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951.
Stacey J. T. Hust Ph.D. Jane D. Brown Ph.D. Kelly Ladin L'Engle Ph.D. 《Mass Communication and Society》2013,16(1):3-23
Despite concerns about high rates of teen pregnancy and sexually transmitted disease in the United States, the mass media adolescents attend to most frequently include little accurate information about sexual health. In this study, a preliminary quantitative analysis of the sexual content in four media (television, magazines, music, and movies) popular among 3,261 Black and White adolescents (12–14 years old) found that less than one half of 1% of the content included information about or depictions of sexually healthy behavior. A qualitative analysis of the relatively rare instances of sexual health content revealed that across all four media the sexual health content was ambiguous and/or inaccurate, reinforced traditional gender stereotypes that males seek sex and females are responsible for protection against pregnancy, and presented puberty as funny and contraception as embarrassing or humiliating. These analyses suggest that significant changes in the media's presentations of sexuality would be required if the media are ever to be considered a healthy part of adolescents' sexual socialization. 相似文献
952.
Thomas F. Gordon Mary Ellen Verna Charles Winick Jane T. Bertrand Gary Gumpert Robert Cathcart 《Communication Booknotes Quarterly》2013,44(9):172-175
Thomas F. Gordon and Mary Ellen Verna Mass Communication Effects and Processes: A Comprehensive Bibliography, 1950-1975 (Beverly Hills, Calif.: Sage Publications, 1978—$15.00), Charles Winick, Deviance and Mass Media (Beverly Hills, Calif.: Sage Publications, 1979—$18.50/8.95), Mail and Telephone Surveys: The Total Design Method by Don A. Dillman (New York: Wiley-Interscience, 1979—$19.95) Fundamental Statistics in Psychology and Education by J.P. Guilford and Benjamin Fruchter (New York: McGraw-Hill, 1979—$16.00) Jane T. Bertrand Communications Pretesting (Chicago: University of Chicago Community and Family Study Center, 1978—$3.50, paper) Gary Gumpert and Robert Cathcart, Inter/Media: Interpersonal Communication in a Media World ( New York: Oxford University Press, 1979—$S.95, paper) 相似文献
953.
Attacking widespread under‐education with limited resources in the scattered, oppressed adult population of South Africa is a formidable challenge. One way of meeting this challenge could be to develop adults’ critical thinking skills, using their own experience as their main educational resource. Experiential learning technology, facilitated from a distance, could provide a means of achieving this aim. Research carried out at a conference on experiential learning at Natal University, Durban, provided an opportunity to assess the viability, desirability and usefulness of this educational method and aim. Participants’ responses indicate that the method is promising, although further experiment and development are necessary, particularly with different groups. Three issues are discussed in this paper: the nature of the South African educational context, the promotion of critical thinking skills as an adult education aim, and the potential of employing experiential learning technology, facilitated from a distance, as a method of developing critical thinking skills. 相似文献
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Jane McNicholl 《欧洲师范教育杂志》2013,36(2):218-232
Teacher quality largely determines student outcomes and many argue for high quality teacher training and professional development (PD). Much PD has been heavily critiqued and what constitutes effective provision for teachers remains contested. Disenfranchisement of teachers, through neglect of prior expertise and failure to acknowledge teachers’ working contexts, some argue, are to blame. A PD project with five biology teachers and a teacher educator, grounded within a cultural, historical activity theoretical (CHAT) tradition, was initiated to address these shortcomings. Edwards’ concept of relational agency was employed to investigate and interpret teacher collaboration. Teachers’ perceptions about the project were gathered using free-response questionnaires and semi-structured interviews, with the data being analysed using a CHAT framework. The positive impact on teacher practice reported here was related to having opportunities to own and be responsible for one’s own and others’ development, exploiting the distributed expertise available and supporting collaborative work. 相似文献
956.
Shirley Simon Stuart Naylor Brenda Keogh Jane Maloney Brigid Downing 《International Journal of Science Education》2013,35(9):1229-1248
Research into classroom interactions has shown that talk that promotes reasoning can help children in their learning of science. Such talk can only be generated when teachers are willing to take a dialogic approach that is stimulating and provides opportunities for children to articulate their ideas. This research set out to determine whether the use of large puppets would help teachers to change the nature of their whole class discourse to enhance children’s talk and engagement in science. The study was carried out with sixteen teachers of children aged 7–11 years in schools in London and Manchester, UK. Through adopting a mixture of research methods, including classroom observation and teacher and child interviews, the research provides evidence that the use of puppets significantly increases the amount of teacher discourse oriented towards reasoning and argument, and decreases the amount of talk that focuses on recall. Through the puppets, teachers also use more narrative to set the science in stimulating contexts, and encourage children in their contributions to whole class discussion. Interview data also show the positive effects of puppets on children’s motivation and engagement in science. The findings have led to further major funding for professional development in the use of puppets in the UK, and research into the reasons why the use of puppets is so effective. 相似文献
957.
The research reported in this paper concerns the development of children’s skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision‐making. The research, undertaken in the United Kingdom, involved four collaborative decision‐making activities to stimulate group discussion, each carried out with five groups of four children (10–11 years old). The research shows how the children evaluated evidence for possible choices and judged whether their evidence was sufficient to support a particular conclusion or the rejection of alternative conclusions. A mapping technique was developed to analyse the discussions and identify different “levels” of argumentation. The authors conclude that suitable collaborative activities that focus on the discussion of evidence can be developed to exercise children’s ability to argue effectively in making decisions. 相似文献
958.
Suzanne Mukherjee Jane Lightfoot Patricia Sloper 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):59-72
This paper reports on a study which investigated the support needs of pupils in mainstream school with a chronic illness or physical disability. The research was carried out in three local education authorities covering both rural and urban areas. In-depth, qualitative data were collected from 33 pupils in secondary school; 58 parents of primary and secondary school pupils; and 34 primary and secondary school teachers. Overall, the data from young people suggest variability in the support offered to pupils by teachers, even by teachers within the same school, and highlights the importance of teachers' awareness and understanding of special health needs. A number of areas where young people need support from teachers were identified, including: dealing with school absence; taking part in school activities; peer relationships; explaining the condition to other pupils; and having someone to talk to about health-related worries. Data from teachers and parents indicate that school staff need assistance with obtaining health-related information; ensuring health-related information is passed between and within schools; providing emotional support; the provision of medical care; and coordinating support for this group of pupils. The implications of the findings for teachers, schools and educational policy are discussed. 相似文献
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960.