全文获取类型
收费全文 | 3978篇 |
免费 | 49篇 |
国内免费 | 4篇 |
专业分类
教育 | 2906篇 |
科学研究 | 271篇 |
各国文化 | 70篇 |
体育 | 360篇 |
综合类 | 1篇 |
文化理论 | 37篇 |
信息传播 | 386篇 |
出版年
2023年 | 14篇 |
2022年 | 21篇 |
2021年 | 42篇 |
2020年 | 69篇 |
2019年 | 115篇 |
2018年 | 138篇 |
2017年 | 154篇 |
2016年 | 133篇 |
2015年 | 92篇 |
2014年 | 127篇 |
2013年 | 913篇 |
2012年 | 117篇 |
2011年 | 101篇 |
2010年 | 86篇 |
2009年 | 101篇 |
2008年 | 122篇 |
2007年 | 111篇 |
2006年 | 103篇 |
2005年 | 98篇 |
2004年 | 90篇 |
2003年 | 75篇 |
2002年 | 78篇 |
2001年 | 52篇 |
2000年 | 62篇 |
1999年 | 62篇 |
1998年 | 45篇 |
1997年 | 44篇 |
1996年 | 61篇 |
1995年 | 47篇 |
1994年 | 51篇 |
1993年 | 34篇 |
1992年 | 50篇 |
1991年 | 36篇 |
1990年 | 44篇 |
1989年 | 36篇 |
1988年 | 29篇 |
1987年 | 24篇 |
1986年 | 27篇 |
1985年 | 23篇 |
1984年 | 21篇 |
1983年 | 15篇 |
1982年 | 24篇 |
1981年 | 29篇 |
1980年 | 27篇 |
1979年 | 18篇 |
1978年 | 21篇 |
1976年 | 19篇 |
1975年 | 14篇 |
1974年 | 20篇 |
1973年 | 15篇 |
排序方式: 共有4031条查询结果,搜索用时 0 毫秒
151.
Paul J. Ford 《Ethics and Information Technology》2001,3(2):113-121
This is a follow-up article toPhilip Brey's ``The ethics of representation andaction in Virtual Reality' (published in thisjournal in January 1999). Brey's call for moreanalysis of ethical issues of virtual reality(VR) is continued by further analyzing issuesin a specialized domain of VR – namelymulti-user environments. Several elements ofBrey's article are critiqued in order to givemore context and a framework for discussion.Issues surrounding representations ofcharacters in multi-user virtual realities aresurveyed in order to focus attention on theimportance of additional discussion andanalysis of specialized aspects of VR. 相似文献
152.
153.
Nurture groups (NGs) are a form of provision for children with social, emotional, behavioural and learning difficulties. Although the first groups were established over 30 years ago, growth in the number of NGs in the UK has been exponential over the past ten years. This study attempts to assess the effectiveness of NGs in promoting positive social, emotional and educational development. The study set out to measure: (1) the effects of NGs in promoting pupil improvement in the NGs; (2) the extent to which these improvements generalised to mainstream settings; and (3) the impact of NGs on whole schools. Statistically significant improvements were found for NG pupils in terms of social, emotional and behavioural functioning. NGs which had been in place for more than two years were found to be significantly more effective than groups which had been in existence for less than two years. Pupils with SEBD in mainstream classrooms improved in behavioural terms significantly better than pupils with and without SEBD attending schools that did not have NG provision. The greatest social, emotional and behavioural improvements took place over the first two terms, whilst improvements in behaviours associated with cognitive engagement in learning tasks continued to improve into the third and fourth terms. This study suggests that NGs are a highly promising form of provision for young children with a wide range of SEBDs. There is also good evidence to suggest that successful NGs contribute to the development of the ‘nurturing school’. 相似文献
154.
Paul Nijhoff Asser 《Publishing Research Quarterly》1992,8(2):5-11
For centuries publishers have acted as intermediaries between author and audience. Copyright, like freedom of expression,
is an essential element of freedom in this role, because without it authors' rights are not fully protected. Only when they
are protected against theft and other economic or moral infringements are authors free to express themselves without fear.
Publishers, too, rely on copyright to protect their investments and their freedom
Paul Nijhoff Asser has been secretary of the International Group of Scientific, Technical and Medical Publishers (STM), Amsterdam,
since 1970. He has been active in publishing and bookselling for more than forty years.
This article was adapted from a presentation at the seminar “East Meets West: Copyright and the Publisher in a Market Economy”,
Hamburg, March 1991. 相似文献
155.
James Ladyman ([2000]) argues that constructive empiricism isuntenable because it cannot adequately account for modal statementsabout observability. In this paper, I attempt to resist Ladyman'sconclusion, arguing that the constructive empiricist can granthis modal discourse objective, theory-independent truth-conditions,yet without compromising his empiricism.
- 1 Ladyman's dilemma
- 2 Constructive empiricism and modal agnosticism
- 3 Conclusion
- 2 Constructive empiricism and modal agnosticism
156.
157.
158.
159.
160.
Francisco Pons Paul L. Harris Pierre-André Doudin 《European Journal of Psychology of Education - EJPE》2002,17(3):293-304
The main goal of this research was to assess whether it is possible to help children develop their general understanding of emotions. Thirty-six nine-year-old children divided in two groups were examined using a pre-test/train/post-test design. The emotion understanding of the two groups was measured in the pre- and post-test phases using the Test of Emotion Comprehension (TEC). The experimental group received a teaching program about emotions during the training phase: School Matters In Lifeskills Education (SMILE). The control group received no special teaching about emotion during this phase. Results showed that the level of emotion understanding in the experimental group improved significantly between the pre- and post-test whereas no such change occurred in the control group. The theoretical and practical implications of the findings are discussed. 相似文献