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51.
Although owned media formats that pursue brand-policy objectives have been receiving considerable attention in industries since the beginning of the millennium, virtually no research results are available about their conceptual background and strategic management. Using total interpretive structural modeling, this study examines two research questions: (1) Which success factors for the evolving brand-owned media concept can be identified? (2) How can these factors be systematized in terms of interrelations and hierarchies? Results indicate that the success of brand-owned media depends on a complex interrelation of eight factors. Content-centric factors such as content quality and the non-advertising character of brand-owned media are most important for creating relevant content and for achieving media success in terms of reach and frequency. In contrast, brand strength is not regarded as a precondition of brand-owned media success but rather as a result. 相似文献
52.
Jörg Haßler 《Journalism Practice》2014,8(3):326-341
One aspect of the mediatization of politics is the idea that political actors adapt to the communication logic of news media to gain, for example, news media attention. Currently, this process may be influenced by the diffusion of the internet as a political communication channel, especially because online communication provides a new opportunity for political actors to communicate directly with citizens. Thus far, the adaptation to media logic by political parties has mainly been examined in the context of election campaigns. In order to transfer these findings to regular political communication, this study compares the use of media logic in the mass media and in direct political communication channels online and offline about the United Nations Climate Change Conferences 2011 and 2012. A quantitative content analysis of the conference protocols (input) and the presentation of the conference results in the seven most frequently used German offline news outlets (print and TV) and their online counterparts, as well as political offline and online communication channels like parliamentary speeches and websites of the six parties represented in the German parliament (output), was conducted. Results show that in the context of regular political communication, political actors seem to follow media logic to a lesser extent than in the context of election campaigns. Thus far, the influence of online communication on the mediatization of politics seems to be rather marginal. The causes and consequences of these findings are discussed. 相似文献
53.
Ragnar Ingi Aðalsteinsson Ingibjörg B. Frímannsdóttir Sigurður Konráðsson 《Scandinavian Journal of Educational Research》2014,58(5):540-550
A web-based questionnaire was sent to all elementary and middle school teachers in Iceland. The population list, with e-mail addresses, was obtained from the teaching union. The teachers were asked to indicate their major, as well as their experience in teaching Icelandic as classroom teachers or subject teachers. They then rated their competence in teaching Icelandic on a scale from 1–10. Responses were received from 1033 elementary and middle school teachers. Of all teachers, 83.9% had taught Icelandic as classroom teachers and 37.3% had taught Icelandic as subject teachers. All teachers rated their competence as high. Statistically, Icelandic majors and older teachers were significantly more efficacious than others in teaching Icelandic. Those with the lowest competence ratings in teaching Icelandic were sports and home studies majors. However, teachers from all majors had taught Icelandic as classroom teachers, and a significant number of them had taught Icelandic as a subject. 相似文献
54.
Research within a constructivist approach often relies on interview data, which are used to reveal beliefs held by the interviewee or to expose conceptions or conceptual structures that are supposed to reside within the interviewee. From a sociocultural perspective, severe criticism has been leveled against the neglect of the problems of inferring conceptions held by a participant from what is uttered in an interview. Utterances should be looked upon as cultural tools used to realize discursive practices, rather than as propositions mirroring mental entities. It is argued that the clinical interview, often used by constructivists, disregards the impact of a situation and discursive norms with regard to what is uttered in a conversation. Here, it is argued that by taking into account an interviewee's conceptions of the situation, as well as of the subject matter being talked about, some sort of a bridge between the methodological standpoints of constructivism and sociocultural theory can be formed. It is proposed that utterances should be regarded as actions, and thus the problem of ascribing meanings to behavior is in focus, that is, how a series of behaviors can be regarded as an intentional action. It is argued that by means of such an approach, it is possible to make inferences about conceptions and conceptual structures much in the same way as is done in research on conceptual change. However, this means that utterances cannot just be “read off.” The interviewee's aims, conceptions of the subject matter talked about, as well as the interviewee's conceptions of the situation to hand must be taken into account. A reinterpretation of data reported by Andrea diSessa and Bruce Sherin is used as an illustration. 相似文献
55.
Börje Holmberg 《Open Learning》2013,28(3):29-33
What does research tell us about the best ways to encourage students to adopt the most sensible approaches to learning, and what do we know about designing distance teaching so that it brings about the deepest understanding and active learning? Professor Börje Holmberg was Director General of Hermods, the famous Swedish Correspondence College, before joining the FernUniversitat at Hagen in West Germany where he is head of the Central Institute for Research in Distance Education. 相似文献
56.
In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development. 相似文献
57.
AbstractAgainst the backdrop of the push from the European Commission and the Organisation for Economic Cooperation and Development for competence-based curricula, this article problematises the complexity of developing twenty-first century skills, such as critical thinking, by addressing the role transnational and national policy contexts play in realising critical thinking in the national contexts of Sweden and Kosovo. The article distinguishes between policy-critical thinking and civic-critical thinking. Relying on analyses of curriculum and policy documents, it is concluded that while in the Swedish context critical thinking competence (or ability) seems to be much more implicit than explicit, in Kosovo, the national curriculum makes explicit references to thinking competences as a form of policy-critical thinking and civic competencies as a form of civic-critical thinking. Thus, students in both contexts have opportunities to develop critical thinking skills. Furthermore, Sweden emerges as a divergent case and Kosovo as a convergent case with regard to transnational policy flow research paradigms. 相似文献
58.
59.
This paper demonstrates that while ideals of close linkages between research and teaching are widely embraced in research-oriented universities, a practice of division of labour between teaching-oriented and research-oriented staff persists. In an investigation of how the research–teaching nexus is managed at three Swedish universities, we identify a perceived misalignment between institutional incentives for individual academic staff and the needs of teaching. Under pressure from such tensions, managers are forced to deploy pragmatic strategies for the staffing of undergraduate education tasks. This includes allowing research needs and agendas to take priority over teaching needs. While managers seek to secure the participation of senior researchers in education, they often actively prefer to delegate the bulk of teaching activities to less research-active staff. Such strategies seem to reinforce existing patterns of division of labour among academic staff. 相似文献
60.
Halis Sakız Zeynep Hande Sart Bengü Börkan Barış Korkmaz Nalan Babür 《Learning disabilities research & practice》2015,30(3):114-126
This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey. 相似文献