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71.
Stephen M. Croucher Deepa Oommen Ian Borton Samara Anarbaeva Jacob S. Turner 《Mass Communication and Society》2013,16(3):314-334
This is an examination of the ethnic media use of French and British Muslims. A total of 677 Muslims participated in the study. Analysis reveals being an immigrant or a native of a nation does not significantly influence ethnic media use in France but does in Britain. Ethnic identification was also revealed as an influential predictor of ethnic media use among Muslims in France but not in Britain. Religiosity significantly predicted ethnic media use among British Muslims. The article argues religiosity and ethnic identification should be included in studies examining media use among ethnic groups. 相似文献
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Mark Hickson III Joshua Turner Larry Powell Eduardo Neiva Carol T. Adams 《Communication Research Reports》2013,30(4):389-398
This study examined the relationships between the somatic‐marker hypothesis, developed by Damasio (1994) as it relates to homophily and verbal immediacy in the classroom. Damasio has hypothesized that when particular events occur in one's life, there is a “memory” of that event in the brain. As a result, when a similar event occurs, the somatic marker recreates that first event. Students were provided three different scenarios about the first day of a communication class. In the scenarios, the instructor presented information about himself. One instructor provided only autobiographical, demographic data (the control). Another provided information hozu he had had difficulty with public speaking (the selfish marker). The third provided information about how the instructor had helped someone else who had difficulty in public speaking (the altruistic marker). The results indicated that while homophily differences were not significant, there was a significant difference between the control group and the altruistic marker. 相似文献
74.
A. D. Turner 《International Journal of Science Education》2013,35(4):457-459
This study was designed (1) to analyse the relationship between the answer profile from multiple‐choice questions on stoichiometric problems and the students’ reasoning patterns and (2) to examine the effect for certain variables on the facility values of test items. The instruments used were mainly paper‐and‐pencil tests. The subjects were 6262 grammar school students from all parts of the Federal Republic of Germany. They were randomly assigned to the test items. The results indicated that many students arrived at their answers by mixing up amount and reacting mass, or molar mass and reacting mass. It was also found that the variables ‘easy/hard calculations’, and ‘formula given/to be developed’ determined the facility values of test items. From the results, it was possible to make recommendations to practising teachers as well as to examiners. Knowing students’ ideas, the teacher can think of how to make use of them before entering the classroom. A teaching unit may start off with easy problems leaving the more difficult ones for later. Examiners developing new tests on stoichiometry should consider two essential preconditions for the formulae of chemical compounds, used in the item: formulae of the type AB should be avoided and the molar masses of the elements involved must be clearly different. 相似文献
75.
John R. Turner 《Communication quarterly》2013,61(4):443-453
The study examined the relationship of interpersonal homophily and self‐esteem with the development of parasocial interaction. “Attitude”; homophily was found to be the strongest predictor, among the independent variables, of parasocial interaction for all three groups of television performers. The results also indicated that certain dimensions of a person's self‐esteem helped to predict and to explain parasocial interaction. The study showed how an integration of interpersonal and mass communication theories contributes to our knowledge of parasocial interaction. 相似文献
76.
Foundation degrees have been developed in the UK as a means of meeting the learning needs of paraprofessionals in health and social care and the services within which they work in a cost‐effective fashion. Workplace learning is an intrinsic component to these degrees. Taking a socio‐cultural perspective, this paper examines how the students’ workplaces, life circumstances and sense of career trajectory shaped their learning experience and motivation. A small‐scale evaluation study, using semi‐structured interviews, focused on the learning experiences of a group of paraprofessionals enrolled in a foundation degree in health and social care. Data revealed fragmented employment patterns, underpinned by consistent vocational drives. While the study resonated with vocation, participants were ambivalent or lacked information about career progression. Workplace conditions, relationships and limited time shaped learning and coping strategies. A strategic and focused approach to student learning is required and includes attention to career pathways, workforce development strategy, the requirements of a range of stakeholders, workplace supervision and support for learning. 相似文献
77.
Abstract This article explores the experience of a group of young people who experienced difficulty attending school. Young people's reasons for not attending school and the support provided for them by their teachers are examined. Finally, an analysis based on a shift in identity from school refuser to effective learner is offered as an explanation for the students' success in coping with school. The authors draw on Paul Klee's metaphor of art as a development that can go forwards, backward, up and down as similar to the processes of working with such young people. They argue that to expect linear progress is both unrealistic and sets unfair expectations on students and their teachers. 相似文献
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John D. Turner 《International Journal of Educational Development》1984,4(2):123-127
This article stresses the importance of teacher training in implementing changes in educational policy. It considers some of the ‘hidden’ implications of educational change and suggests that in order to reduce such undesirable consequences, teacher trainers should be more involved in educational policy-making, especially in regard to curriculum development. 相似文献