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61.
Burnham D Leigh G Noble W Jones C Tyler M Grebennikov L Varley A 《Journal of deaf studies and deaf education》2008,13(3):391-404
Caption rate and text reduction are factors that appear to affect the comprehension of captions by people who are deaf or hard of hearing. These 2 factors are confounded in everyday captioning; rate (in words per minute) is slowed by text reduction. In this study, caption rate and text reduction were manipulated independently in 2 experiments to assess any differential effects and possible benefits for comprehension by deaf and hard-of-hearing adults. Volunteers for the study included adults with a range of reading levels, self-reported hearing status, and different communication and language preferences. Results indicate that caption rate (at 130, 180, 230 words per minute) and text reduction (at 84%, 92%, and 100% original text) have different effects for different adult users, depending on hearing status, age, and reading level. In particular, reading level emerges as a dominant factor: more proficient readers show better comprehension than poor readers and are better able to benefit from caption rate and, to some extent, text reduction modifications. 相似文献
62.
The effects of method of reproduction, status of researcher, and personalization of signature on the initial rate of return of mail questionnaires were investigated, using a one-page combination cover letter and questionnaire mailed to 600 professors at the University of Maryland, College Park. The levels of each experimental variable were: Status — professor, graduate student; signature — hand signed in ink, mimeographed facsimile; reproduction — typed, photocopied, mimeographed.A response rate of 69% was obtained without using any follow-up procedures. Chi square analyses indicated no significant differences in the rate of returns for the levels of any of the experimental variables.It appears that initial return rate will not be significantly affected by using the most efficient, least expensive method available. 相似文献
63.
Income levels and percentage change in 1971–1975 income were regressed on personal and institutional variables for husband and wife doctorates holding full-time academic positions. Results of the composite equation indicate a $1,254 premium associated with being male after controlling for the other variables. Composite results also indicate a negative relationship between income for one spouse and the perceived opportunities for employment of the other spouse. Separate equations for the spouses indicate that this result related only to the wives' perceived opportunities of their husbands' income. By eliminating individuals with education doctorates and substituting the husbands' weights for the wives', the $1,254 differential was partially eliminated. The remaining differential between husbands' and wives' income was due to the greater involvement of the males in consulting and administration, greater involvement of the women in education, and fewer number of years of full-time experience of the wives. Comparison of income changes in both the composite and separate equations indicate that the wives received an 8–9% greater income increase than their husbands. 相似文献
64.
William J. Meyer Patrick Morrison Anayansi Lombardero Kelsey Swingle Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205
Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment. 相似文献
65.
This paper reports part of an investigation into how tertiary‐level distance students use and learn from textual materials during actual study sessions. Methods used provided biographical data on students and students' perceptions of their study approaches and access to the moment‐by‐moment thinking of students during study. Close‐ups of students at work provided by analysis of these data were not flattering. They revealed that students were satisficers, processed text at a rate consistent with a surface approach, avoided in‐text questions and activities wherever possible and made limited use of aspects of the text's access structure. Reasons for the poorer‐than‐expected study performances are considered as well as ways of improving text design to enhance the quality of learning. 相似文献
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In seven experiments, 2 squirrel monkeys were given choices between arrays of food that varied in the quantity offered. In Experiments 1-5, the monkeys were offered choices between quantities of the same food that varied in a 2:1 ratio. The squirrel monkeys failed to show the temporal myopia effect or a decrease in preference for the larger quantity as the absolute number of food items offered increased. Even when given choices of 8 versus 16 peanuts and 10 versus 20 peanuts, both monkeys significantly preferred the larger quantity. An examination of the monkeys' rates of consumption indicated that 20 peanuts were consumed over a 1- to 2-h period, with eating bouts separated by periods of nonconsumption. In Experiments 6A, 6B, and 7, food was either pilfered or replenished 15 min after an initial choice, so that choice of the smaller quantity led to more total food in the long run. These manipulations caused both monkeys to reduce choice of the larger quantity, relative to baseline choice. The results suggest that squirrel monkeys anticipated the future consequences of their choices. 相似文献
70.
William Hare 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1986,32(1):71-83
Five fashionable ideas in educational theory are here identified as essentially amounting to slogans in which mere rhetoric supplants rational discussion. First, the back-to-basics movement, trading on a preference for what is essential and useful, blurs the point that there is serious dispute about what actually is essential in education. Second, progressive educators favour discovery learning, but ignore the fact that discoveries can grow out of teaching situations. Third, the notion of values clarification is attractive to all who reject authoritarianism in moral education, but it cannot be enough merely to clarify our moral views. We need to ask how far they are defensible. Fourth, the idea of the hidden curriculum is used to denounce subtle indoctrination, but it is too readily assumed that a hidden curriculum is both inevitable and undesirable. Finally, modern educators have succumbed to the apparent security offered by behavioural objectives without noticing that many educational outcomes, including dispositions, cannot be specified with the precision demanded. Slogans offer simplistic solutions, and serve to curtail serious criticism.
Zusammenfassung Fünf gängige Begriffe aus der erziehungswissenschaftlichen Theorie, die wesentlich zur Schlagwortbildung beitragen, werden hier identifiziert, bei denen das rein Rhetorische die rationale Diskussion ersetzt. Erstens, die Back to Basics (Zurück zu den Grundfertigkeiten)-Bewegung, die mit Vorliebe übernimmt, was daran wesentlich und nützlich ist, jedoch die Tatsache verwischt, daß eine ernsthafte Auseinandersetzung darüber geführt wird, was eigentlich in der Erziehung wesentlich ist. Zweitens, fortschrittliche Erzieher bevorzugen entdeckendes Lernen, übersehen aber die Tatsache, daß Entdeckungen aus Lehrsituationen heraus erwachsen können. Drittens, der Begriff der Werteabklärung ist für alle verlockend, die das Autoritäre in der Moralerziehung ablehnen, aber es ist nicht ausreichend, nur unsere moralischen Standpunkte zu klären. Es muß die Frage gestellt werden, inwieweit sie zu verteidigen sind. Viertens, der Gedanke des verborgenen Curriculums wird angewandt, um die subtile Indoktrination zu entlarven, aber es wäre voreilig anzunehmen, daß das verborgene Curriculum gleichermaßen unvermeidlich und unerwünscht ist. Schließlich glauben moderne Erzieher durch die sich anbietenden Verhaltensweisen eine Garantie zu haben, ohne zu bemerken, daß vielfach Folgen der Erziehung einschließlich der Charakteranlagen, nicht im einzelnen mit der erforderlichen Präzision angegeben werden können. Schlagworte bieten vereinfachende Lösungen und dienen dazu, ernsthafte Kritik einzuschränken.
Résumé Les cinq idées en vogue dans le domaine de la théorie éducative sont identifiées ici essentiellement en tant que slogans dans lesquels la rhétorique supplante le débat rationnel. Tout d'abord, le mouvement pour un retour aux éléments d'apprentissage essentiels de base, en tirant profit d'une préférence pour ce qui est fondamental et utile en éducation, cache la controverse sérieuse qui est soulevée lorsqu'il s'agit de savoir ce qui est vraiment essentiel en éducation. Deuxièmement, les éducateurs progressistes favorisent l'apprentissage par la découverte, mais ignorent le fait que ces découvertes peuvent provenir des situations d'apprentissage. Troisièmement, la notion de clarification des valeurs est attirante pour tous ceux qui rejettent l'autoritarisme dans l'éducation morale, mais il est insuffisant de clarifier nos vues morales. Nous devons nous demander jusqu'à quel point elles sont justifiables. Quatrièment, l'idée du curriculum dissimulé est utilisée pour dénoncer une indoctrinement raffinée, mais on affirme trop facilement qu'un curriculum dissimulé est inévitable et peu désirable à la fois. Enfin, les éducateurs modernes ont cédé à l'apparente sécurité offerte par les objectifs relatifs au comportement sans remarquer que de nombreux résultats éducatifs, y compris les dispositions, ne peuvent être spécifiés avec la précision demandée. Les slogans offrent des solutions simplistes et servent à amputer la critique sérieuse.相似文献