全文获取类型
收费全文 | 503篇 |
免费 | 3篇 |
国内免费 | 1篇 |
专业分类
教育 | 430篇 |
科学研究 | 15篇 |
各国文化 | 3篇 |
体育 | 15篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 36篇 |
出版年
2020年 | 5篇 |
2019年 | 8篇 |
2018年 | 7篇 |
2017年 | 9篇 |
2016年 | 13篇 |
2015年 | 12篇 |
2014年 | 15篇 |
2013年 | 132篇 |
2012年 | 8篇 |
2011年 | 6篇 |
2010年 | 7篇 |
2009年 | 5篇 |
2008年 | 6篇 |
2007年 | 4篇 |
2006年 | 7篇 |
2005年 | 9篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 4篇 |
2001年 | 4篇 |
2000年 | 10篇 |
1999年 | 5篇 |
1998年 | 11篇 |
1997年 | 7篇 |
1995年 | 13篇 |
1994年 | 5篇 |
1993年 | 6篇 |
1992年 | 14篇 |
1991年 | 4篇 |
1990年 | 11篇 |
1989年 | 7篇 |
1988年 | 7篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 5篇 |
1980年 | 5篇 |
1979年 | 9篇 |
1978年 | 8篇 |
1976年 | 4篇 |
1975年 | 4篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1972年 | 5篇 |
1971年 | 6篇 |
1970年 | 10篇 |
1968年 | 6篇 |
1967年 | 3篇 |
1954年 | 3篇 |
排序方式: 共有507条查询结果,搜索用时 15 毫秒
31.
32.
33.
34.
35.
36.
37.
Learning theory provides a powerful framework for analyzing instructional consultations and increasing their effectiveness. In this paper, the authors review the main tenets of learning theory, apply them to consultation scenarios, and present a complex case study to show how they can guide analysis and problem solving around challenging consultations. 相似文献
38.
A three‐year experiment in integrating technical editing students into a multidisciplinary engineering design project developed several ways of helping students apply classroom learning to practical problems. Each year, the engineering students formed Integrated Product Teams (IPTs) and the technical editing students provided editorial support, first as full members of IPTs, then as separate editorial support teams. Research from cooperative learning and teamwork indicates strategies and techniques for best integrating the technical editing students. 相似文献
39.
40.
In two experiments, the influence of exposure to a CS? on the acquisition and retention of a conditioned odor aversion was examined. Preweanling rats were given exposure to the CS? either prior to (CS?/CS+) or following (CS + /CS?) the pairing of a second odor (the CS+) with footshock. The results of Experiment 1 indicated that subjects in both of the treatment conditions acquired aversions of comparable strength to the odor paired with footshock and that retention of the odor aversion was not affected by order of stimulus presentation during conditioning. Experiment 2 indicated, however, that the effectiveness of pretest exposure to various elements of the conditioning episode in reactivation of the memory for conditioningwas dependent on the order of stimulus presentation during conditioning. This differential effectiveness of the various reactivation treatments is discussed in terms of their relationship to the associative “status” of the stimuli present during conditioning and in terms of the information provided to the animal by the reactivation treatment. 相似文献