全文获取类型
收费全文 | 2931篇 |
免费 | 42篇 |
国内免费 | 3篇 |
专业分类
教育 | 2424篇 |
科学研究 | 80篇 |
各国文化 | 27篇 |
体育 | 290篇 |
综合类 | 2篇 |
文化理论 | 32篇 |
信息传播 | 121篇 |
出版年
2023年 | 10篇 |
2022年 | 31篇 |
2021年 | 32篇 |
2020年 | 46篇 |
2019年 | 70篇 |
2018年 | 112篇 |
2017年 | 93篇 |
2016年 | 87篇 |
2015年 | 64篇 |
2014年 | 115篇 |
2013年 | 667篇 |
2012年 | 121篇 |
2011年 | 110篇 |
2010年 | 105篇 |
2009年 | 124篇 |
2008年 | 73篇 |
2007年 | 67篇 |
2006年 | 83篇 |
2005年 | 38篇 |
2004年 | 25篇 |
2003年 | 18篇 |
2002年 | 24篇 |
2001年 | 17篇 |
2000年 | 27篇 |
1999年 | 16篇 |
1998年 | 24篇 |
1997年 | 18篇 |
1996年 | 42篇 |
1995年 | 91篇 |
1994年 | 52篇 |
1993年 | 54篇 |
1992年 | 67篇 |
1991年 | 60篇 |
1990年 | 44篇 |
1989年 | 18篇 |
1988年 | 12篇 |
1987年 | 9篇 |
1984年 | 9篇 |
1982年 | 11篇 |
1981年 | 10篇 |
1980年 | 20篇 |
1979年 | 53篇 |
1978年 | 37篇 |
1977年 | 43篇 |
1976年 | 23篇 |
1975年 | 18篇 |
1974年 | 21篇 |
1972年 | 9篇 |
1971年 | 6篇 |
1962年 | 9篇 |
排序方式: 共有2976条查询结果,搜索用时 15 毫秒
1.
Daniel C. Kopala-Sibley Marilyn Cyr Megan C. Finsaas Jonathan Orawe Anna Huang Nim Tottenham Daniel N. Klein 《Child development》2020,91(1):110-128
Seventy-nine 3-year olds and their mothers participated in a laboratory-based task to assess maternal hostility. Mothers also reported their behavioral regulation of their child. Seven years later, functional magnetic resonance imaging data were acquired while viewing emotional faces and completing a reward processing task. Maternal hostility predicted more negative amygdala connectivity during exposure to sad relative to neutral faces with frontal and parietal regions as well as more negative left ventral striatal connectivity during monetary gain relative to loss feedback with the right posterior orbital frontal cortex and right inferior frontal gyrus. In contrast, maternal regulation predicted enhanced cingulo-frontal connectivity during monetary gain relative to loss feedback. Results suggest parenting is associated with alterations in emotion and reward processing circuitry 7–8 years later. 相似文献
2.
3.
4.
In November 2005, UNESCO‐CEPES organized a conference on Private Higher Education in Europe and Quality Assurance and Accreditation from the Perspective of the Bologna Process Objectives. Thirteen country reports and a comparative analysis study were commissioned for this specific initiative. The countries included in the project were: Albania, Austria, Bulgaria, Estonia, Germany, Italy, Poland, Portugal, Romania, Russia, Spain, Turkey and the Ukraine. This article provides a brief summary of several main points of the comparative analysis study. The data referred to in this summary is taken solely from the sources cited in the full text study. 相似文献
5.
Anna E. Altmann 《Children‘s Literature in Education》1992,23(3):143-156
Anna E. Altmann teaches children's literature in the School of Library and Information Studies at the University of Alberta. 相似文献
6.
7.
8.
Veronika Karnowski Larissa Leonhard Anna Sophie Kümpel 《Communication Research Reports》2018,35(2):91-100
Social media have become an integral part of online news use, affecting how individuals find, consume, and share news. By applying the Theory of Reasoned Action (TRA), this study investigates the effects of motives, attitude, and intention on news-sharing behavior among German social media users (n = 333). Findings show that news-sharing attitude and subjective norms have a positive effect on news-sharing intention, which in turn has a positive effect on actual news-sharing behavior. Taken together, we see that a new media behavior in the early phases of its societal diffusion—like social media news sharing in Germany in 2015—can mainly be explained by a rational choice logic and is rooted in the motives of socializing and information seeking. This finding thus reflects the double nature of social media as a means for both information retrieval and social grooming. 相似文献
9.
10.
Prof. Dr. R. Messmer 《Sportwissenschaft》2011,41(3):233-242
A discourse analysis of sports pedagogy regarding the pragmatic turn shows clearly that sports pedagogy has taken up ideas from other disciplines only in a coincidental or haphazard way. Genuine new forms of action or reflection were not recognized or did not show themselves in the discipline outside of common pedagogical discourses. Such resistance concerning concepts from other disciplines shows itself especially clearly in the turns following the pragmatic turn. Only where the “narrative turn” is concerned do we see traces of this discourse in sports pedagogy as well. However, these traces have already faded in the last 10 years. There are two reasons that sports pedagogy does not engage in discourse with other disciplines. Firstly, the obvious value of sport and physical exercise can make it seem unnecessary for sports pedagogy to meddle in the arguments of pedagogic worth experienced in other subjects. Secondly, the discipline still appears to be caught up in the mythology and terminology of German idealism. 相似文献