全文获取类型
收费全文 | 12223篇 |
免费 | 131篇 |
国内免费 | 19篇 |
专业分类
教育 | 8420篇 |
科学研究 | 1232篇 |
各国文化 | 118篇 |
体育 | 1322篇 |
综合类 | 8篇 |
文化理论 | 164篇 |
信息传播 | 1109篇 |
出版年
2022年 | 109篇 |
2021年 | 153篇 |
2020年 | 240篇 |
2019年 | 394篇 |
2018年 | 470篇 |
2017年 | 487篇 |
2016年 | 402篇 |
2015年 | 291篇 |
2014年 | 336篇 |
2013年 | 2341篇 |
2012年 | 300篇 |
2011年 | 279篇 |
2010年 | 239篇 |
2009年 | 203篇 |
2008年 | 217篇 |
2007年 | 246篇 |
2006年 | 208篇 |
2005年 | 190篇 |
2004年 | 175篇 |
2003年 | 200篇 |
2002年 | 166篇 |
2001年 | 176篇 |
2000年 | 173篇 |
1999年 | 174篇 |
1998年 | 87篇 |
1997年 | 88篇 |
1996年 | 127篇 |
1995年 | 91篇 |
1994年 | 105篇 |
1993年 | 101篇 |
1992年 | 166篇 |
1991年 | 161篇 |
1990年 | 151篇 |
1989年 | 141篇 |
1988年 | 123篇 |
1987年 | 127篇 |
1986年 | 145篇 |
1985年 | 142篇 |
1984年 | 114篇 |
1983年 | 134篇 |
1982年 | 114篇 |
1981年 | 109篇 |
1980年 | 97篇 |
1979年 | 173篇 |
1978年 | 117篇 |
1977年 | 116篇 |
1976年 | 111篇 |
1975年 | 83篇 |
1974年 | 90篇 |
1971年 | 73篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
151.
152.
Although the U.S. population is becoming increasingly diverse, the race of individuals entering the counseling profession remains predominantly White (S. P. Pack‐Brown, 1999). The authors define and explore the connection between White privilege and oppression and encourage the use of racial identity models to address these constructs with counselor trainees in supervision. 相似文献
153.
154.
155.
G.O. Coldevin 《Learning, Media and Technology》1980,6(3):92-97
This paper, first delivered at the 1979 Conference, reviews 25 years of experimental research into production and presentation variables. A number of suggestions are made for continuing research in specific areas and a bibliography of 45 references is appended. 相似文献
156.
157.
Developmental issues in cognitive mapping: the selection and utilization of environmental landmarks 总被引:1,自引:0,他引:1
2 studies were conducted to investigate developmental differences in the ability to select and use environmental landmarks for cognitively organizing distance information from a walk. In experiment 1, second-grade, fifth-grade, and college subjects viewed a simulated walk and selected scenes that were high in potential landmark value. In experiment 2, children from the same grade levels first viewed the walk and then ranked distances among either the test scenes most frequently selected by their peers or those selected most frequently by adults. Results indicated that (a) adults and children may not spontaneously select the same features as real-world landmarks; (b) children are less capable than adults in judging the value of potential landmarks as distance cues; and (c) the ability to use environmental landmarks as cues for distance information developmentally precedes the ability to assess this potential information value. 相似文献
158.
Giselle Martins dos Santos Ferreira Luiz Alexandre da Silva Rosado Márcio Silveira Lemgruber Jaciara de Sá Carvalho 《Learning, Media and Technology》2020,45(1):46-60
ABSTRACTThis article discusses issues concerning the spread of data-driven educational technologies in Brazil. Here, as elsewhere, educational technology continues to be promoted optimistically as the bearer of a panacea for historically-rooted social problems. Whilst some of these technologies have indeed contributed to important widening-participation programmes in the last two decades, widespread advocacy of technological ‘solutionism’, reflected in gradually stronger policy demands for efficiencies to be improved through ‘innovation’, has supported a relentless marketisation of the country’s educational systems. As transnational corporations position themselves to take control of key areas of these systems, threatening to restructure the whole sector, data-driven educational technologies provide the latest example in a series of ‘new’ ideas offered in an ever-expanding market. Based on the notion of ‘conceptual metaphors’, which encapsulate specific ways of perceiving, thinking and relating with the world, this article examines key metaphors underpinning discourses surrounding data-driven educational technologies in Brazil. In particular, the article analyses ways in which these specific metaphors may be promoting perspectives that ignore difference and obscure broader questions concerning education, thus contributing to the reproduction of previously existing problems and supporting new forms of colonisation. 相似文献
159.
Julio-César Mateus Wilson Hernández-Breña Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464
AbstractKey to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence. 相似文献
160.
M G Green 《Child development》1979,50(3):666-674
3 hypotheses were tested concerning the developmental relation between children's concepts of physical uncertainty and their comprehension of a speaker's uncertainty. 2 cognitive tasks of physical uncertainty were used to assign 56 subjects (aged 5-4 to 17-11) to 1 of 3 cognitive stages. 2 tests for comprehension of speaker uncertainty were administered to all participants. The results indicated that cognitive stage was related to (a) comprehension that a speaker could be uncertain, (b) comprehension that uncertainty could be expressed in different degrees or magnitudes, and (c) the internal consistency of judgments made about the relative degree of uncertainty conveyed by an utterance. These findings are interpreted as evidence for the position that development of cognitive stages is structurally related to comprehension of speech act uncertainty. 相似文献