全文获取类型
收费全文 | 4946篇 |
免费 | 70篇 |
国内免费 | 20篇 |
专业分类
教育 | 3338篇 |
科学研究 | 634篇 |
各国文化 | 29篇 |
体育 | 379篇 |
综合类 | 6篇 |
文化理论 | 33篇 |
信息传播 | 617篇 |
出版年
2022年 | 37篇 |
2021年 | 45篇 |
2020年 | 85篇 |
2019年 | 120篇 |
2018年 | 154篇 |
2017年 | 192篇 |
2016年 | 154篇 |
2015年 | 116篇 |
2014年 | 157篇 |
2013年 | 780篇 |
2012年 | 131篇 |
2011年 | 136篇 |
2010年 | 121篇 |
2009年 | 102篇 |
2008年 | 113篇 |
2007年 | 134篇 |
2006年 | 103篇 |
2005年 | 72篇 |
2004年 | 86篇 |
2003年 | 79篇 |
2002年 | 62篇 |
2001年 | 104篇 |
2000年 | 130篇 |
1999年 | 89篇 |
1998年 | 72篇 |
1997年 | 63篇 |
1996年 | 62篇 |
1995年 | 42篇 |
1994年 | 45篇 |
1993年 | 33篇 |
1992年 | 75篇 |
1991年 | 68篇 |
1990年 | 60篇 |
1989年 | 62篇 |
1988年 | 74篇 |
1987年 | 58篇 |
1986年 | 78篇 |
1985年 | 70篇 |
1984年 | 55篇 |
1983年 | 69篇 |
1982年 | 53篇 |
1981年 | 40篇 |
1980年 | 29篇 |
1979年 | 52篇 |
1978年 | 49篇 |
1977年 | 37篇 |
1976年 | 41篇 |
1975年 | 31篇 |
1974年 | 33篇 |
1973年 | 33篇 |
排序方式: 共有5036条查询结果,搜索用时 15 毫秒
991.
The referential, sequential, and inferential dimensions of discourse are explicated and discussed in order to obtain a vantage point from which to view the contributions of speech‐act theory to our understanding of human communication processes. A preview is then provided of four papers, each of which explores the intersection of two or more of these dimensions in order to enrich our understanding of speech‐act theory. 相似文献
992.
N. Mukunda 《Resonance》2013,18(10):917-931
We present an account of the work of Niels Bohr and Paul Dirac, their interactions and personalities. 相似文献
993.
994.
Learning diaries—as we employ them—are students’ written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is ‘tutored’ by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published—by uploading them in a cooperation platform—so that the learners can read and discuss their peers’ diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies. 相似文献
995.
Brian N. Fry 《Journal of moral education》2018,47(1):1-16
Numerous studies show empathic concern promotes altruistic motivation and prosocial behavior. Here, we discuss empathic concern, its relation to altruistic motivation, and how empathic concern is invoked in experimental studies. We do this with an eye toward applying laboratory techniques in the classroom, and everyday life, to foster empathic concern and altruistic responding. This goes beyond teaching about empathic concern to setting up conditions that help people experience this psychological state, and its benefits, firsthand. Smartphone-based ecological momentary interventions (EMIs) can help us do this by raising self- and other-awareness, and by promoting empathic states and practices in daily life. While smartphones often pull us away from direct personal interaction, we explore ways of using these devices to redirect our attention to those around us. We end by suggesting that these ways of helping people regularly experience and act upon empathic concern in daily life might help nurture a compassionate disposition. 相似文献
996.
Michael L. Arter Lacey N. Wallace Thomas L. Shaffer 《Journal of Criminal Justice Education》2016,27(1):140-156
Reflective journals have been widely accepted throughout various educational disciplines for many years as a means of enhancing experiential learning practices. Reflective journals allow for students to gain a better understanding of a given experience and explore the levels of critical thinking as they work through the understanding and learning processes. Critical thinking involves the logical progression from mere knowledge and understanding to the highest levels of synthesis and evaluation. The immediate study presents findings of the analyses of a series of sequential reflective journals presented over the course of a semester-long internship experience. Findings indicate that reflective journals are shown to facilitate progression through the levels of critical thinking as identified in Bloom’s taxonomy and promote a higher level of understanding and application of theoretical concepts to practical experiential learning. 相似文献
997.
Beate W. Hygen Jay Belsky Frode Stenseng Vera Skalicka Marianne N. Kvande Tonje Zahl-Thanem Lars Wichstrøm 《Child development》2020,91(3):861-875
Electronic games are popular and many children spend much time on this activity. Here we investigate whether the quantity of time children spend on gaming is related to their social development, making this the first study to examine this relationship in children. We examine prospective relations between time spent gaming and social competence in a community sample of Norwegian 6 year olds (n = 873) followed up at ages 8, 10, and 12, controlling for socioeconomic status, body mass index, and time spent gaming together with friends. Results revealed that greater social competence at both 8 and 10 years predicted less gaming 2 years later and that more age-10 gaming predicted less social competence at age 12 but only among girls. 相似文献
998.
Cofré Hernán Núñez Paola Santibáñez David Pavez José M. Valencia Martina Vergara Claudia 《Science & Education》2019,28(3-5):205-248
Science & Education - There is widespread agreement that an adequate understanding of the nature of science (NOS) is a critical component of scientific literacy and a major goal in science... 相似文献
999.
Niklas Gericke Rebecca Carver Jérémy Castéra Neima Alice Menezes Evangelista Claire Coiffard Marre Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. 相似文献
1000.
N. E. Chioncel R.G.W. Van Der Veen D. Wildemeersch P. Jarvis 《International Journal of Lifelong Education》2013,32(5):495-517
The article examines the theory and practice of focus groups in adult education research. Three theoretical positions are described: radical hermeneutic, moderate interpretative and pragmatic realistic position trying to bridge the gap with positivist research. This last position has been chosen as the departure point for a further analysis of the focus group elements, which relate to validity and reliability. The research examines four European research projects in the field of adult education. The most important and surprising data are presented with reference to both socio-psychological and technical problems in the use of this method. The results highlight the importance and dynamics of all the elements discussed. 相似文献