全文获取类型
收费全文 | 14187篇 |
免费 | 61篇 |
国内免费 | 5篇 |
专业分类
教育 | 11033篇 |
科学研究 | 1388篇 |
各国文化 | 46篇 |
体育 | 502篇 |
综合类 | 3篇 |
文化理论 | 411篇 |
信息传播 | 870篇 |
出版年
2023年 | 27篇 |
2022年 | 28篇 |
2021年 | 49篇 |
2020年 | 80篇 |
2019年 | 131篇 |
2018年 | 2301篇 |
2017年 | 2209篇 |
2016年 | 1700篇 |
2015年 | 186篇 |
2014年 | 236篇 |
2013年 | 635篇 |
2012年 | 340篇 |
2011年 | 788篇 |
2010年 | 913篇 |
2009年 | 505篇 |
2008年 | 716篇 |
2007年 | 1211篇 |
2006年 | 141篇 |
2005年 | 458篇 |
2004年 | 503篇 |
2003年 | 406篇 |
2002年 | 177篇 |
2001年 | 43篇 |
2000年 | 58篇 |
1999年 | 36篇 |
1998年 | 32篇 |
1997年 | 32篇 |
1996年 | 20篇 |
1995年 | 19篇 |
1994年 | 15篇 |
1993年 | 9篇 |
1992年 | 8篇 |
1991年 | 32篇 |
1990年 | 17篇 |
1989年 | 17篇 |
1988年 | 14篇 |
1987年 | 11篇 |
1986年 | 11篇 |
1985年 | 19篇 |
1984年 | 12篇 |
1983年 | 4篇 |
1982年 | 9篇 |
1981年 | 14篇 |
1980年 | 5篇 |
1979年 | 8篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1976年 | 6篇 |
1974年 | 5篇 |
1972年 | 4篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
31.
32.
33.
34.
Anders Albrechtslund 《Ethics and Information Technology》2007,9(1):63-72
This article offers a discussion of the connection between technology and values and, specifically, I take a closer look at
ethically sound design. In order to bring the discussion into a concrete context, the theory of Value Sensitive Design (VSD)
will be the focus point. To illustrate my argument concerning design ethics, the discussion involves a case study of an augmented
window, designed by the VSD Research Lab, which has turned out to be a potentially surveillance-enabling technology. I call
attention to a “positivist problem” that has to do with the connection between the design context and the use context, which
VSD seems to presuppose, and I argue that it is necessary to clearly distinguish between the two, since the designers’ intentions
do not always correspond with the users’ practice; in fact, the relation between design and use is very complex and principally
unpredictable. Thus, a design theory must accept that foresight is limited to anticipation rather than prediction. To overcome
the positivist problem, I suggest a phenomenological approach to technology inspired by Don Ihde’s concept of multistability.
This argument, which is general in nature and thus applies to any theory of design ethics, is intended as a constructive criticism,
which can hopefully contribute to the further development of design ethics. 相似文献
35.
36.
37.
38.
Margo. L. Brewer Gisela van Kessel Brooke Sanderson Fiona Naumann Murray Lane Alan Reubenson 《高等教育研究与发展》2019,38(6):1105-1120
ABSTRACTThe health, wellbeing and employability of university students are key considerations within higher education. In response, interest in student resilience is on the rise. Reviews of contemporary resilience literature highlight both conceptual and methodological weaknesses, issues which hamper attempts to design effective resilience interventions. To inform the design of a student resilience program, to be piloted at three Australian universities, a scoping review of resilience specific to the higher education context was undertaken. Searches of three electronic databases (PsychINFO, CINAHL and ProQuest) were conducted. Seventy-two peer-reviewed articles published between 2007 and 2017 were included in the review. While the review reaffirms the conceptual and methodological issues found in previous resilience research, it provides a useful critique of key issues in relation to university student resilience and interventions to enhance students’ resilience. Recommendations for educators and researchers are provided. 相似文献
39.
Eysink Tessa H. S. van Dijk Alieke M. de Jong Ton 《Educational technology research and development : ETR & D》2020,68(5):2373-2393
Educational technology research and development - This paper describes the development of the BE COOL! learning environment that gives all children, gifted and non-gifted, the opportunity to learn... 相似文献
40.
The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums.
The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes
the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible
cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data
was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence
that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit.
Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented
outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest
oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed
the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types
of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas
for structuring the ultimate experience are included. 相似文献