全文获取类型
收费全文 | 6320篇 |
免费 | 80篇 |
国内免费 | 6篇 |
专业分类
教育 | 4643篇 |
科学研究 | 387篇 |
各国文化 | 100篇 |
体育 | 509篇 |
综合类 | 5篇 |
文化理论 | 107篇 |
信息传播 | 655篇 |
出版年
2023年 | 16篇 |
2022年 | 27篇 |
2021年 | 72篇 |
2020年 | 159篇 |
2019年 | 203篇 |
2018年 | 225篇 |
2017年 | 260篇 |
2016年 | 247篇 |
2015年 | 153篇 |
2014年 | 190篇 |
2013年 | 1336篇 |
2012年 | 183篇 |
2011年 | 199篇 |
2010年 | 158篇 |
2009年 | 154篇 |
2008年 | 187篇 |
2007年 | 181篇 |
2006年 | 153篇 |
2005年 | 165篇 |
2004年 | 139篇 |
2003年 | 142篇 |
2002年 | 132篇 |
2001年 | 107篇 |
2000年 | 108篇 |
1999年 | 69篇 |
1998年 | 67篇 |
1997年 | 87篇 |
1996年 | 88篇 |
1995年 | 61篇 |
1994年 | 76篇 |
1993年 | 64篇 |
1992年 | 78篇 |
1991年 | 61篇 |
1990年 | 63篇 |
1989年 | 51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 | 47篇 |
1981年 | 40篇 |
1980年 | 41篇 |
1979年 | 46篇 |
1978年 | 47篇 |
1977年 | 31篇 |
1976年 | 25篇 |
1975年 | 18篇 |
1948年 | 18篇 |
排序方式: 共有6406条查询结果,搜索用时 0 毫秒
991.
992.
A problematic, yet common, assumption among educational researchers is that when teachers provide authentic, problem-based experiences, students will automatically be engaged. Evidence indicates that this is often not the case. In this article, we discuss (a) problems with ignoring motivation in the design of learning environments, (b) problem-based learning and scaffolding as one way to help, (c) how scaffolding has strayed from what was originally equal parts motivational and cognitive support, and (d) a conceptual framework for the design of scaffolds that can enhance motivation as well as cognitive outcomes. We propose guidelines for the design of computer-based scaffolds to promote motivation and engagement while students are solving authentic problems. Remaining questions and suggestions for future research are then discussed. 相似文献
993.
Michael Marker 《History of education》2013,42(1):79-85
The Classical Investigation, conducted from 1921 to 1924 by the American Classical League, remains the largest study of the teaching and learning of Latin and Greek performed in US schools. The recommendations that emerged from the Classical Investigation placed less stress on the claims of mental discipline and more stress on the value of classical study for the improvement of study habits and of facility with other languages, especially English. Yet the Classical Investigation also called for a turn toward a disciplinary purity conducive to a cultural reality that demanded high rates of literacy in Latin, a reality that had passed two centuries earlier. The Classical Investigation can be understood as an attempt to co‐opt progressive commitments to educational ‘science’, as a manifestation of social efficiency–social control ideology, and an effort on the part of educational traditionalists to preserve Latin as a source of class status and identity. 相似文献
994.
995.
996.
Danette Ifert Johnson Michael E. Roloff Melissa A. Riffee 《Communication quarterly》2013,61(4):347-356
Wilson et al.'s (1998) revision of politeness theory has been applied to requesting, refusing and relational development, finding that different types of face threat are present in an interaction depending on the interaction goals. This investigation seeks to extend Wilson et al.'s (1998) work by determining how threats to a speaker's and hearer's face needs influence a requester's desire to persist and use of persuasion and forgiving statements after refusal. Results indicate that refusals creating greater threat to the positive and negative face needs of requesters yield greater desire to persist and use of persuasion statements. Specific face threats did not appear to be related to use of forgiving statements. 相似文献
997.
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
998.
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
999.
1000.
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