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151.
Patricia H. Miller Jennifer Slawinski Blessing Stephanie Schwartz 《International Journal of Science Education》2013,35(4):363-381
This study examined gender differences in 79 high‐school students’ attitudes towards their science classes, their perceptions of science and scientists, and their views about majoring in science. The study identified some of the subtleties underlying females’ low participation in, and interest in, science documented in previous research. Four themes emerged from responses on the rating scales and questionnaire. First, even when females planned to major in science, they were more interested than males in the people‐oriented aspects of their planned majors. Second, biology was the one exception to females’ low interest in science. Third, females often planned a science major mainly because they needed a science background in order to enter a health profession such as medicine or physical therapy. Fourth, females generally found science uninteresting and the scientific lifestyle (as perceived by them) unattractive. Implications for teaching science were discussed. 相似文献
152.
Daniel L. Dinsmore Peter Baggetta Stephanie Doyle Sandra M. Loughlin 《Journal of Experimental Education》2013,81(1):121-141
The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer. 相似文献
153.
Mark Cordano Stephanie Welcomer Robert Scherer Lorena Pradenas Victor Parada 《The Journal of environmental education》2013,44(4):224-238
We surveyed business students in the U. S. (n = 256) and Chile (n = 310). The survey included measures drawn from studies of pro-environmental behavior using Schwartz's norm activation theory (Schwartz, 1977), the theory of reasoned action (Ajzen & Fishbein, 1980), and a values-beliefs-norms model created by Stern, Dietz, Abel, Guagnano, and Kalof (1999). Our results show Chilean business students are more altruistic than business students in the United States and Chilean students felt stronger pressures from their peers to engage in pro-environmental behaviors. Chilean business students also expressed higher levels of awareness of environmental problems, a greater sense of obligation to protect the environment, a stronger willingness to limit property rights, and stronger intentions to engage in pro-environmental behavior. 相似文献
154.
Recent studies have shown that the interpretation of graphs is not always easy for students. In order to reason properly about distributions of data, however, one needs to be able to interpret graphical representations of these distributions correctly. In this study, we used Tversky’s principles for the design of graphs to explain how 125 first-year university students interpreted histograms and box plots. We systematically varied the representation that accompanied the tasks between students to identify how the design principles affected students’ reasoning. Many students displayed misinterpretations of histograms and box plots, despite the fact that they had the required knowledge and time to interpret the representations correctly. We argue that the combination of dual process theories and Tversky’s design principles provides a promising theoretical framework, which leads to various possibilities for future research. 相似文献
155.
Mythmaking in Alien Abduction Narratives 总被引:1,自引:1,他引:0
Stephanie Kelley-Romano 《Communication quarterly》2013,61(3):383-406
Examination of alien abduction discourse has the potential to inform our understanding of symbolic practices. This essay uses 130 narratives of individuals who claim to have had contact with extraterrestrial beings to argue that alien abduction discourse is a living myth. This myth—the Myth of Communion—is rhetorically significant because it illustrates the formative power of narrative while also revealing certain characteristics about our cultural condition. 相似文献
156.
Addressing Violence in Middle Schools 总被引:1,自引:1,他引:0
Stephanie M. Banks 《Clearing house (Menasha, Wis.)》2013,86(4):209-210
157.
Elizabeth A. McDaniel B. Dell Felder Linda Gordon Mary Ellen Hrutka Stephanie Quinn 《Innovative Higher Education》2000,25(2):143-157
Innovative models that focus on learning outcomes engage faculty in new ways of facilitating and assessing learning, while their institutions seek to support and reward their participation. Innovators from four different institutions provide an overview of their approaches to implementing principles of outcomes-based education, compare their models, and explore the changes that are precipitated in the roles, rewards, resources, structures, and models. While the four institutions and models differ on several significant variables, the innovators identify common key elements and issues that the academy must address in order to transform the educational experience and culture to a more learning-centered enterprise. 相似文献
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We examine how conceptions of identity and meaningful work are influenced by a nation's changing economic and political environment. We collected research in Norway – a country with a rich economy that has heavily relied upon oil production since the 1980s. Yet depleting oil resources are prompting an economic transformation. Twenty-seven interviews and a thematic analysis revealed how Norwegian workers safeguarded their traditional, collective workplace values, yet were simultaneously confronted with modern – more masculinized – workplace performances ushered in with the oil era. We contribute to theory by suggesting that work's meaningfulness is constructed by competing national cultural discourses that evolve over time. These discourses become narratives that citizens draw upon to evaluate work and to negotiate their personal and professional identities. 相似文献