全文获取类型
收费全文 | 28747篇 |
免费 | 405篇 |
国内免费 | 20篇 |
专业分类
教育 | 20578篇 |
科学研究 | 2263篇 |
各国文化 | 337篇 |
体育 | 2688篇 |
综合类 | 11篇 |
文化理论 | 302篇 |
信息传播 | 2993篇 |
出版年
2021年 | 290篇 |
2020年 | 494篇 |
2019年 | 711篇 |
2018年 | 906篇 |
2017年 | 886篇 |
2016年 | 868篇 |
2015年 | 535篇 |
2014年 | 685篇 |
2013年 | 5356篇 |
2012年 | 640篇 |
2011年 | 704篇 |
2010年 | 525篇 |
2009年 | 554篇 |
2008年 | 627篇 |
2007年 | 599篇 |
2006年 | 540篇 |
2005年 | 496篇 |
2004年 | 512篇 |
2003年 | 433篇 |
2002年 | 440篇 |
2001年 | 546篇 |
2000年 | 604篇 |
1999年 | 498篇 |
1998年 | 313篇 |
1997年 | 324篇 |
1996年 | 378篇 |
1995年 | 296篇 |
1994年 | 325篇 |
1993年 | 273篇 |
1992年 | 416篇 |
1991年 | 416篇 |
1990年 | 393篇 |
1989年 | 407篇 |
1988年 | 379篇 |
1987年 | 358篇 |
1986年 | 365篇 |
1985年 | 417篇 |
1984年 | 341篇 |
1983年 | 351篇 |
1982年 | 283篇 |
1981年 | 280篇 |
1980年 | 294篇 |
1979年 | 384篇 |
1978年 | 298篇 |
1977年 | 261篇 |
1976年 | 222篇 |
1975年 | 197篇 |
1974年 | 190篇 |
1973年 | 182篇 |
1971年 | 182篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
191.
Dylan J.H.A. Henssen Loes van den Heuvel Guido De Jong Marc A.T.M. Vorstenbosch Anne-Marie van Cappellen van Walsum Marianne M. Van den Hurk Jan G.M. Kooloos Ronald H.M.A. Bartels 《Anatomical sciences education》2020,13(3):353-365
Neuroanatomy education is a challenging field which could benefit from modern innovations, such as augmented reality (AR) applications. This study investigates the differences on test scores, cognitive load, and motivation after neuroanatomy learning using AR applications or using cross-sections of the brain. Prior to two practical assignments, a pretest (extended matching questions, double-choice questions and a test on cross-sectional anatomy) and a mental rotation test (MRT) were completed. Sex and MRT scores were used to stratify students over the two groups. The two practical assignments were designed to study (1) general brain anatomy and (2) subcortical structures. Subsequently, participants completed a posttest similar to the pretest and a motivational questionnaire. Finally, a focus group interview was conducted to appraise participants’ perceptions. Medical and biomedical students (n = 31); 19 males (61.3%) and 12 females (38.7%), mean age 19.2 ± 1.7 years participated in this experiment. Students who worked with cross-sections (n = 16) showed significantly more improvement on test scores than students who worked with GreyMapp-AR (P = 0.035) (n = 15). Further analysis showed that this difference was primarily caused by significant improvement on the cross-sectional questions. Students in the cross-section group, moreover, experienced a significantly higher germane (P = 0.009) and extraneous cognitive load (P = 0.016) than students in the GreyMapp-AR group. No significant differences were found in motivational scores. To conclude, this study suggests that AR applications can play a role in future anatomy education as an add-on educational tool, especially in learning three-dimensional relations of anatomical structures. 相似文献
192.
Bahar Köymen Cathal O’Madagain Andreas Domberg Michael Tomasello 《Child development》2020,91(3):685-693
In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation. 相似文献
193.
194.
195.
196.
197.
198.
199.
Ville J. E. Manninen 《Journalism Practice》2020,14(4):412-428
ABSTRACTThis article answers the question “Are the sourcing practices in Finnish online journalism trustworthy?” Here, trustworthiness is operationalized as the fulfillment of audience expectations towards sourcing practices. To this end, expectations of young Finnish adults (aged 18–28) were compared to the observed practices of Finnish online journalists. A total of 36 news items (from 12 journalists working in three newsrooms, published in 2013 and 2017) were analyzed. The analysis indicates that online journalists’ sourcing practices largely do not conform to this audience segment's expectations. Namely, the audience expects more comprehensive investigation and thorough verification than what is common practice in online journalism. The use of high-credibility sources is both expected and commonplace. The results imply that transparency may be harmful rather than beneficial to journalism's credibility, as the unveiled practices do not always meet audience expectations. 相似文献