全文获取类型
收费全文 | 4015篇 |
免费 | 46篇 |
国内免费 | 11篇 |
专业分类
教育 | 2854篇 |
科学研究 | 442篇 |
各国文化 | 63篇 |
体育 | 268篇 |
综合类 | 13篇 |
文化理论 | 44篇 |
信息传播 | 388篇 |
出版年
2022年 | 26篇 |
2021年 | 73篇 |
2020年 | 70篇 |
2019年 | 133篇 |
2018年 | 236篇 |
2017年 | 201篇 |
2016年 | 197篇 |
2015年 | 107篇 |
2014年 | 130篇 |
2013年 | 820篇 |
2012年 | 149篇 |
2011年 | 97篇 |
2010年 | 88篇 |
2009年 | 77篇 |
2008年 | 100篇 |
2007年 | 81篇 |
2006年 | 69篇 |
2005年 | 73篇 |
2004年 | 57篇 |
2003年 | 38篇 |
2002年 | 41篇 |
2001年 | 40篇 |
2000年 | 41篇 |
1999年 | 40篇 |
1998年 | 41篇 |
1997年 | 24篇 |
1996年 | 35篇 |
1995年 | 26篇 |
1994年 | 25篇 |
1993年 | 28篇 |
1992年 | 35篇 |
1991年 | 38篇 |
1990年 | 36篇 |
1989年 | 37篇 |
1988年 | 35篇 |
1987年 | 24篇 |
1986年 | 35篇 |
1985年 | 30篇 |
1984年 | 35篇 |
1983年 | 24篇 |
1982年 | 35篇 |
1980年 | 23篇 |
1979年 | 25篇 |
1978年 | 23篇 |
1977年 | 21篇 |
1976年 | 20篇 |
1941年 | 19篇 |
1939年 | 23篇 |
1937年 | 41篇 |
1936年 | 40篇 |
排序方式: 共有4072条查询结果,搜索用时 15 毫秒
31.
32.
33.
Bahar Köymen Cathal O’Madagain Andreas Domberg Michael Tomasello 《Child development》2020,91(3):685-693
In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation. 相似文献
34.
35.
36.
37.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献
38.
A. V. Aleinikov D. A. Mal’tseva V. P. Miletskii 《Scientific and Technical Information Processing》2016,43(2):106-114
This paper analyzes modern information technologies as applied in the political environment and considers the content and peculiarities of using IT programs in strategic political modeling. 相似文献
39.
V. I. Dorofeeva A. G. Motin D. N. Nikol’skii Yu. S. Fedyaev 《Scientific and Technical Information Processing》2016,43(3):166-173
The main aspects of the creation of a monitoring system for the research activities of the members of a higher-education institution are considered. The scientific activities of the lecturers and members of Turgenev Orel State University is used as the basis. It is expected that this system will be an efficient tool for optimal managerial decisions at all levels. 相似文献
40.