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991.
In 2013, with the introduction of the Transparency Law in Spain, a number of Spanish newsrooms started working with data journalism methods. In Sweden, which has one of the oldest Freedom of Information acts in the world, newsrooms invested in the skill development of data journalism at approximately the same time. Because previous research suggests that access to public data has been one of the key driving forces for the development of data journalism worldwide, it is important to understand how legislation is actually shaping the practice of data journalism. Based on a survey of 66 key informants in Spain and Sweden and ten in-depth interviews with data journalists from five media companies in each country, we conducted a comparative study, building on the frameworks of media systems to explore data journalism practices in these two countries. The differences found indicate that the national and EU legislation in both nations shape journalistic strategies for accessing data, turning journalists at times into activists fighting for the right to access public data. Beyond the law, data journalists advocate for a transparency culture among the civil servants, in order to secure public accountability. 相似文献
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Through the use of taped interviews, the reasoning level of eleven (11) pre-service teachers relative to selected concepts
in Algebra was ascertained. Yumus’ (2001) levels of reasoning were applied as a guide, namely: (a) Level 1: Unable to produce
any reasoning, (b) Level 2: Have awareness of the models, known facts, properties and relationships to be used but cannot
produce any arguments; (c) Level 3: Able to produce some reasoning although the arguments are weak and (d) Level 4: Able to
produce strong arguments to support their reasoning. Using this guide it was found that of the 121 responses given, 47.1%
were at level 1, 29.8% at level 2, 16.5% at level 3 and only 6.6% were at level 4. The most difficult problem proved to be
converting repeating decimals to fractions, while the easiest was on finding the value of x0. As a whole, the reasoning ability
of the respondents, based to their average reasoning ability on the given tasks, indicate that 73% was low, 27% was moderate
and that nobody had a high level of reasoning. Assessments followed as to the factors contributing to this situation and possible
solutions. 相似文献
998.
999.
The risk for internalizing disorders in children with learning disabilities is frequently debated in the research community
and empirical responses are equivocal. For educators and clinicians, the frequent assumption is that children with dyslexia
also have at least subtle emotional problems. In this study, school-age children with reading problems and their siblings
(N=79) were referred for neuropsychological evaluation. As part of the assessment process, parents, teachers, and the child
were asked to rate the child’s level of internalizing symptoms on several behavior rating scales. Results from analyses of
the data, using both discrepancy and reading cut scores for diagnosis of dyslexia, suggest that children with dyslexia are
not at elevated risk for behaviors related to anxiety, depression, and somatization. Additionally, children at the lowest
end of the reading distribution were no more likely to have significant internalizing symptoms than children with less impaired
reading. 相似文献
1000.
Renate?ValtinEmail author Christine?Wagner 《Zeitschrift für Erziehungswissenschaft》2004,7(1):103-120
Zusammenfassung In einer Stichprobe von 2630 Jugendlichen achter Klassen aus Gymnasien, Real-, Gesamt-und Hauptschulen in Ost-und Westberlin
wurde im Jahr 2001 die Akzeptanz von Geschlechterrollenorientierungen (traditionell vs. partnerschaftlich) erfasst und ihr
Zusammenhang mit Ma?en der Ich-St?rke (positives Bild von sich selbst, psychische Stabilit?t, produktiver Umgang mit Erfolg
und Misserfolg) untersucht. Dem partnerschaftlichen Konzept wurde in h?herem Ma?e zugestimmt als dem traditionellen. Dabei
ergaben sich Geschlechts-, Ost/West-sowie Schulartunterschiede in der partnerschaftlichen sowie traditionellen Orientierung.
Weibliche Jugendliche waren weniger traditionell eingestellt als m?nnliche. Ostberliner Schüler/innen waren weniger traditionell
orientiert als Westberliner und Gymnasiast/inn/en hatten eine niedrigere traditionelle Orientierung als Gesamt-, Real-und
Hauptschüler/innen. Je h?her der Bildungsstand (gemessen an der Schulform und dem Bildungsniveau der Mutter), desto h?her
war die Akzeptanz der Gleichberechtigung der Geschlechter. Die Jugendlichen wurden nach dem Grad ihrer traditionellen Orientierung
in drei Cluster eingeteilt und hinsichtlich der Auspr?gung von Ma?en der Ich-St?rke miteinander verglichen. Dabei zeigte sich,
dass Jugendliche mit hoher traditioneller Orientierung ein niedrigeres Selbstwertgefühl, sowie eine h?here Leistungsangst,
mehr Furcht vor Misserfolg und in h?herem Ma?e selbstwertmindernde Attributionen ?u?erten als Jugendliche mittlerer und niedriger
traditioneller Orientierung. Jugendliche, die in h?herem Ausma? über die pers?nliche Ressource der Ich-St?rke verfügen, traten
h?ufiger für die Gleichberechtigung der Geschlechter ein.
Summary Sex-role-orientation and its Relationship to Egostrength in Adolescents from East and West Berlin
A sample of 2630 adolescents from grade 8 attending different types of secondary school in East and West Berlin was assessed
in 2001. The aim was twofold: to ascertain their acceptance of gender-role orientation (i.e. traditional norms vs. equality
in gender relations) and to link it to degrees of ego-strength (high self-concept, psychological stability, ability to deal
with success or failure in a constructive manner). The concept of equality in gender relations was found to be more prevalent
among females, pupils in East Berlin and those pupils attending grammar schools. The higher the education level of the pupils
(measured according to the school attended and the education level of their mothers), the greater the acceptance of gender
equality. The adolescents were classified in three clusters according to the degree of traditional orientation and then compared.
Results showed that adolescents with a high traditional orientation displayed lower self-concept, a higher level of test anxiety,
greater fear of failure and higher attribution of failure to lack of ability than those adolescents with moderate and low
traditional orientation. Those displaying a greater range of characteristics related to ego-strength supported gender equality
more frequently.
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