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321.
Chia Stella C.; Yong Shing Yew Joel; Wong Zi Wen Diana; Koh Wei Ling 《Int. Journal of Public Opinion Research》2007,19(3):313-330
This study examines the hostile media effect in relation topartisans perception of the slant of news coverage ina highly regulated press environment—Singapore. We foundthat partisans in Singapore perceived unbiased news to be infavor of the other side, while the nonpartisans perceived thesame news to be neutral. Our findings show that hostile mediaeffects can persist in a restricted press environment wherepeople are aware of the government's control of media coverage.We also found that partisans awareness of the government'scontrol of media information contributed to their perceptionof the article slant as well. Received for publication May 9, 2006. Accepted for publication December 5, 2006. 相似文献
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Surveys of sign language programs in institutions of higher education in the United States, conducted in 1994 and 2004, are compared to reveal changes over time. Data are presented concerning the institutional environment of programs, program administrators, and instructors. Institutions examined in 2004 were on average 5 years older than those examined in 1994. More institutions accepted sign language for general education and foreign language requirements. Program administrators in 2004 were more likely to have primary duties as teachers rather than administrators, and to have greater understanding of the subject matter. Faculty in 2004 had more education and teaching experience. Full-time faculty showed increases in the proportion who were Deaf and the proportion who were in tenure-track positions. Program staff size increased. Overall, evidence indicates that sign language has become more accepted as an academic discipline and that programs are more entrenched at their institutions. 相似文献
324.
Prior research on Pavlovian-to-instrumental transfer has shown that when a CS previously associated with shock (AvCS+) is presented contingent upon a choice response to a discriminative stimulus for food reinforcement, it facilitates discrimination learning. Conversely, a response-contingent CS previously associated with the absence of shock (AvCS?) retards discrimination learning. To evaluate whether these findings reflect across-reinforcement blocking and enhancement effects, two experiments investigated the effects of appetitively conditioned stimuli on fear conditioning to a novel stimulus that was serially compounded with the appetitive CS during conditioned-emotional-response (CER) training. Although there were no differential effects of the appetitive CSs in CER acquisition, Experiment 1, using a relatively weak shock US, showed that a CS previously associated with food (ApCS+) retarded CER extinction to the novel stimulus, in evidence of enhanced fear conditioning to that stimulus. In addition, Experiment 2, using a stronger shock US, showed that a CS previously associated with the absence of food (ApCS?) facilitated CER extinction to the novel stimulus, in evidence of weaker fear conditioning to that stimulus. These results parallel traditional blocking effects and indicate not only that an ApCS+ and an ApCS? are functionally similar to AvCSs of opposite sign, but that their functional similarity is mediated by common central emotional states. 相似文献
325.
Joel K. Kiboss 《Journal of Science Education and Technology》2002,11(2):193-198
A set of instructional materials was developed for the teaching of measurement, as part of a classroom innovation for science instruction. This project involved collaborative groupings with the computer as an instructional tool for learners to interact with. A computer-based physics instruction module was developed from a physics course dealing with the concept of measurement. This paper presents the results of an empirical evaluation undertaken over a 6-week period with 118 subjects (ages 12–17) randomly selected Form I pupils in Nakuru district, Kenya. Analysis of the quantitative data showed that the intervention promoted pupils' understanding of measurement concepts and skills, in that the subjects in the treatment groups demonstrated better at the posttests than their counterparts in the true control group. Also, the learning protocols differed markedly in favor of the subjects exposed to the treatment. 相似文献
326.
Joel Samoff 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,38(3):485-507
Focus on textbooks, not class size, poor countries are regularly told as they seek to improve education quality. Yet, at the
same time, with strong support from professional educators, the voters of the U.S. state of California approved massive expenditures
to reduce the size of classes that in global terms were already quite small. These dramatically different approaches to improving
education quality offer insight into the ways in which the aid relationship is itself an obstacle to improving education quality.
The nature of the learning process – interactive, locally contingent, negotiated, and continually changing – requires funding
agencies concerned with improving education quality to reach beyond the usual list of improved inputs. Yet, that is not easily
accomplished. The structure and organization of the aid relationship set priorities and specify practices that disempower
locally rooted education reform initiatives. Equally important, improved education quality and persisting and planned dependence
on foreign aid cannot comfortably coexist. 相似文献
327.
Joel Mintzes Heather J. Quinn 《International Journal of Science and Mathematics Education》2007,5(2):281-306
Emerging from a human constructivist view of learning and a punctuated model of conceptual change, these studies explored
differences in the structural complexity and content validity of knowledge about prehistoric life depicted in concept maps
by learners ranging in age from approximately 10 to 20 years. Study 1 (cross-age) explored the frequencies of concepts, relationships,
levels of hierarchy, branching, and cross-links in concept maps drawn by students in grades 5, 8, 11, 13, and 14. The results
provide some support for a punctuated model of conceptual change. Study 2 (longitudinal) explored the same frequencies on
repeated occasions among students enrolled in a college course on prehistoric life, and documented the shift in frequencies
of “novice” and “expert” concepts occurring during the semester. The results suggest that college students engage in much
restructuring of their knowledge frameworks during the period of a semester. Together, the two studies raise questions about
common classroom practices that encourage the rote learning of biology and geology concepts at all levels. 相似文献
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