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131.
Previous research has demonstrated that discrete cues presented during extinction of a conditioned response (extinction cues) subsequently reduce spontaneous recovery and the renewal effect. In order to assess whether an extinction cue’s effect is due to conditioned inhibition, the effect of pairing an extinction cue with food on the cue’s capacity to modulate spontaneous recovery was investigated in an appetitive conditioning experiment with rats. Conditioned inhibitors paired with the unconditioned stimulus lose their potential to inhibit responding. The food-paired extinction cue did not lose its potential to reduce spontaneous recovery. In fact, it reduced spontaneous recovery more than did an extinction cue that was not paired with food. The results indicate that extinction cues attenuate postextinction recovery of conditioned responding through a mechanism other than conditioned inhibition. The cue’s action appears to be similar to that of serial negative occasion setters. Theories of spontaneous recovery and the relationship of extinction cues to other modulatory stimuli are discussed. 相似文献
132.
C. Douglas Wetzel 《Instructional Science》1992,21(4):269-293
A system of computer-based instruction (CBI) authoring and delivery tools was developed in which generative CBI techniques were used to dynamically create instructional presentations from content databases during program execution. Three applications using these techniques are examined with regard to trade-offs between case of development and limitations imposed by program specificity: 1) A semantic network was used to represent large bodies of terse facts to be memorized. The need for authors to create large numbers of question screens was avoided by a feature enabling questions and foils to be generated on-the-fly from database assertions as the student programs ran. 2) Technical vocabulary training was accomplished with a generative approach in which an array of student learning activities were automatically generated from a database minimally consisting of technical terms and their definitions. 3) A more difficult program allowed greater interface and lesson control flexibility for creating more sophisticated practice lessons in which new instances were dynamically inserted into templates for questions, anticipated answers and feedback. A common application theme emerging from field-testing the programs was their use in learning resource centers to address specific learning objectives from larger courses. 相似文献
133.
This study aims to elicit and map tacit knowledge on teamwork success as a lens to examine variations in team performance. A new approach based on narrative simulations and the traditional similarity ratings were adopted with Six Sigma teams in an international manufacturing company. Convergence in the knowledge maps among team members and that between teams and the management of the company have been examined. Both approaches revealed differences in high performance teams and average teams. The narrative simulations elicited richer knowledge, provided a second layer with contexts to a better understanding of team knowledge, and generated more actionable suggestions for team development. Misconceptions in some Six Sigma teams were also identified, which provide insights for team training and development. The study demonstrates the application of narratives and sensemaking theories to the elicitation of team knowledge in rich contexts and multiple layers. 相似文献
134.
THE EFFECT OF SOCIAL DESIRABILITY ON PERCEIVED MEDIA IMPACT: IMPLICATIONS FOR THIRD-PERSON PERCEPTIONS 总被引:1,自引:0,他引:1
Eveland William P. Jr.; McLeod Douglas M. 《Int. Journal of Public Opinion Research》1999,11(4):315-333
This study examines variations in perceptions of media influencebased on the locus of impact (self vs. other) and the valenceof the message (pro-social vs. anti-social). After reading oneof four versions of rap lyrics either advocating or condemningviolence or misogyny, 406 undergraduates filled out a surveymeasuring the perceived impact of songs with that type of lyricson themselves and on other students. Results replicated previousfindings of a third-person perception for the anti-social messages.Based on an ego-enhancement motivational explanation, it waspredicted that there would be a reverse third-person perceptionfor the pro-social messages. The findings did not support thishypothesis, and for the pro-social message regarding the treatmentof women, a Lraditional third-person perception was found. However,consistent with the ego-defensive motivational explanation,the size of the third-person perception differential was significantlygreater for anti-social than for pro-social messages. Implicationsof these findings for explanations of the third-person perceptionwere discussed. 相似文献
135.
Science is not value-free, nor does it provide the only model of objectivity. Epistemic values guide the pursuit and methods of science. Cultural values, however, inevitably enter through individual practitioners. Still, the social structure of science embodies a critical system of checks and balances, and it is strengthened by a diversity of values, not fewer. Science also exports values to the broader culture, both posing new values- questions based on new discoveries, and providing a misleading model for rational decision-making. Science teachers who understand the multi-faceted relationship between science and values can guide students more effectively in fully appreciating the nature of science through reflexive exercises and case studies. 相似文献
136.
A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in-training and actual SENCOs revealed that their motivating interest in becoming a SENCO varied. An exploratory factor analysis of 32 items covering different interests in the role yielded four interest factors in becoming a SENCO: outward-facing factors (‘inclusion’ and ‘high-quality provision’) and inward-facing factors (‘educational and professional development’ and ‘leadership voice and status’). The outward-facing factors were viewed as more important to respondents than the inward-facing factors. Interest factors did not interact with organisational variables, including age group taught and school quality. Nevertheless, younger SENCOs and those engaged in training were more motivated by educational and professional development. SENCOs holding school leadership contracts were more motivated in developing leadership voice and status compared with their classroom teacher peers. Moreover, there was a significant overall difference with women reporting a higher interest than men across all factors. 相似文献
137.
This article compares the costs of four assessment formats: multiple choice, open ended, laboratory station, and full investigation. The amount of time spent preparing the devices, developing scoring consistency for the devices, and scoring the devices was tracked as the devices were developed. These times are presented by individual item and by complete device. Times are also compared as if 1,000 students completed each assessment. Finally, the times are converted into cost estimates by assuming a potential hourly wage. The data show that a multiple choice item costs the least, and that it is approximately 80 times as much for an open ended item, 300 times as much for a content station, and 500 times as much for a full investigation item. The very large discrepancies in costs are used as a basis to raise several policy issues related to the inclusion of alternative assessment formats in large scale science achievement testing. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 615–626, 2000 相似文献
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In an attempt to meet ever-changing users’ needs, the University of Nebraska-Lincoln (UNL) Libraries implemented virtual reference services such as e-mail, chat, and, most recently, instant messaging, in increments and via various services and vendors. Each option consistently met with a lukewarm response and less-than-desirable reference transaction numbers. After investigating the virtual reference experiences of other academic institutions, and after the advent of a more flexible Webpage design, the UNL Libraries decided to pilot strategic placement of the QuestionPoint Instant Message Qwidget on multiple pages of the library Website. Data collected in the Fall 2008 and 2009 semesters test the hypothesis that 2009 sessions utilizing the strategically placed Qwidget resulted in significantly higher sessions than 2008. The strategic placement of the Qwidget resulted in a drastic increase in reference interactions in the 2009 academic year when compared to the 2008 academic year. The overall increase in reference transactions, along with a consistent increase throughout the academic year, indicate that instant messaging reference service is of interest to our users, as long as placement of the service is prominent. 相似文献