全文获取类型
收费全文 | 976篇 |
免费 | 37篇 |
国内免费 | 1篇 |
专业分类
教育 | 807篇 |
科学研究 | 18篇 |
各国文化 | 12篇 |
体育 | 35篇 |
文化理论 | 3篇 |
信息传播 | 139篇 |
出版年
2024年 | 2篇 |
2023年 | 9篇 |
2022年 | 10篇 |
2021年 | 20篇 |
2020年 | 23篇 |
2019年 | 43篇 |
2018年 | 47篇 |
2017年 | 58篇 |
2016年 | 62篇 |
2015年 | 43篇 |
2014年 | 56篇 |
2013年 | 217篇 |
2012年 | 37篇 |
2011年 | 49篇 |
2010年 | 34篇 |
2009年 | 31篇 |
2008年 | 33篇 |
2007年 | 45篇 |
2006年 | 25篇 |
2005年 | 21篇 |
2004年 | 23篇 |
2003年 | 18篇 |
2002年 | 13篇 |
2001年 | 12篇 |
2000年 | 9篇 |
1999年 | 7篇 |
1998年 | 2篇 |
1997年 | 3篇 |
1996年 | 7篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有1014条查询结果,搜索用时 0 毫秒
31.
Romano AM 《The Journal of perinatal education》2005,14(4):49-53
In this column, the author presents summaries of four research studies that further illuminate the physiology and benefits of normal birth. The topics of the studies are home birth, upright positions during the second stage of labor, delayed pushing in women using epidural analgesia, and the effect of exposure to familiar odors on newborns. 相似文献
32.
This study aimed to assess the impact of pre-professional education on students' knowledge and attitudes about aging, including the option of a simulated learning activity. Using a mixed design, groups of nursing and nutrition students (n = 127) were randomly assigned to experience the Aging Game. Pre- and posttest observations included measures of anxiety, attitude and empathy. In the Aging Game, students played the role of an elderly adult with common physical disabilities during various scenarios and then reflected on the experience. As a result, students became more familiar with what being an older adult felt like, and increased understanding and empathy. 相似文献
33.
Two studies were conducted to investigate how 14- to 16-month-old infants select actions to imitate from the stream of events. In each study, an experimenter demonstrated two actions leading to an interesting effect. Aspects of the first action were manipulated and whether infants performed this action when given the objects was observed. In both studies, infants were more likely to imitate the first action when it was physically necessary to generate the effect, and in Study 2 they were also more likely to imitate the action when it was socially cued. It seems that infants' own knowledge of space and causality as well as their sensitivity to others' social signals both contribute to their tendency to imitate actions. 相似文献
34.
Subtypes, severity, and structural stability of peer victimization: what does latent class analysis say? 总被引:1,自引:1,他引:1
This study uses latent class analysis (LCA) to empirically identify victimization groups during middle school. Approximately 2,000 urban, public middle school students (mean age in sixth grade = 11.57) reported on their peer victimization during the Fall and Spring semesters of their sixth, seventh, and eighth grades. Independent LCA analyses at each semester yielded 3 victim classes based on victimization degree rather than type (e.g., physical vs. relational). The most victimized class always represented the smallest proportion of the sample, decreasing from 20% in sixth grade to 6% by the end of eighth grade. This victimized class also always reported feeling less safe at school concurrently and more depressed than others 1 semester later, illustrating the validity of the LCA approach. 相似文献
35.
Amy Aldridge Sanford 《Communication Studies》2013,64(5):567-584
The morbidly obese, defined as people who are 100 pounds or more overweight, are the fastest growing population among the obese. They often live with health risks, face discrimination, and lack traditional social support. This article explores the use of weight loss blogs by the morbidly obese (N = 50) and argues that blogging provides invaluable computer-mediated social support for them in four ways: (a) it allows for empathy; (b) it ensures accountability to others; (c) it provides venting and advice seeking; and (d) it shares validation of the weight loss experience. Additionally, the article argues that social support scholars must move beyond chat rooms and message boards as media and explore more media-rich environments such as blogging and social networks. 相似文献
36.
Amy B. Adcock Molly H. Duggan Ginger S. Watson Lee A. Belfore 《British journal of educational technology : journal of the Council for Educational Technology》2010,41(3):388-402
This paper describes an assessment of a web‐based interview simulation designed to teach empathetic helping skills. The system includes an animated character acting as a client and responses designed to recreate a simulated role‐play, a common assessment method used for teaching these skills. The purpose of this study was to determine whether learning gains found in previous evaluations would transfer to students needing similar skill sets but in different areas of study. Findings indicate a positive trend in learning gains across both areas of study (human services and counselling) with no significant differences in skill acquisition. Developers of the system conclude that the system is effective in the general training of empathetic helping skills regardless of the students' area of study. 相似文献
37.
Amy Aldridge Sanford C. Kyle Rudick Keith Nainby Kathryn B. Golsan Stephanie Rollie Rodriguez Christopher J. Claus 《Communication quarterly》2019,67(2):158-177
The researchers engaged in a qualitative analysis (using journaling and focus group methodology) of the communicative behaviors of Hispanic students with White institutional members at a medium-sized, Southwest HSI. Utilizing Co-Cultural Theory and Elaborative Coding analysis, the authors mapped how Hispanic students narrated their co-cultural communication and reasoning (i.e., why they engage in one strategy rather than another). The findings show that, although Hispanic students used almost all co-cultural strategies, their responses were clustered primarily around assimilationist strategies – indicating that they engage in a high degree of self-monitoring and self-censorship when interacting with White institutional members in an HSI. These results suggest that even when Hispanic students constitute a large or majority part of the institution’s population, they still feel the need to engage in behaviors that navigate White norms. The study concludes by examining the findings for co-cultural theorizing as well as providing insights for instructors who wish to engage in inclusive teaching practices. 相似文献
38.
Brooke E. E. Montgomery Amy Jones Sharon E. Sanders Angela McGraw Barbara Williams Katherine E. Stewart 《American journal of sexuality education》2018,13(1):40-64
Experiences of violence and behaviors that increase the risk of acquiring a sexually transmitted infection are high among women in the United States, and they often intersect (Meyer, Springer, &; Altice, 2011; Montgomery et al., 2015; World Health Organization (WHO), 2010). However, there are few evidence-based HIV-prevention interventions that address the special needs and challenges faced by female survivors of violence (Centers for Disease Control and Prevention, (CDC), 2017a). To address this gap, we adapted and pilot-tested an existing evidence-based women-focused sexual risk-reduction intervention (The Future Is Ours) with 23 self-identified female survivors of violence. The intervention comprised eight-weekly, two-hour cognitive behavioral group sessions focusing on reducing sexual-risk and improving trauma-based coping skills. Using mixed-methods analyses, the adapted intervention was determined feasible and acceptable to participants, and preliminary results suggest that participation could reduce risk factors for sexually transmitted infections. Therefore, testing on a larger scale is warranted. 相似文献
39.
Rebecca J. Kopriva Martha L. Thurlow Marianne Perie Sheryl S. Lazarus Amy Clark 《教育心理学家》2016,51(1):108-128
This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning. 相似文献
40.
Although many technical communication teachers and programs integrate some form of service-learning pedagogy, there is a dearth of technical communication research on the silent partners of these projects: the community partners. Drawing upon research data from 14 former community partners of professional writing service-learning courses, the authors suggest that understanding community partners’ own self-defined stakes in service-learning projects can challenge hyperpragmatist representations of community partners and aid us in the continued creation, management, and critical evaluation of service-learning pedagogies and curricula. 相似文献