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51.
This investigation proposes that theory of mind (ToM) may be related more strongly to change in friendships than peer acceptance in late middle childhood through early adolescence, and examines the relation between ToM and anxious solitude. Fourth grade ToM was tested as a predictor of change in reciprocated friendships, peer acceptance, and anxious solitude from 4th to 7th grade, and, conversely, reciprocated friendships, peer acceptance, and anxious solitude in 3rd grade were tested as predictors of 4th grade ToM. Gender moderation of these relations was evaluated. Participants were 688 American public-school children (51.5% girls), 193 of whom completed a ToM questionnaire in 4th grade. In 3rd–7th grade children and their peers reported reciprocated friendship, and peers reported peer acceptance and anxious solitude annually. A multi-group (gender split) autoregressive cross-lagged panel analysis modeled relations between ToM and reciprocated friendship, peer acceptance, and anxious solitude over time. Consistent with hypotheses, girls’ more advanced 4th grade ToM predicted incremental gains in their number of friendships two years later, but not their peer acceptance. In contrast, boys’ more advanced 4th grade ToM did not predict change in their number of friendships or peer acceptance over time. Gender differences in the relation between ToM and friendship are discussed in the context of gender-specific peer relations patterns in late middle childhood and early adolescence. Additionally, more advanced 4th grade ToM predicted gains in anxious solitude in middle school for both genders. This somewhat surprising result is discussed in relation to ToM assessment and peer relations in anxious solitary children. 相似文献
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1920年初,在政府和新文化派精英的共同“运动”下,北京政府教育部终将国民学校“国文”改为“国语”。这标志着白话文以“国语”的合法身份进入知识生产体系,同时亦是文言教育传统的衰落和边缘化的开始。 相似文献
54.
目前我国民办学校发展规模较大,其中中外合作制学校有较大的影响。为了研究民办学校的发展规律,本文从《中华人民共和国合作办学条例》分析入手,主要论述了中外合作制学校的主要特征、比较优势、主要问题以及中外合作制学校的改进关键。 相似文献
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Stevie N. Grassetti Julie A. Hubbard Marissa A. Docimo Megan K. Bookhout Lauren E. Swift Michael J. Gawrysiak 《Social Development》2020,29(1):290-302
The current study examined parental advice given to fourth‐ and fifth‐grade preadolescents who imagined being bystanders to different forms of bullying (physical, verbal, property attack, social manipulation, exclusion). We assessed the frequency with which parents advised youth to follow specific intervention strategies (stop the bully, help/comfort the victim, tell adults), and we tested whether the frequency by which parents provided each kind of advice varied by the form of bullying described. One hundred and six fourth‐ and fifth‐grade preadolescents completed an interaction in which their parent gave them advice about how to respond if they were bystanders to five hypothetical bullying situations. Each situation described a different form of bullying. Across forms of bullying, parents most frequently told bystander children to intervene by telling an adult. However, advice differed based on the form of bullying presented. Parents most frequently advised children to “tell an adult” in response to physical bullying or property attacks, most frequently advised children to “help/comfort victims” in response to social exclusion and physical attacks, and most frequently advised children to “stop the bully” in response to verbal and social manipulation bullying. 相似文献
57.
Kumaravadivelu教授提出的后方法理论是外语教学的最新成果,后方法理论提出的"特殊性"、"实用性"和"可能性"三个参数和十个宏观策略,启发英语教学的思维。本文试图通过后方法理论对民族高职院校英语教学的指导,使教师突破困境,理论和实践合理的互换。 相似文献
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Prime aim is to examine the way the culture sector reuses industrial buildings to instigate cultural activities in the municipalities. The discussion of various actors’ motivation for engagement is based on results from a case study, supplemented with findings from a coarse-meshed telephone survey. At national level overarching political guidelines can be traced back to white papers concerning cultural policy, urban transformation and cultural heritage, and the municipalities’ cultural policies mirror these guidelines. What tends to decide if such initiatives are considered successful are local abilities to cross sectorial divisions and instigate cooperation between municipal planners, private entrepreneurs and NGOs. 相似文献
59.
Steven G. Rivkin Eric A. Hanushek John F. Kain 《Econometrica : journal of the Econometric Society》2005,73(2):417-458
This paper disentangles the impact of schools and teachers in influencing achievement with special attention given to the potential problems of omitted or mismeasured variables and of student and school selection. Unique matched panel data from the UTD Texas Schools Project permit the identification of teacher quality based on student performance along with the impact of specific, measured components of teachers and schools. Semiparametric lower bound estimates of the variance in teacher quality based entirely on within‐school heterogeneity indicate that teachers have powerful effects on reading and mathematics achievement, though little of the variation in teacher quality is explained by observable characteristics such as education or experience. The results suggest that the effects of a costly ten student reduction in class size are smaller than the benefit of moving one standard deviation up the teacher quality distribution, highlighting the importance of teacher effectiveness in the determination of school quality. 相似文献
60.
Regina Brandl 《Organisationsberatung, Supervision, Coaching》2000,7(3):261-268
School developmement, a critical perspective Today, everything dealing with school becomes subsumed under the keyword school development. The demand for school development is raised by two sides: on the one hand by political and social groups, on the other by schools themselves. In this way, very different ideas and demands on school development arise. School as institution and schools as highly complex organizations can’t be reformed with programs derived from economy and management methods. The legal and social context as well as school theories, organizational culture, internal structures and the self concept of teachers constitute the frame, in wich school development takes place as a continual process and whose neglect causes frustration and failure. 相似文献