全文获取类型
收费全文 | 12955篇 |
免费 | 34篇 |
专业分类
教育 | 10000篇 |
科学研究 | 1257篇 |
各国文化 | 7篇 |
体育 | 534篇 |
文化理论 | 416篇 |
信息传播 | 775篇 |
出版年
2023年 | 15篇 |
2022年 | 32篇 |
2021年 | 36篇 |
2020年 | 48篇 |
2019年 | 114篇 |
2018年 | 2273篇 |
2017年 | 2165篇 |
2016年 | 1675篇 |
2015年 | 162篇 |
2014年 | 186篇 |
2013年 | 368篇 |
2012年 | 253篇 |
2011年 | 717篇 |
2010年 | 877篇 |
2009年 | 458篇 |
2008年 | 657篇 |
2007年 | 1162篇 |
2006年 | 90篇 |
2005年 | 403篇 |
2004年 | 450篇 |
2003年 | 370篇 |
2002年 | 145篇 |
2001年 | 21篇 |
2000年 | 34篇 |
1999年 | 11篇 |
1998年 | 13篇 |
1997年 | 28篇 |
1996年 | 9篇 |
1995年 | 12篇 |
1994年 | 13篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 14篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1982年 | 8篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1974年 | 5篇 |
1973年 | 9篇 |
1972年 | 6篇 |
1970年 | 4篇 |
1965年 | 4篇 |
1957年 | 5篇 |
1956年 | 5篇 |
排序方式: 共有10000条查询结果,搜索用时 62 毫秒
81.
Bahar Köymen Cathal O’Madagain Andreas Domberg Michael Tomasello 《Child development》2020,91(3):685-693
In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation. 相似文献
82.
83.
Christopher Hamlin 《Science & Education》2017,26(1-2):191-193
84.
85.
Winfried Nöth 《Journal of Philosophy of Education》2014,48(3):446-456
In several of his papers, Charles S. Peirce illustrates processes of interpreting and understanding signs by examples from second language vocabulary teaching and learning. The insights conveyed by means of these little pedagogical scenarios are not meant as contributions to the psychology of second language learning, but they aim at elucidating fundamental semiotic implications of knowledge acquisition in general. Peirce's semiotic premise that a well‐understood sign is one that represents an object and creates an interpretant is essential to the understanding of how new words and signs in general can be taught and learned. The article argues that Peirce's theory of the object of the sign, especially of the necessity of collateral experience of the object of a sign, can help to understand the riddle posed by of the Meno paradox of the impossibility of learning what we do not yet know. It examines the semiotic implications of the didactic methods of teaching and learning through translation, ostension, mental and real images, as well as metacognition, and it shows how icons, indices, and symbols are essential to learning new words. 相似文献
86.
87.
88.
89.
90.