全文获取类型
收费全文 | 6104篇 |
免费 | 52篇 |
国内免费 | 5篇 |
专业分类
教育 | 4551篇 |
科学研究 | 361篇 |
各国文化 | 119篇 |
体育 | 375篇 |
综合类 | 4篇 |
文化理论 | 59篇 |
信息传播 | 692篇 |
出版年
2020年 | 62篇 |
2019年 | 106篇 |
2018年 | 110篇 |
2017年 | 172篇 |
2016年 | 137篇 |
2015年 | 104篇 |
2014年 | 132篇 |
2013年 | 1508篇 |
2012年 | 132篇 |
2011年 | 118篇 |
2010年 | 104篇 |
2009年 | 130篇 |
2008年 | 150篇 |
2007年 | 137篇 |
2006年 | 122篇 |
2005年 | 114篇 |
2004年 | 121篇 |
2003年 | 108篇 |
2002年 | 105篇 |
2001年 | 66篇 |
2000年 | 80篇 |
1999年 | 60篇 |
1998年 | 67篇 |
1997年 | 73篇 |
1996年 | 78篇 |
1995年 | 74篇 |
1994年 | 82篇 |
1993年 | 77篇 |
1992年 | 72篇 |
1991年 | 77篇 |
1990年 | 80篇 |
1989年 | 79篇 |
1988年 | 67篇 |
1987年 | 61篇 |
1986年 | 69篇 |
1985年 | 59篇 |
1984年 | 63篇 |
1983年 | 87篇 |
1982年 | 62篇 |
1981年 | 60篇 |
1980年 | 66篇 |
1979年 | 59篇 |
1978年 | 81篇 |
1977年 | 65篇 |
1976年 | 49篇 |
1975年 | 52篇 |
1973年 | 44篇 |
1970年 | 49篇 |
1969年 | 38篇 |
1966年 | 39篇 |
排序方式: 共有6161条查询结果,搜索用时 15 毫秒
161.
Robert Olen McDonald 《Quarterly Journal of Speech》2018,104(4):400-421
Our contemporary moment is characterized by the pervasiveness of economics in social life, and the extension of “incentives” into new areas represents this movement’s keystone. Originally a fairly narrow term from neoclassical economic theory, politicians, journalists, and cultural ?gures deploy “incentives” to explain all manner of activity: judicial rulings, gendered wage gaps, and even whether soccer players score penalty kicks. To address this, I elucidate the trope of metastasis – the rhetorical mechanism by which social life is “economized.” Metastasis entails a ?gurative displacement, wherein cause shifts from one place to another. More than simply a spread of narrow economic ideas into culture, incentive rhetoric metastasizes. It displaces alternative explanations onto neoclassical market axioms. Since its proponents insist that incentives are causal mechanisms, I introduce Jacques Lacan’s interpretation of Aristotle’s discourse on causality. Lacan rereads Aristotle’s “?nal cause” from a rhetorical perspective, and forwards the retroactive causality of the symbolic order. Incentive rhetoric exempli?es this concept, in which all outcomes are explained as having been caused by a prior, unseen market force. Incentive rhetorics promise a universal code that unlocks the mysteries of human behavior that reduces all context to discrete individual choices, thereby providing a discursive alibi for economic inequality. 相似文献
162.
‘Is it because I’m a woman?’ Gender-based attributional ambiguity in higher education administration
This study examines gender-based attributional ambiguity among higher education administrators in the US, specifically academic deans. Attributional ambiguity involves situations in which members of underrepresented groups cannot determine whether interactions both negative and positive have occurred because of their minority status or for some unrelated yet plausible reason. A conceptual model of attributional ambiguity in higher education administration is presented highlighting the types of situations that produce this ambiguity, two variants of attributional ambiguity (i.e. cognitive and social), and the psychological and organizational consequences of such ambiguity. Reasons that attributional ambiguity is inherent to higher education administration are examined including the fluidity of gender roles, the culture of academia, and leaders’ minimization of discriminatory experiences. Implications for professional practice are also presented such as the need for curricula, trainings, mentoring, and coaching that addresses attributional ambiguity and greater publicity related to women’s underrepresentation in leadership roles in higher education. 相似文献
163.
Steve Graham Evan J. Fishman Robert Reid Michael Hebert 《Learning disabilities research & practice》2016,31(2):75-89
Students with Attention Deficit Hyperactivity Disorders (ADHD) frequently experience significant difficulty mastering basic academic skills. This meta‐analysis focuses on one specific potential area of learning difficulties for these students: namely, writing. To identify the extent and depth of the potential writing challenges faced by students with ADHD, we conducted a meta‐analysis comparing the writing performance of grade 1 to 12 students with ADHD to their normally achieving peers. We located 44 papers, yielding 45 studies with 87 effect sizes. The average weighted effect sizes showed that students with ADHD obtained lower scores than their normally achieving peers for writing quality (–0.78), output (–0.64), number of genre elements (–0.69), vocabulary (–0.76), spelling (–0.80), and handwriting (–0.62). Contrary to expectations, moderator analyses found that neither study quality nor the source from which ADHD students were drawn (i.e., school/community vs. clinic/hospital) accounted for variability above sampling error alone. 相似文献
164.
165.
Walter Hahn Guy Cellerier Wolfgang Wilhelm Jindra Kulich Robert J. Havighurst Bryan T. Peck Annegret Körner Rodney Skager Renate Nestvogel J. H. Sislian John J. Bergen Peter W. Kahl Tony Bates 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1978,24(4):523-544
166.
Robert J. Jones Ph.D. Kenneth J. Gruber Ph.D. Gary D. Timbers Ph.D. 《Child abuse & neglect》1981,5(4):431-440
This study reports the results of extensive interviews with an intact sample of moderately delinquent adolescents concerning their sexual assault histories. Findings indicate a surprisingly high incidence of victimization among the females interviewed which, the authors suggest, may characterize the larger population of delinquent females. The behavioral-situational contexts of reported victimization experiences are examined for salient commonalities and the following composite rape scenerio can be cast from the data: An unsupervised, 14-year-old female, who has been consuming alcohol or marijuana, is sexually assaulted, following threat and/or force, to the point of penile-vaginal penetration, by an older male friend or acquaintance (who has also consumed alcohol or marijuana) in his home or vehicle or other place where she is inherently unprotected. Some comments are offered concerning the requirements of an effective technology of child rape prevention. 相似文献
167.
A Twin-Sibling Study of Observed Parent-Adolescent Interactions 总被引:2,自引:0,他引:2
Thomas G. O'Connor E. Mavis Hetherington David Reiss Robert Plomin 《Child development》1995,66(3):812-829
Numerous behavioral genetic studies call attention to the strong and pervasive genetic influence on developmental characteristics. However, this research has been criticized for its use of poor environmental measures and a failure to examine the complex processes that are a hallmark of research in child development. This study addresses this criticism by examining the genetic and environmental components of parent-child interactions. Mother, father, and 2 adolescent siblings (10–18 years) from each of 675 families were observed interacting in 10-min dyadic problem-solving sessions. 6 groups of siblings that differed in genetic relatedness were examined (MZ and DZ twins, full siblings in nondivorced families; full, half, and unrelated siblings in stepfamilies). Results suggest a greater genetic component to adolescent behavior than to parent behavior. Both adolescent and parent behavior showed strong effects of nonshared environment, even after error of measurement was removed. 相似文献
168.
Bridging western and First Nations thought: Balanced education in Whitehead's philosophy of organism and the sacred circle 总被引:1,自引:0,他引:1
Robert Regnier 《Interchange》1995,26(4):383-415
The sacred circle offers a perspective for interpreting and theorizing about human development valuable in shaping the education of First Nations and non-First Nations students. For those of us in a western materialist culture who are interested in coming to understand what the sacred circle might offer, it is necessary to address assumptions in our own culture. This paper proceeds in four parts to facilitate such an understanding. Part One formulates the importance of a culturally self-critical approach to understanding education based in the sacred circle. Part Two presents the sacred circle as a pattern used to interpret meaning in First Nations education. Part Three examinesinterconnectedness through (a) whitehead's criticism of western scientific epistemology and his idea of education for balanced development, and (b) through the creator, mother earth and the Four Directions reflected in the sacred circle. Part Four interprets aholistic apprehension approach to education based in (a) Whitehead's notion's of intuition and imagination for balanced development from the sacred circle perspective, and (b) through the sacred circle in the vision quest ceremony. 相似文献
169.
170.
Robert L. Shrigley 《科学教学研究杂志》1982,19(4):311-320
This study was based on Hovland's four-part statement, “Who says what to whom with what effect,” the rationale for persuasive communication, a theoretical model for modifying attitudes. Part I was a survey of 139 perservice elementary teachers from which were generated the more credible characteristics of metric instructors, a central element in the “who” component of Hovland's model. They were: (1) background in mathematics and science, (2) fluency in metrics, (3) capability of thinking metrically, (4) a record of excellent teaching, (5) previous teaching of metric measurement to children, (6) responsibility for teaching metric content in methods courses and (7) an open enthusiasm for metric conversion. Part II was a survey of 45 mathematics educators where belief statements were synthesized for the “what” component of Hovland's model. It found that math educators support metric measurement because: (1) it is consistent with our monetary system; (2) the conversion of units is easier into metric than English; (3) it is easier to teach and easier to learn than English measurement; there is less need for common fractions; (4) most nations use metric measurement; scientists have used it for decades; (5) American industry has begun to use it; (6) metric measurement will facilitate world trade and communication; and (7) American children will need it as adults; educational agencies are mandating it. With the “who” and “what” of Hovland's four-part statement defined, educational researchers now have baseline data to use in testing experimentally the effect of persuasive communication on the attitude of preservice teachers toward metrication. 相似文献