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921.
The area of electronic government (eGovernment) has received increased prominence and attention over the last few years. In spite of the current developments, many avenues in the area of eGovernment remain unexplored. One such area is the comprehensive assessment of eGovernment projects. We propose that understanding the value of projects drives the assessment process. Assessment of information technology (IT) initiatives is conducted either as an ex-ante (before implementation) or ex-post (after implementation) procedure. In this study, we present an ex-post framework for the assessment of eGovernment projects. Assessment identifies the value of the eGovernment project post-implementation. This paper examines a three-dimensional framework for the assessment of eGovernment initiatives. The three dimensions are eGovernment maturity level, stakeholders, and assessment levels. 相似文献
922.
Joseph R. Matthews 《Public Library Quarterly》2016,35(3):175-187
OCLC’s WorldCat now holds more than 320 million bibliographic records with some 2-plus billion holdings linked to the bibliographic records. The vast majority of the world’s libraries, archives, and museums rely on OCLC as the primary source for bibliographic records. Compared to all other options, OCLC is clearly the very large elephant in the room. OCLC provides a broad range of services, including WorldShare Metadata Services (cataloging); WorldShare Interlibrary Loan (sharing resources); WorldShare Management Services (cloud-based integrated library system); WorldCat Discovery Services; and CONTENTdm? (management of digital collections). This article explores the available options for obtaining cataloging records from alternative sources by considering four factors: breadth, quality, ease of use, and costs of use of the bibliographic database. 相似文献
923.
Darren L. Linvill Joseph P. Mazer Brandon C. Boatwright 《Communication Research Reports》2016,33(4):363-369
This study examined the need for cognition as a mediator between aggressive communication traits and tolerance for disagreement. Previous research suggests that argumentativeness is a positive predictor of tolerance for disagreement, while verbal aggressiveness is a negative predictor of tolerance for disagreement. Our findings indicate that need for cognition positively mediates the relationship between argumentativeness and tolerance for disagreement, as well as verbal aggressiveness and tolerance for disagreement. 相似文献
924.
Sue Joseph 《Journalism Practice》2016,10(6):730-743
Australian author Helen Garner has written three of the most debated literary journalism texts in Australia in the past 20 years. All book-length, all literary in articulation, all dealing with traumatic legal cases—but all with crucial missing voices. Choosing to write into trauma as both witness and story-teller, Garner creates a certain inter-subjectivity throughout her work: her voice is witness to others’ traumas; and as a character within the texts, story-teller of those traumas. But there is a recurring component of voicelessness in each of the three texts which will be delineated and discussed in this paper, with the principal focus on her latest text, This House of Grief: The Story of a Murder Trial. How does Garner manage to tell the story ethically when the main protagonists refuse her interview? With this absence of voice, is this text still an ethical rendering? 相似文献
925.
Aversive chemosensory conditioning altersHermissenda’s feeding behavior. But opposite behavioral changes have been reported, depending on whether discrete-trial or context-conditioning
paradigms were used, raising questions about the roles of associative and nonassociative processes. We attempted to produce
chemosensory contextual conditioning but failed to do so across a wide range of conditions. In Experiments 1–3, we observed
large, nonspecific bite latency increases to shellfish extracts, regardless of whether they had signaled the presence or absence
of shaking. In Experiment 4, we found that mere exposure to shellfish extract produced latency increases; vestibular stimulation
was unnecessary. In a final experiment, using Y-maze choice tests, we failed to observe selective reductions in animals’ preference
for shellfish paired with shaking. Nonassociative processes stemming from prolonged exposure to concentrated shellfish extracts
appear to be major factors in our failure to demonstrate associative chemosensory contextual conditioning. 相似文献
926.
Frog dissection via the world-wide web: Implications for widespread delivery of instruction 总被引:1,自引:0,他引:1
Mable B. Kinzie Valerie A. Larsen Joseph B. Burch Steven M. Boker 《Educational technology research and development : ETR & D》1996,44(2):59-69
While valuable instructional products are available for development and distribution via a variety of media, the Internet provides one of the most effective delivery mediums to date. In this paper, we describe the design and development of a set of Internet-based instructional materials on frog dissection and anatomy, and report on the effectiveness of Internet delivery for encouraging high levels of use and user satisfaction.A previous version of this paper was presented at the 1995 annual meeting of the Internet Society, Honolulu, HI. 相似文献
927.
ABSTRACT: Taking account of crucial differences between the social environments of universities in Newman's time and in ours, this paper considers two key concepts in the The Idea of the University , the 'philosophical' and the 'liberal'. It argues that, despite their merits, both concepts are beset by problems. And it suggests some lines of analysis, partly inspired by an Aristotelian influence both in Newman's own work and in some recent philosophy, that may help to address these problems and to support claims for the continuing power of Newman's thinking about university education. 相似文献
928.
Secondary Students' Dynamic Modeling Processes: Analyzing,Reasoning About,Synthesizing, and Testing Models of Stream Ecosystems 总被引:1,自引:2,他引:1
Stratford Steven J. Krajcik Joseph Soloway Elliot 《Journal of Science Education and Technology》1998,7(3):215-234
In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the Cognitive Strategies for Modeling (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations. 相似文献
929.
This study examined the influence of an intensive chemical demonstration workshop on fostering pedagogical content knowledge growth among science teachers identified as novice chemical demonstrators. The two-week summer workshop was designed around four training elements considered important to effective teacher in-servicing: theory, modeling, practice, and feedback. Clinical interviews served to probe various aspects of novice demonstrators' pedagogical content knowledge prior to and after the workshop. The interview protocols were analyzed using the methods of taxonomic, componential, and theme analysis. Differences in pre- and postworkshop clinical interview responses suggested growth in novices' representational and adaptational repertoires for demonstrating fundamental topics in chemistry. This growth was reflected in the increased number of chemical demonstrations and demonstration variations on each of the target chemical concepts that the novice demonstrators discussed after the in-service intervention. Their interview responses also suggested an increased awareness of the complexity of several chemical demonstrations, how these complexities could interfere with learning, and how simplified variations of the chemical demonstrations could promote science concept understanding. The research findings suggest that science teachers' pedagogical content knowledge in chemistry can be enhanced through intensive, short-term in-service programs. 相似文献
930.