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Chulpan Gromova Rezeda Khairutdinova Dina Birman Aydar Kalimullin 《Intercultural Education》2019,30(5):495-509
ABSTRACTEducational institutions are an important setting where psychological, pedagogical, sociocultural, and language adaptation of immigrant children occurs. A number of teaching strategies, practices, approaches, and methods have been described in the literature. In the Russian context, such strategies have been called ‘technologies’. The purpose of the present exploratory study was to describe teaching technologies used by teachers in Russia when working with immigrant students in elementary schools. Responses of forty-five elementary school teachers to open-ended questions describing technologies they use when teaching children with migration backgrounds were analyzed using content analysis. Findings suggest that Russian elementary school teachers used ethno-cultural group, communicative technologies, games, individualized instruction, and differentiated teaching. Many approaches mentioned can be used inclusively with groups of immigrant and non-immigrant students. Importantly, while teachers supplemented classroom instruction with additional Russian language lessons, none mentioned specific techniques for teaching Russian as a non-native language. These findings are discussed in relation to teaching strategies described in the international literature focused on migrant students. Finally, implications for further research are discussed. 相似文献
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Pablo Astudillo Lizama 《Journal of homosexuality》2015,62(10):1432-1455
Homosexual sociability space in Santiago is not socially homogenous. Beyond non-heterosexual identities segmentation (gay, lesbian, queer, BDSM, etc.), the present article proposes a reflection observing certain social distinctions or differences that come into play to create a hierarchy among gay and lesbian individuals within that space. Using a qualitative approximation, we analyze the discourse of homosexual men and women about ways to display homosexuality in different places in the city, as well as some sociability practices used in homosexual venues. The resulting social hierarchy is understood through two central subjective rules: discretion and good taste, dynamic mechanisms that perpetuate the distance among groups within the same sociability space, and to some extent reproduce the city’s class structure. Given that material means to privatize and sophisticate homosexual expression are unequally distributed in Santiago, the resulting differentiated social networks end up configuring the visibility strategies of homosexual identity played out in the city in the last years. 相似文献
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The socio-economic literature has focused much on how overall inequality in income distribution (frequently measured by the Gini coefficient) undermines the “trickle down” effect. In other words, the higher the inequality in the income distribution, the lower is the growth elasticity of poverty. However, with the publication of Piketty’s magnum opus (2014), and a subsequent study by Chancel and Piketty (2017) of evolution of income inequality in India since 1922, the focus has shifted to the income disparity between the richest 1% (or 0.01%) and the bottom 50%. Their central argument is that the rapid growth of income at the top end of millionaires and billionaires is a by-product of growth. The present study extends this argument by linking it to poverty indices in India. Based on the India Human Development Survey 2005–12 – a nationwide panel survey-we examine the links between poverty and income inequality, especially in the upper tail relative to the bottom 50%, state affluence (measured in per capita income) and their interaction or their joint effect. Another feature of our research is that we analyse their effects on the FGT class of poverty indices. The results are similar in as much as direction of association is concerned but the elasticities vary with the poverty index. The growth elasticities are negative and significant for all poverty indices. In all three cases, the disparity between the income share of the top 1% and share of the bottom 50% is associated with greater poverty. These elasticities are much higher than the (absolute) income elasticities except in the case of the poverty gap. The largest increase occurs in the poverty gap squared – a 1% greater income disparity is associated with a 1.24% higher value of this index. Thus the consequences of even a small increase in the income disparity are alarming for the poorest. 相似文献
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运用心理学移情原理消除师生的情感障碍 总被引:5,自引:0,他引:5
范淑莹 《广东工业大学学报(社会科学版)》2002,2(3):68-71
英语教学的成败是诸多因素相互作用的结果 ,但无论这些因素多么错综复杂 ,主要还是来自教和学两方面。教师和学生能否在教学中相互理解从而形成互动是教学成败的关键。文章将着重讨论师生间营造互动关系中的两个重要环节———情感与移情 相似文献
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麦克·阿基拉斯托 《深圳大学学报(人文社会科学版)》1993,(1)
深大外语系把若干计算机软件应用于英语专业本科学生的写作课教材系列。这不仅有助于学生自修写作技巧,且能为教师节省大量时间,使教师有可能对学生作更多的个别辅导。同时,学生在上写作课的过程中还能掌握一种使用计算机的实际技能。近十年来,中国的飞速发展是史无前例的。西方的技术发展史对中国虽然有启迪作用,但其实际要求与中国相去甚远。在这个意义上,深大的尝试对全中国均具有示范意义。 相似文献
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初探高校教学与科研的良性循环 总被引:1,自引:0,他引:1
正确认识和处理好教学与科研相互依存和相互矛盾的关系及制约这一关系的诸多因素 ,才能实现高校的人才培养和科研成果双丰收 ,促进教学与科研的良性循环 相似文献
9.
靳义亭 《郑州航空工业管理学院学报(社会科学版)》2002,21(3):38-39,50
非文科专业人文社会科学教学改革是时代的呼唤和社会可持续发展的现实要求 ,是 2 1世纪高等教育发展的历史趋势 ,是我国社会主义现代化建设事业的客观需要。 相似文献
10.
大学英语教学改革视野中的"情景教学"特色分析 总被引:1,自引:0,他引:1
陈玉玲 《河北大学学报(哲学社会科学版)》2002,27(2):56-58
情景教学体现了英语教学改革整体化、情景化的内在灵魂与要求 ,适应了我国大学英语教学改革的需要。《新编大学英语》采用以学生为中心的主题教学模式 ,通过以生活、图画展现情景 ,以音乐渲染情景 ,以角色扮演创设情景的方式为情景教学的实施与运用提供了基础 ,呈现出鲜明的情景教学特色。 相似文献