全文获取类型
收费全文 | 3014篇 |
免费 | 56篇 |
国内免费 | 2篇 |
专业分类
教育 | 2388篇 |
科学研究 | 120篇 |
各国文化 | 38篇 |
体育 | 114篇 |
综合类 | 1篇 |
文化理论 | 22篇 |
信息传播 | 389篇 |
出版年
2023年 | 14篇 |
2022年 | 26篇 |
2021年 | 40篇 |
2020年 | 74篇 |
2019年 | 89篇 |
2018年 | 134篇 |
2017年 | 136篇 |
2016年 | 127篇 |
2015年 | 71篇 |
2014年 | 106篇 |
2013年 | 760篇 |
2012年 | 78篇 |
2011年 | 72篇 |
2010年 | 65篇 |
2009年 | 76篇 |
2008年 | 77篇 |
2007年 | 70篇 |
2006年 | 69篇 |
2005年 | 68篇 |
2004年 | 64篇 |
2003年 | 37篇 |
2002年 | 43篇 |
2001年 | 34篇 |
2000年 | 28篇 |
1999年 | 42篇 |
1998年 | 34篇 |
1997年 | 37篇 |
1996年 | 45篇 |
1995年 | 25篇 |
1994年 | 31篇 |
1993年 | 30篇 |
1992年 | 25篇 |
1991年 | 17篇 |
1990年 | 22篇 |
1989年 | 11篇 |
1988年 | 18篇 |
1987年 | 24篇 |
1986年 | 24篇 |
1985年 | 22篇 |
1984年 | 18篇 |
1983年 | 18篇 |
1982年 | 25篇 |
1981年 | 12篇 |
1980年 | 12篇 |
1979年 | 22篇 |
1977年 | 20篇 |
1975年 | 17篇 |
1974年 | 14篇 |
1973年 | 12篇 |
1969年 | 11篇 |
排序方式: 共有3072条查询结果,搜索用时 15 毫秒
281.
Elizabeth L. Black 《Public Services Quarterly》2020,16(3):161-171
AbstractThe purpose of this paper is to describe how the Understanding by Design instructional design framework can be applied to design high-quality single-session information literacy instruction. The author describes the Understanding by Design process in detail, noting modifications for single instructional session design with examples from the application of this instructional design process to design co-curricular instruction sessions for undergraduates. 相似文献
282.
283.
284.
Kathleen Custers Elizabeth Dorrance Hall Staci Bushnell Smith Jenna McNallie 《Mass Communication and Society》2017,20(5):637-662
Persistent fear of crime can have serious consequences for one’s social behavior. Previous research has shown that people who fear crime are more likely to engage in self-protective behavior. Although a substantial amount of research has examined the relationship between television exposure and fear of crime, research on the association between television exposure and self-protective behavior is scarce. Based on cultivation theory and the mediated fear model, the current study aimed to examine whether news and crime drama television viewing are indirectly related to self-protective behavior via fear of crime. Structural equation modeling of data from 392 undergraduate students showed that news viewing and crime drama viewing is indirectly associated with self-protective behavior. The current study provided evidence for the importance of accounting for gender when investigating the complex issue of media effects on fear of crime and self-protective behavior. 相似文献
285.
The 2016 Orlando shooting offers an intriguing lens through which to evaluate the boundaries of media frames in the interpretation of terrorism. Using an experimental design (N = 243), the current study investigated the effects of two dominant frames—the homophobic hate crime and the Islamic terrorist frame—on collective guilt, collective victimization, and pro–lesbian, gay, bisexual, transgender, and queer (LGBTQ) political action. In addition, political partisanship and social network diversity were evaluated as potential moderators. Compared to the Islamic terrorist frame, exposure to the homophobic hate crime frame increased collective guilt and decreased collective victimization, subsequently enhancing support for the LGBTQ community. Moreover, social network diversity was shown to override the framing effect, as individuals who reported high diversity were more likely to sign a petition in solidarity with the LGBTQ community, irrespective of frame condition. 相似文献
286.
Renée Depalma Elizabeth Atkinson 《Discourse: Studies in the Cultural Politics of Education》2007,28(4):499-514
This paper analyses patterns of participation on a voluntary anonymous Web-based discussion forum, open to students and faculty in one UK university, concerning sexualities equality in schools. Analysis revealed that participants often rejected the security of anonymity and strategically embodied themselves and others (as gay, straight, parents, etc.) to provide authority and ethical grounding for certain arguments. These embodied arguments invited engagement and promoted dialogue. We found that while personal embodiments were crucial for meaningful interaction, they also brought the risk of personalizing systematic inequality and fostering a victimization discourse. In the light of this, we argue that both individual and collective perspectives are crucial for promoting sexualities equality in school. 相似文献
287.
Walter M. Fontane 《College & Undergraduate Libraries》2017,24(1):90-102
There is considerable literature evaluating video tutorials. By the first decade of the twenty-first century, research established that online video tutorials performed as well as traditional face-to-face instruction. However, there is little evidence that students actually viewed the tutorials. This study compares postinstruction assessment quiz scores from one class over four semesters with usage statistics for five video tutorials during the same time frame. The data indicate that students do view the tutorials. However, the results also show that usage statistics, together with quiz scores, declined as students progressed through the five tutorials. Additionally, the study determined that there was no positive correlation between the number of viewings and postviewing assessment scores. 相似文献
288.
Amy E. Blevins Elizabeth Kiscaden Jason Bengtson 《Medical reference services quarterly》2017,36(4):313-322
In 2015, two librarians at the Hardin Library for the Health Sciences at the University of Iowa turned their dreams into a reality and secured funding to build a zombie-themed evidence-based medicine game. The game features a “choose your own adventure” style that takes students through a scenario where a disease outbreak is taking place and a resident is asked to use evidence-based medicine skills to select a screening and diagnostic tool to use on potentially infected patients. Feedback on the game has been positive, and future plans include building additional modules on therapy, harm, and prognosis. 相似文献
289.
290.
Julie C. Dunsmore Ryoichi J. P. Noguchi Pamela W. Garner Elizabeth C. Casey Naureen Bhullar 《Early education and development》2008,19(2):211-237
Research Findings: We examined whether affective social competence, or the ability to effectively send and receive emotional signals and to manage one's own emotional experience, contributes to preschool children's peer relations. Forty-two previously unacquainted preschoolers were observed while participating in a week-long playschool. Greater nonstereotypical emotion knowledge was related to girls' popularity and boys' likelihood of having a reciprocal friendship. Girls with greater skill at sending emotional communications and managing emotions were more likely to have a reciprocal friendship. Boys who were better at managing emotions compared to others in their group were less popular. The role of social context in the influence of affective social competence on children's peer relations is discussed. Practice or Policy: Results have implications for early childhood educators' promotion of children's socioemotional skills. 相似文献