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221.
构建社会主义和谐社会是党的十六届四中全会提出的重要战略构想,是适应我国改革进入关键时期的客观要求.社会和谐离不开性别的和谐.性别的和谐主要表现为性别关系的平等、互补与合作,表现为男女两性在政治、经济、文化、社会和家庭生活等各方面享有平等的权利、机会以及角色的定位.本文主要从社会和谐视角出发,探析新疆哈萨克族、柯尔克孜族等少数民族女性在社会现代化进程中的个人角色定位以及个人社会化程度的变化,从而说明,民族社会的发展实际上就是人的发展,也就是少数民族特别是游牧民族妇女的发展. 相似文献
222.
进入新世纪以来,自治区经济发展速度明显加快。由于受各种因素影响,出现了经济增长和失业并存、劳动力过剩和短缺并存的状况。在目前金融危机形势下,如何促进就业,本文提出了对策建议。 相似文献
223.
格泽戈尔兹·W·科勒德克 《俄罗斯研究》2009,(3)
本文对中东欧国家自1989年以来发生的后社会主义制度转型进行了理论和现实的阐释,考察了其历史特性,批驳了该地区已经在制度上成为完全成熟的市场经济体的论点,而认为中东欧国家在转型方面还有很长的路要走.文章强调,后社会主义市场转型进程不会呈直线型发展.在现实社会主义经济体的市场改革与后社会主义市场转型之间存在着巨大差异.只有在更加精确地确定目标,同时不是将制度转型当作是自我实现的目标的前提下,不同国家在不同程度上才会取得更好的转型绩效,否则会朝相反方向发展. 相似文献
224.
俄罗斯与西方的关系——过去、现在及未来 总被引:1,自引:0,他引:1
1、概述--俄罗斯与西方关系的现状 继俄格冲突以来,俄罗斯与西方的关系比20世纪80年代中期以来(戈尔巴乔夫时期之前)的任何一个时期都要糟糕. 相似文献
225.
近年来,中亚地缘政治结构出现重大变化,传统地缘关系被打破,新的地缘政治格局尚未完全形成.中国、俄罗斯由于自身实力的变化,以及各自在中亚目标存在异同,双方在中亚形成既融合又竞争的态势,而作为中俄在中亚共同的平台――上海合作组织,同样也面临着复杂的发展前景.随着时间的推移,不可确定因素的增加,中亚可能成为更复杂的"舞台". 相似文献
226.
Shulman S Zlotnik A Shachar-Shapira L Connolly J Bohr Y 《Journal of youth and adolescence》2012,41(5):593-606
This study examined the links between parental divorce, quality of maternal parenting, spousal relationships and middle adolescent
romantic competence in 80 mother-adolescent daughter pairs (40 divorced). Mothers were asked to describe their attitudes and
behaviors with regard to their daughters’ romantic behavior. In addition, mothers were interviewed about their own romantic
experiences when they were at the age of their daughters. Adolescent girls (mean age = 16.98 years; range 16–18) were administered
a comprehensive interview about romantic competence. Findings indicated that adolescent girls from divorced families showed
lower levels of romantic competence, which were expressed in their behavior, attitudes toward relationships and skill in handling
those relationships. Divorce was found to have had an adverse effect on girls’ romantic competence, whereas continued adaptive
parenting and spousal relationships alleviated the effect of divorce. Mothers’ coherent representation of their own adolescent
romantic experiences also alleviated the effect of divorce on daughters’ romantic behavior. Results show the important role
of family relationships in fostering romantic competence among adolescent girls. 相似文献
227.
当前,新疆维吾尔自治区正处在大建设大开放大发展时期。各级工会要认真贯彻落实自治区和全国总工会的会议精神,切实增强建设大美新疆和坚定不移地走中国特色社会主义工会发展道路的坚定信念,团结动员和组织广大职工为进一步加快新疆的经济社会发展建功立业。 相似文献
228.
Nishina A 《Journal of youth and adolescence》2012,41(2):191-201
Microcontextual factors (i.e., contextual characteristics of the specific victimization incident) may help to explain the
association between adolescents’ daily peer victimization experiences and well-being. In the present study, daily report methodology
was used to assess sixth (N = 150; 53% girls) and ninth grade (N = 150; 50% girls) students’ current well-being and peer victimization
earlier in the day on 5 random school days within a 2-week period. Associations between peer victimization microcontextual
factors (number of aggressors, presence of witnesses, and receipt of help) and fluctuations in adolescents’ daily well-being
(humiliation, worry, and physical symptoms) were examined in an ethnically diverse sample of White, Latino, Asian, African
American, and multiethnic students. Humiliation increased on days in which students reported public victimization, multiple
aggressors, and no help. Worry increased on days students experienced private victimization and when boys (but not girls)
experienced private victimization, victimization by a single aggressor, and received peer help. Physical symptoms were higher
on days that victimization occurred, regardless of context, but only for sixth graders and not ninth graders. These findings
suggest that the victimization microcontext can offer insight about the types of peer victimization exposure that might produce
the greatest daily risk for adolescents. 相似文献
229.
Hafen CA Allen JP Mikami AY Gregory A Hamre B Pianta RC 《Journal of youth and adolescence》2012,41(3):245-255
Student engagement is an important contributor to school success, yet high school students routinely describe themselves as
disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement.
This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes
in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse
(67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided
questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated
that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased
their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in
other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations
of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs
and its relationship to educational practice is discussed. 相似文献
230.
Roosa MW O'Donnell M Cham H Gonzales NA Zeiders KH Tein JY Knight GP Umaña-Taylor A 《Journal of youth and adolescence》2012,41(3):307-319
Mexican American youth are at greater risk of school failure than their peers. To identify factors that may contribute to
academic success in this population, this study examined the prospective relationships from 5th grade to 7th grade of family
(i.e., human capital [a parent with at least a high school education], residential stability, academically and occupationally
positive family role models, and family structure) and individual characteristics (i.e., externalizing symptoms, bilingualism,
gender, and immigrant status) to the academic performance of 749 Mexican American early adolescents (average age = 10.4 years
and 48.7% were girls in 5th grade) from economically and culturally diverse families as these youth made the transition to
junior high school. Results indicated that while controlling for prior academic performance, human capital and positive family
role models assessed when adolescents were in 5th grade positively related to academic performance in 7th grade. Further,
being a girl also was related to greater 7th grade academic success, whereas externalizing symptoms were negatively related
to 7th grade academic performance. No other variables in the model were significantly and prospectively related to 7th grade
academic performance. Implications for future research and interventions are discussed. 相似文献