全文获取类型
收费全文 | 2942篇 |
免费 | 57篇 |
国内免费 | 1篇 |
专业分类
教育 | 2358篇 |
科学研究 | 81篇 |
各国文化 | 48篇 |
体育 | 111篇 |
综合类 | 1篇 |
文化理论 | 17篇 |
信息传播 | 384篇 |
出版年
2023年 | 15篇 |
2022年 | 23篇 |
2021年 | 41篇 |
2020年 | 89篇 |
2019年 | 102篇 |
2018年 | 143篇 |
2017年 | 145篇 |
2016年 | 134篇 |
2015年 | 85篇 |
2014年 | 120篇 |
2013年 | 688篇 |
2012年 | 84篇 |
2011年 | 82篇 |
2010年 | 71篇 |
2009年 | 78篇 |
2008年 | 87篇 |
2007年 | 74篇 |
2006年 | 84篇 |
2005年 | 77篇 |
2004年 | 73篇 |
2003年 | 39篇 |
2002年 | 44篇 |
2001年 | 32篇 |
2000年 | 32篇 |
1999年 | 38篇 |
1998年 | 28篇 |
1997年 | 35篇 |
1996年 | 43篇 |
1995年 | 24篇 |
1994年 | 29篇 |
1993年 | 18篇 |
1992年 | 17篇 |
1991年 | 21篇 |
1990年 | 24篇 |
1989年 | 12篇 |
1988年 | 9篇 |
1987年 | 14篇 |
1986年 | 15篇 |
1985年 | 22篇 |
1984年 | 16篇 |
1983年 | 10篇 |
1982年 | 14篇 |
1981年 | 8篇 |
1980年 | 8篇 |
1979年 | 17篇 |
1978年 | 9篇 |
1977年 | 17篇 |
1975年 | 12篇 |
1974年 | 15篇 |
1972年 | 7篇 |
排序方式: 共有3000条查询结果,搜索用时 15 毫秒
81.
Alan M. Schwitzer Shana Pribesh Amanda Ellis‐O'Quinn Patricia B. Huber Elizabeth C. Wilmer 《Journal of College Counseling》2016,19(1):76-95
This article focuses on counseling research in the community college context. The article suggests the need for a robust community college knowledge base, describes some limitations of the current community college literature, and suggests a framework for more effective work in this area. The authors’ own experiences and selected examples of published studies are used as illustrations of the hurdles encountered and solutions available when examining counseling theories, practices, and outcomes in 2‐year settings. 相似文献
82.
Sue Ralph Carmel Capewell Elizabeth Bonnett 《British Journal of Special Education》2016,43(3):215-232
This article briefly discusses the long history of violence towards disabled people which sets the context for an analysis of the modern‐day form of violence known as disability hate crime (DHC). People who look or behave differently to others often find themselves victims of violent crimes. The language used to describe disabled people contributes to their diminished position in society. A brief review of definitions of DHC and exploration of news media coverage of the Pilkington and Askew DHC cases are undertaken. Cultural scapegoating of disabled people is discussed. Disabled people are perceived as contributing to their own victimisation, the lack of support afforded to them by society and the failure of systems meant to protect them. As long as disabled people remain outside mainstream society, they are unlikely to achieve the same levels of respect and protection from crime that other groups in society are afforded. 相似文献
83.
Associations among adolescent attachment organization, maternal sensitivity, and infant attachment organization were examined prospectively in 74 teenaged mother-infant dyads. Pregnant teenagers' attachment organizations predicted both sensitivity and infant-mother attachments. Mothers classified autonomous (F) in the prenatal period showed higher levels of sensitivity at both 3 and 9 months than mothers classified dismissing (Ds), preoccupied (E), or unresolved (U). Correspondence between maternal attachment (F vs. Ds/E/U) and infant attachment (secure [B] vs. avoidant [A]/resistant [C]/ disorganized [D]) was observed in 58 of 74 (78%) dyads. Exact 4-group (Ds/E/F/U and A/B/C/D) agreement was observed in 50 of 74 (68%) families. In contrast, associations between maternal sensitivity and infant attachment were not significant, leading to questions about the processes that link attachment representations, maternal behavior, and infant attachment in adolescent mothers. 相似文献
84.
Elizabeth Overman Smith 《Technical Communication Quarterly》1996,5(4):365-383
Electronic databases provide access to resources in business, communication, education, applied science and technology, and the social sciences. This article identifies the databases that monitor the journals most frequently cited by technical and professional communication researchers. 相似文献
85.
86.
Andrew Morris 《British Journal of Educational Studies》1997,45(4):378-391
A study of comprehensive schools in one English local education authority shows two Catholic schools at opposite ends of the effectiveness spectrum in helping pupils achieve examination success. Subsequent investigation of their understanding and interpretation of Catholic education finds them to represent two paradigms of Catholic school. Some possible causal relationships are explored between their values, attitudes and practices and their pupils' academic achievement. 相似文献
87.
Tomas A. Lipinski Elizabeth A. Buchanan Johannes J. Britz 《Ethics and Information Technology》2002,4(2):143-158
This article explores recent developments inthe regulation of Internet speech, inparticular, injurious or defamatory speech andthe impact the attempts at regulation arehaving on the `body' in the sense of theindividual person who speaks through the mediumof the Internet and upon those harmed by thatspeech. The article proceeds in threesections. First, a brief history of the legalattempts to regulate defamatory Internet speechin the United States is presented; a shortcomparative discussion of defamation law in theUK and Australia is included. As discussedbelow, this regulation has altered thetraditional legal paradigm of responsibilityand, as a result, creates potential problems forthe future of unrestricted and even anonymousspeech on the Internet. Second, an ethicalassessment is made of the defamatory speechenvironment in order to determine which actorshave moral responsibility for the harm causedby defamatory speech. This moral assessment iscompared to the developing and anticipatedlegal paradigm to identify possible conformityof moral and legal tenants or to recognize theconflict between morality and law in assigningresponsibility to defamatory actors. Thisassessment then concludes with possiblesuggestions for changes in the legal climategoverning the regulation of defamatory speechon the Internet, as well as prediction of theresult should the legal climate continue todevelop on its present course. This is not tosuggest that all law, or even the law ofdefamation, be structured to reflect thesubjectivity of a moral construct, but since itis the authors position that the legalassignment of liability in online settings ismisaligned, this reflection can serve asbeginning reassessment of that assignment. 相似文献
88.
Cantlon JF Davis SW Libertus ME Kahane J Brannon EM Pelphrey KA 《Learning and individual differences》2011,21(6):672-680
In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres. 相似文献
89.
Teniell L. Trolian Elizabeth A. Jach Christine A. Ogren Jana M. Hanson 《Research in higher education》2018,59(4):461-488
This study considers how institutional histories of admitting women are associated with present college experiences, and uses data from the Wabash National Study of Liberal Arts Education to compare the experiences of women at women’s colleges or former women’s colleges to those of women at former men’s colleges and colleges that have always been coeducational. Results indicate that women attending former men’s colleges and colleges that have always been coeducational seem to experience similar or greater frequency and quality of student–faculty interaction and exposure to good teaching practices, compared to women attending women’s or former women’s colleges. Results also suggest that considering the gender enrollment histories of colleges and universities may provide valuable context for evaluating the experiences of women at women’s colleges and coeducational institutions. 相似文献
90.
Leonard A. Annetta Wendy M. Frazier Elizabeth Folta Shawn Holmes Richard Lamb Meng-Tzu Cheng 《Journal of Science Education and Technology》2013,22(1):47-61
Designed-based research principles guided the study of 51 secondary-science teachers in the second year of a 3-year professional development project. The project entailed the creation of student-centered, inquiry-based, science, video games. A professional development model appropriate for infusing innovative technologies into standards-based curricula was employed to determine how science teacher’s attitudes and efficacy where impacted while designing science-based video games. The study’s mixed-method design ascertained teacher efficacy on five factors (General computer use, Science Learning, Inquiry Teaching and Learning, Synchronous chat/text, and Playing Video Games) related to technology and gaming using a web-based survey). Qualitative data in the form of online blog posts was gathered during the project to assist in the triangulation and assessment of teacher efficacy. Data analyses consisted of an Analysis of Variance and serial coding of teacher reflective responses. Results indicated participants who used computers daily have higher efficacy while using inquiry-based teaching methods and science teaching and learning. Additional emergent findings revealed possible motivating factors for efficacy. This professional development project was focused on inquiry as a pedagogical strategy, standard-based science learning as means to develop content knowledge, and creating video games as technological knowledge. The project was consistent with the Technological Pedagogical Content Knowledge (TPCK) framework where overlapping circles of the three components indicates development of an integrated understanding of the suggested relationships. Findings provide suggestions for development of standards-based science education software, its integration into the curriculum and, strategies for implementing technology into teaching practices. 相似文献