全文获取类型
收费全文 | 5154篇 |
免费 | 75篇 |
专业分类
各国政治 | 104篇 |
工人农民 | 304篇 |
世界政治 | 118篇 |
外交国际关系 | 90篇 |
法律 | 624篇 |
中国共产党 | 223篇 |
中国政治 | 1078篇 |
政治理论 | 449篇 |
综合类 | 2239篇 |
出版年
2024年 | 3篇 |
2023年 | 20篇 |
2022年 | 17篇 |
2021年 | 31篇 |
2020年 | 54篇 |
2019年 | 59篇 |
2018年 | 74篇 |
2017年 | 69篇 |
2016年 | 66篇 |
2015年 | 88篇 |
2014年 | 300篇 |
2013年 | 380篇 |
2012年 | 339篇 |
2011年 | 370篇 |
2010年 | 340篇 |
2009年 | 375篇 |
2008年 | 349篇 |
2007年 | 362篇 |
2006年 | 377篇 |
2005年 | 356篇 |
2004年 | 326篇 |
2003年 | 310篇 |
2002年 | 248篇 |
2001年 | 188篇 |
2000年 | 94篇 |
1999年 | 24篇 |
1998年 | 9篇 |
1994年 | 1篇 |
排序方式: 共有5229条查询结果,搜索用时 15 毫秒
141.
Hsing-Chen Yang 《Journal of Gender Studies》2018,27(6):694-710
Friendship microfilms produced by students can be used to understand how students make their relationships meaningful. Hence, in this study, friendship microfilms made by Taiwanese students from 2000 to 2013 and uploaded on YouTube were collected and evaluated through a textual analysis aimed at deriving suggestions for relationship education curricula. Four types of narrative were identified in these films. A common theme was addressing romantic concerns among close friends and the effects that follow. The films present scenarios such as ‘I want to be more than merely your friend’ and ‘A conflict arises from a love triangle’, and the predicaments related to trust, honesty, loyalty and supportiveness that consequently arise. The films also reveal the anxiety of gay adolescents trapped in dilemmas involving being neither a love interest nor a best friend and wondering whether to come out of the closet. Moreover, the practices of homosociality in the film manifest gender differences. On the basis of the research findings, this paper provides suggestions for gender and relationship education. 相似文献
142.
Donna Comrie 《Housing Policy Debate》2018,28(4):534-552
This research examines the federally funded HOPE VI urban revitalization program’s influence on neighborhood public school performance. A comparative case study was conducted in two HOPE VI neighborhood public schools, one that improved significantly (Philadelphia), and one that experienced a decline (Washington DC). The analysis revealed several insights into neighborhood factors that may influence school performance: the most vulnerable residents were least likely to gain reentry, mixed income housing residents often opt out of traditional public schools, and partnerships between public housing and education officials have been historically overlooked. 相似文献
143.
Shawna M. Brandle 《Journal of Political Science Education》2018,14(4):535-554
Traditional American Government textbooks are expensive and often unpopular with students. New technologies and Open Educational Resources (OERs) open up the potential for change, but questions of quality are ever present: can OERs really help students learn better, or are they just cheaper? I developed an OER based on original sources and compared student learning outcomes with the OER section to those in a free digital textbook section. While the OER I created did not work as well as I had hoped, I nonetheless developed a redesign of my course and my approach to teaching, which is the true benefit of adopting OERs. 相似文献
144.
Nakissa Jahanbani Charmaine Willis Donnett Lee 《Journal of Political Science Education》2018,14(3):409-413
The learning curve on how to become a Teaching Assistant (TA) can be rather steep. In this paper, the authors explore three areas they wish they were advised in prior to beginning their teaching careers. The lessons are centered on balancing expectations and responsibilities in the following areas: 1) prioritizing their own work and research over teaching and vice versa, 2) the dual role of instructor and mentor, and 3) adapting prepared lesson plans when unexpected circumstances arise. The authors are three doctoral students in political science with approximately three years of teaching experience each. As such, they offer a unique perspective: each are settled into their position as TA but remember the challenges they faced while on the path to this role. 相似文献
145.
Rachel H. Cunliffe 《Journal of Peace Education》2017,14(2):235-252
Peace education provides for the development of knowledge, skills, and dispositions appropriate to effective peacebuilding. Therefore, the development of curriculum in degree programs which builds bridges by which students in conflict resolution/peace studies classrooms may cross over to the field of conflict transformation and peacebuilding may properly be thought of as within the sphere of peace education. This paper describes an emerging theory of change in the context of the peace education offered by a graduate and undergraduate program of conflict resolution. It is argued that employability exists at the nexus of student skills and attributes, and the demands of a labor market which a partnership between experienced practitioners and academics has a responsibility to inform and shape through outreach, education, practice, evaluation, research, and publication. 相似文献
146.
Loizos Loukaidis 《Journal of Peace Education》2017,14(2):176-194
This paper explores the ways in which a group of primary school teachers in Cyprus interprets religious education and its contribution to peace. In particular, this phenomenological exploratory study: first, examines how teachers perceive religious education and whether this conceptualization is considered to be (in)compatible with peace in the context of a conflict-affected society; and, second, shows some of the tensions that exist in the aims of religious education between the desire to encourage mutual understanding and exposure to religious pluralism, on the one hand, and the political demands for entrenching ethnic cleavages, on the other. Although these tensions are largely contextual, they nevertheless raise two important issues that are worthwhile to consider for religious education and peace in conflict-affected societies: first, the ‘naturalization’ of religion and religious instruction, on the one hand, vs. the recognition that some models of religious instruction (i.e. confessional teaching) might actually limit the space within which teachers can make contributions to peace, on the other; and, second, the tension between the different models of religious education within a conflict-affected society and particularly which model would strategically and politically serve best the purposes of peace in the short- and long-term. 相似文献
147.
David Golding 《Journal of Peace Education》2017,14(2):155-175
This paper intends to contribute to recent developments in the theory of critical peace education. The role of cosmopolitanism in critical peace education is examined, particularly in relation to universal moral inclusion, secularism and universalism. It is then recommended that critical peace education draw from post-universalist and dialogical approaches to cosmopolitanism. Walter Mignolo’s border cosmopolitanism is suggested as a decolonising framework for critical peace education. This would entail the theory of critical peace education orienting itself towards the aim of reconsidering cosmopolitanism from the perspective of coloniality. Connections are drawn between border cosmopolitanism and Paulo Freire’s problem-posing education. The result is a vision for critical peace education to empower participants through centring personal and lived experience in critical deconstructions of cosmopolitan discourses. 相似文献
148.
Valérie-Anne Mahéo 《政治交往》2017,34(4):511-529
Information campaigns are key elements of elections. Past research has established the importance of campaigns in informing and educating citizens, and ultimately strengthening participatory democracy. While the Internet has increased the possibilities to disseminate information campaigns and eased access to political information, it is still debated whether online campaigns are effective in stimulating political interest and participation among the general public. The issue is not only one of access, but also of use of information. The investigation of main effects of campaigns obscures the fact that citizens may not use information in the same way and reap the same political benefits. In this study, I examine the conditional effects of a new type of Web information campaign, Voting Advice Applications (VAAs), on the political engagement and electoral participation of citizens with varying levels of education. By investigating who benefits most from using these apps, I evaluate whether VAAs reinforce patterns of participation or mobilize new people in politics. Building on political behavior research, communication theory, and social psychology, I study the differential effects of VAAs with an innovative randomized field experiment design. The results confirm that VAAs can stimulate the political engagement of the public. However, there is no significant impact on electoral participation. In addition, the evidence shows that VAAs work differently for more or less educated citizens, and that the lower educated users benefit the most from VAAs as they become more interested in the election and more motivated to vote. 相似文献
149.
Lia Pinheiro Barbosa 《The Journal of peasant studies》2017,44(1):118-143
Latin American and Brazilian rural social movements believe that significant social transformation requires the collective construction of a political project of an historical character. Education is conceived as an historical–cultural and political project to transform the peasantry into an historical subject through emancipatory educational–pedagogical praxis. The Landless Workers Movement (MST), the most emblematic peasant movement in Brazil, has played the leading role in this debate, which also includes many other peasant organizations. The MST has identified education as the key element in forging an historical–political actor out of the landless peasantry. This is articulated through the struggle for education for rural peoples, and along a theoretical–epistemic axis that revolves around the emergent concept of Educação do Campo (‘Education for and by the Countryside’). I ask how the MST conceptualizes education, and what the role is of education in strengthening peasant resistance and sharpening the dispute between political projects for the countryside. I focus on the epistemic dimensions of the concepts of education and pedagogy in the trajectory of the MST in Brazil, and I examine Educação do Campo as an educational-political project and in terms of policy conquests in the political dispute between the rival political projects for the Brazilian countryside of peasants and capital. 相似文献
150.
Hongyu Wang 《Journal of Peace Education》2018,15(2):216-237
This paper explores the challenges and possibilities of teaching nonviolence in teacher education. Using qualitative teacher research, this paper discusses teacher education students’ responses to the notion of nonviolence and how to create beneficial pedagogical conditions for students to learn nonviolence and its meanings for education. The data were collected from three graduate classes that, to different degrees, addressed the role of nonviolence in education. Three shifts in students’ understanding of nonviolence as a result of their learning are identified: the shift from a narrow to a broad understanding, the shift from a passive view to a proactive view, and the shift from looking outside to looking inside and engaging in emotional work. The pedagogical conditions that facilitated these shifts are also discussed, including strategies for engaging students’ inner work, creating experiential relationships with the other, and transforming classroom relational dynamics. This study also suggests the need not to approach violence and nonviolence as binary but to approach nonviolence as a daily practice to continuously unlearn violence and promote nonviolent relationships. Implications of this study for teacher education are discussed last. 相似文献