全文获取类型
收费全文 | 6370篇 |
免费 | 80篇 |
国内免费 | 6篇 |
专业分类
教育 | 4682篇 |
科学研究 | 386篇 |
各国文化 | 100篇 |
体育 | 517篇 |
综合类 | 4篇 |
文化理论 | 107篇 |
信息传播 | 660篇 |
出版年
2023年 | 16篇 |
2022年 | 27篇 |
2021年 | 75篇 |
2020年 | 163篇 |
2019年 | 206篇 |
2018年 | 230篇 |
2017年 | 267篇 |
2016年 | 250篇 |
2015年 | 154篇 |
2014年 | 194篇 |
2013年 | 1349篇 |
2012年 | 183篇 |
2011年 | 200篇 |
2010年 | 158篇 |
2009年 | 154篇 |
2008年 | 188篇 |
2007年 | 181篇 |
2006年 | 153篇 |
2005年 | 166篇 |
2004年 | 139篇 |
2003年 | 143篇 |
2002年 | 130篇 |
2001年 | 109篇 |
2000年 | 109篇 |
1999年 | 70篇 |
1998年 | 67篇 |
1997年 | 87篇 |
1996年 | 89篇 |
1995年 | 61篇 |
1994年 | 76篇 |
1993年 | 65篇 |
1992年 | 78篇 |
1991年 | 61篇 |
1990年 | 63篇 |
1989年 | 52篇 |
1988年 | 60篇 |
1987年 | 44篇 |
1986年 | 55篇 |
1985年 | 61篇 |
1984年 | 59篇 |
1983年 | 60篇 |
1982年 | 48篇 |
1981年 | 40篇 |
1980年 | 41篇 |
1979年 | 45篇 |
1978年 | 47篇 |
1977年 | 29篇 |
1976年 | 25篇 |
1975年 | 18篇 |
1948年 | 18篇 |
排序方式: 共有6456条查询结果,搜索用时 15 毫秒
951.
Christopher J. Carpenter Franklin J. Boster Michael Kotowski Jonathan P. Day 《Communication quarterly》2013,61(2):119-134
One of the key characteristics of effective opinion leaders is that they are highly connected; they know many people and have numerous weak-tie relationships. Two studies were conducted that found evidence consistent with construct validity. The first (N = 35 and N = 57) found that connectors knew more people from a randomly selected list of names. A second study, with two surveys, was created (N = 561 and N = 189) such that the connectedness scores of some of the subjects in the first survey could be linked to how many subjects knew them in the second. Results indicated that those with higher connection scores were more likely to be known by others. Moreover, in the second survey, measures of Facebook use and bridging social capital were found to be associated substantially with connector scores. 相似文献
952.
Laurie Pratt Richard L. Wiseman Michael J. Cody Pamela F. Wendt 《Communication quarterly》2013,61(1):46-66
The explosive growth of Internet and E‐mail use has provided exceptional opportunities for humans to mediate their communication and thus their relationships in new ways. This study reports on a content analysis of interrogative strategies used in E‐mail messages exchanged over six months between intergenerational sets of senior citizens and youngsters. A great deal of relationship development is facilitated by the use of questions which are a core aspect of uncertainty reduction processes. While Uncertainty Reduction Theory (URT) has been a predominant theoretical position for examining face‐to‐face initial interaction, its utility for examining communication in an asynchronous, computer‐mediated environment was only partially effective. Data analyses focused on politeness of questions, types of questions, and, temporal effects. Results suggest that the interrogative strategies we engage in to achieve interpersonal connectedness are sometimes different in computer‐mediated communication (CMC) and a new standard for transacting relational message exhange may be emerging. 相似文献
953.
954.
Michael R. Welton 《International Journal of Lifelong Education》2013,32(5):641-656
This essay examines one of the most intractable pedagogical problems of the Marxian revolutionary tradition: who will educate the educator and how ought the learning process to proceed. The solutions of Marx, Lenin and Habermas are critically examined towards the clarification of the emancipatory learning process. This learning process has three components: enlightenment, empowerment and emancipatory collective action. Lessons are drawn for our own time. 相似文献
955.
956.
Enigmas in School Science: students’ conceptions for scientifically associated words 总被引:1,自引:0,他引:1
Master's students were involved in the design, and later the administration, of a questionnaire for 500 junior secondary students in Botswana and Lesotho, to buildup a picture of student perceptions of science and technology. Responses to mainly open‐ended questions were categorised according to key phrases mentioned by the students. There was some confusion over the differences between science and technology, but they were overwhelmingly perceived as subjects appropriate to both sexes. Science and technology were seen in broad socio‐economic terms, enabling people to cope in the modern world, gain employment in both the formal and informal sectors, and contribute towards national development. Although science and technology were judged to have enhanced the quality of life, they had introduced conflicts into traditional beliefs and cultures, in part as a result of increasing female emancipation. The attitudes of the students towards the two subjects, and to the impact they have had on everyday life, were congruent with the philosophical aims of the science and technology syllabuses of both countries and with global initiatives such as Project 2000 +. 相似文献
957.
Neil Humphrey Ann Lendrum Michael Wigelsworth Afroditi Kalambouka 《Pastoral Care in Education》2013,31(3):219-239
The aim of this study was to build an implementation process model for social–emotional interventions. Case studies were conducted at five primary schools in England nominated as ‘lead practise’ by their local authorities. Data collection comprised interviews with school staff, children and parents, observations of intervention sessions and other settings, and document analysis. Data were analysed using qualitative content analysis. In brief, the process model of Social and Emotional Aspects of Learning small group work indicates that successful implementation is dependent upon a range of factors, ranging from the skills and experience of the group facilitator to the availability of an appropriate physical space to conduct the sessions. Key aspects of the delivery of small group interventions included setting achievable targets for children, providing constant reinforcement of desirable behaviour, and providing opportunities for pupils to verbalise their emotional experiences. We discuss the implications of the model and make recommendations for future development in this area. 相似文献
958.
Jean Christophe Meunier Michael Boyle Thomas G. O'Connor Jennifer M. Jenkins 《Child development》2013,84(5):1594-1615
This study tests the hypothesis that links between contextual risk and children's outcomes are partially explained by differential parenting. Using multi‐informant measurement and including up to four children per family (Mage = 3.51, SD = 2.38) in a sample of 397 families, indirect effects (through maternal differential parenting: self‐reported and observed) of cumulative contextual risk on four child outcomes were investigated. Cumulative risk was associated with higher levels of differential parenting and, in turn, with higher levels of behavioral problems. Indirect effects were strongest for attentional and social problems but also evident for aggression. The link between differential parenting and outcome was moderated by favoritism, but this was only evident for maternal report and strongest for aggression. 相似文献
959.
960.
Michael P. Wolfe 《Clearing house (Menasha, Wis.)》2013,86(6):290-291
This study examines nine secondary American history textbooks' treatment of 9/11 and related events. Through the use of content analysis, the study centers on the knowledge omitted from textbook portrayals of 9/11. Findings indicate that when authors omit particular information, these exclusions limit the perspectives that students can consider, which shapes understandings of American history and the world. Recommendations are provided for ways teachers can develop students' critical thinking, provide them with multiple perspectives, and increase their historical understandings. 相似文献