize and validate their own inherited multiliteracies, (re)claim their connectedness to land, and articulate their visions for more equitable schooling. This work advances research into the essentiality of engaging race and ethnicity in K-12 and teacher education curriculum and pedagogy. 相似文献