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131.
132.
Timothy Barney 《Quarterly Journal of Speech》2013,99(4):412-434
After the fall of the Berlin Wall and the collapse of state socialism in Eastern and Central Europe, cartographers were faced with choices on how the new post–Cold War political landscape would be mapped. One such group called the Pluto Project had been producing atlases since 1981 with a progressive point of view about the nature of state power in the Cold War. This essay examines two of the Pluto Project's atlases as they function to identify a radical cartographic style that animates the social control of space by subverting traditional cartographic forms and defying scientific expectations and standards. 相似文献
133.
Mario F. Teisl Mark W. Anderson Caroline L. Noblet George K. Criner Jonathan Rubin Timothy Dalton 《The Journal of environmental education》2013,44(2):67-83
Most outcomes assessment in higher education has focused on content knowledge or skills development; however, attitudinal change is also a legitimate focus of assessment. We use the New Ecological Paradigm (NEP) to test whether courses designed to meet the same university environmental literacy requirement changed student environmental attitudes, and whether these changes resulted from instructor and/or course-content effects. We found student environmental attitudes did change significantly but in different directions depending upon who taught the course. The ability to measure such changes adds to the discussion in the environmental education community on the desired nature of attitudinal change and of the responsibilities of higher education instructors. 相似文献
134.
This study examined the relationships between interpersonal communication motives and temperament traits. Results indicated that extroversion was positively correlated with pleasure, affection, inclusion, escape, and relaxation and was not correlated with control. Extroversion accounted for the most unique variance in the pleasure and relaxation motives. Neuroticism was positively correlated with inclusion, escape, and control, negatively correlated with pleasure, and not correlated with affection and relaxation. Neuroticism accounted for the most unique variance in the escape motive. Psychoticism was positively correlated with control, negatively correlated with pleasure, affection, inclusion, and relaxation, and uncorrelated with escape. Psychoticism accounted for the most unique variance in the interpersonal motives of affection and inclusion. 相似文献
135.
Love Styles and Communication in Relationships: Partner Preferences,Initiation, and Intensification 总被引:1,自引:1,他引:0
Timothy R. Levine Krystyna Strzyzewski Aune Hee Sun Park 《Communication quarterly》2013,61(4):465-486
The three exploratory studies reported here investigate the role of love styles in the early stages of romantic relationships. Study 1 (N = 108) had subjects rate and rank 14 characteristics of prospective romantic partners. As expected, individual's love style scores were related to the characteristics people report as desirable in a relational partner. Several of these effects, however, were moderated by sex. Study 2 (N = 173) revealed that scores on love styles were associated with ratings of opening lines and intensification strategies. None of these effects were moderated by sex. Study 3 (N = 137) investigated the association between love styles and ratings of secret tests among individuals currently involved in a romantic relationship. The results indicated that love styles were associated with ratings of secret tests. These data add to a growing body of literature suggesting that love styles are associated with individual differences in relational and communicative behavior across the life span of romantic relationships. 相似文献
136.
Timothy P. Mottet Steven A. Beebe Paul C. Raffeld Michelle L. Paulsel 《Communication quarterly》2013,61(4):421-436
The purpose of this study was to examine the effects of student responsiveness on teachers granting relational power to students, and to determine if this power influenced how teachers evaluated student essays. Rather than student verbal and nonverbal responsiveness interacting, student nonverbal responsiveness significantly impacted the coercive, reward, and referent power that teachers granted students. Student verbal and nonverbal responsiveness affected the expert power that teachers granted students. Nine to 18% of the variance in relational power was attributed to student responsiveness. Additionally, student referent power significantly predicted teachers’ evaluation of student essays accounting for 11% of the variance. 相似文献
137.
Timothy J. Nokes-Malach Kurt VanLehn Daniel M. Belenky Max Lichtenstein Gregory Cox 《European Journal of Psychology of Education - EJPE》2013,28(4):1237-1263
Research on expertise suggests that a critical aspect of expert understanding is knowledge of the relations between domain principles and problem features. We investigated two instructional pathways hypothesized to facilitate students’ learning of these relations when studying worked examples. The first path is through self-explaining how worked examples instantiate domain principles and the second is through analogical comparison of worked examples. We compared both of these pathways to a third instructional path where students read worked examples and solved practice problems. Students in an introductory physics class were randomly assigned to one of three worked example conditions (reading, self-explanation, or analogy) when learning about rotational kinematics and then completed a set of problem solving and conceptual tests that measured near, intermediate, and far transfer. Students in the reading and self-explanation groups performed better than the analogy group on near transfer problems solved during the learning activities. However, this problem solving advantage was short lived as all three groups performed similarly on two intermediate transfer problems given at test. On the far transfer test, the self-explanation and analogy groups performed better than the reading group. These results are consistent with the idea that self-explanation and analogical comparison can facilitate conceptual learning without decrements to problem solving skills relative to a more traditional type of instruction in a classroom setting. 相似文献
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Jill Florence Lackey Susan Sullivan Borkin Vanessa Torti Timothy Welnetz D. Paul Moberg 《Curator: The Museum Journal》2007,50(3):319-340
Abstract The Science Explorations program was developed by the Milwaukee Public Museum (MPM) out of a desire to use the unique resources of MPM to advance informal science education and to address a community need of local and national concern: improving science education and accessibility for underserved audiences. In 2002, with support from the National Science Foundation (NSF) and private donors, MPM launched this after‐school program for a target group of urban, mostly minority, middle school girls, a group at risk for underachievement in science and technology. The museum staff built a combined program with five middle schools and also sought to reach out to family members of the participating girls in order to increase support for the young women's science endeavors. A three‐year evaluation of the Science Explorations program demonstrated positive findings from primarily quantitative data. An aim of this article is to present findings from the qualitative data to shed light on the reasons this program met nearly all of its targets. Findings from case studies and qualitative interviews suggest that the museum staff's efforts to demystify science—a process that provided ongoing access to real scientific endeavors and invited personal contact with scientists—influenced the program's success. Findings also suggest that strong school liaisons may help increase family support for young women's scientific pursuits, which can in turn play a role in their success in this program. 相似文献