全文获取类型
收费全文 | 656篇 |
免费 | 4篇 |
国内免费 | 1篇 |
专业分类
教育 | 516篇 |
科学研究 | 10篇 |
各国文化 | 17篇 |
体育 | 49篇 |
文化理论 | 5篇 |
信息传播 | 64篇 |
出版年
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 9篇 |
2018年 | 17篇 |
2017年 | 7篇 |
2016年 | 10篇 |
2014年 | 12篇 |
2013年 | 198篇 |
2012年 | 13篇 |
2011年 | 14篇 |
2010年 | 12篇 |
2009年 | 11篇 |
2008年 | 16篇 |
2007年 | 12篇 |
2006年 | 10篇 |
2005年 | 11篇 |
2004年 | 17篇 |
2003年 | 21篇 |
2002年 | 5篇 |
2001年 | 16篇 |
2000年 | 4篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 4篇 |
1994年 | 8篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 5篇 |
1990年 | 7篇 |
1989年 | 12篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 9篇 |
1984年 | 12篇 |
1983年 | 6篇 |
1982年 | 19篇 |
1981年 | 11篇 |
1980年 | 9篇 |
1979年 | 8篇 |
1978年 | 14篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1975年 | 3篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1971年 | 5篇 |
1969年 | 8篇 |
1968年 | 4篇 |
1966年 | 3篇 |
排序方式: 共有661条查询结果,搜索用时 15 毫秒
61.
63.
"Can you understand how I feel, why I feel it... can you I understand my torture, my pain...?" Shao Qiang asked, looking intensely, almost imploringly, into Ming Yi Lin's eyes. He needed her to comfort him, to understand him, to see through and beyond the many apparent fault lines of his char-acter, a character that people, the society judged without any sympathy or knowledge. Society has its own rules, standards 相似文献
64.
Jack Martin 《Educational theory》2007,57(4):435-452
A bstract . In their search for more communal forms of agency that might guide education, contemporary educational psychologists have mostly neglected the theorizing of George Herbert Mead. In this essay, Jack Martin aims to remedy such oversight by interpreting Mead's social-psychological and educational theorizing of selfhood and agency through the lenses of the perspectival realism Mead developed in the last decade of his life. This interpretation understands education as concerned with the cultivation and coordination of cultural, societal, interpersonal, and personal perspectives. Within this framework, communal agency is understood as a self-interpreting, self-determining capability of persons. This agentive capability derives from immersion and participation with others within sociocultural practices and perspectives, but also includes reactivity to those same practices and perspectives. The education of communal agents as envisioned here emphasizes the social nature of education, students' experience and development, and the critical role of the teacher as a mediator between student development and social process. Such an education is grounded in the immediate experiences and perspectives of learners, but increasingly assists learners to move beyond their own experiences through engaged interaction with others and with resources for acquiring broader, more organized perspectives on themselves, others, and the world. 相似文献
65.
66.
Life was such a misery, he thought... a pain, a suffering, an agony. He wished he would die... somehow.... miraculously. He wondered if he should jump from a window and fall with a massive thud onto the concrete below, his blood spattering over the grey-white, leaving behind a momentary work of 相似文献
67.
20 3-month-old infants participated in a nonsocial contingency task immediately following a social interaction with their mothers. A measure of the time the dyads spent in a state of vocal turn-taking predicted individual differences in the infants' subsequent performance on the contingency task. These results parallel the social transfer effects we reported earlier in which the turn-taking dimension of social structure was experimentally manipulated to assess its effect on a subsequent nonsocial contingency task. 相似文献
68.
Instructional Science - This paper describes an approach to the problem of how particular pre-existing systems of cognitive structures in individuals could be brought to bear on the design and... 相似文献
69.
70.