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991.
Feminist standpoint theory has important implications for science education. The paper focuses on difficulties in standpoint theory, mostly regarding the assumptions that different social positions produce different types of knowledge, and that epistemic advantages that women might enjoy are always effective and significant. I conclude that the difficulties in standpoint theory render it too problematic to accept. Various implications for science education are indicated: we should return to the kind of science education that instructs students to examine whether arguments, experiments, etc. are successful, rather than ask who presented them; when considering researchers and students for science education programs we should examine their scholarly achievements, rather than the group to which they belong; women should not be discouraged from engaging in “mainstream” science research and education (or other spheres of knowledge considered as “men’s topics”) and men should not be discouraged from engaging in what are considered “women’s topics” in science (or outside it); we should not assume that there are different types of science for women and for men, nor different ways for women and men to study science or conduct scientific research. 相似文献
992.
This special issue reports a project in which the replication of historically meaningful studies was carried out by graduate
students in a history of psychology course. In this introduction, I outline the nature of the project and its rationale, and
briefly sketch the results. The subsequent five papers represent scholarly presentations of five selected replications written
by students in the course. These are followed by a commentary on the project by an educational psychologist.
Ryan D. Tweney is Emeritus Professor of Psychology at Bowling Green State University and has held visiting positions at the Salk Institute, the Royal Institution of Great Britain, and the University of Bath, where he was a Senior Fulbright Fellow. He received his BA from the University of Chicago and his Ph.D. from Wayne State University. His research interests center on the nature of scientific thinking and on the development of cognitive-historical approaches to the understanding of the history of science. His publications are primarily in cognitive psychology, the history of psychology, and the history and philosophy of science. Currently, he is using experimental and historical methods to explore the cognitive differences between scientific thinking and religious belief systems. 相似文献
Ryan D. TweneyEmail: |
Ryan D. Tweney is Emeritus Professor of Psychology at Bowling Green State University and has held visiting positions at the Salk Institute, the Royal Institution of Great Britain, and the University of Bath, where he was a Senior Fulbright Fellow. He received his BA from the University of Chicago and his Ph.D. from Wayne State University. His research interests center on the nature of scientific thinking and on the development of cognitive-historical approaches to the understanding of the history of science. His publications are primarily in cognitive psychology, the history of psychology, and the history and philosophy of science. Currently, he is using experimental and historical methods to explore the cognitive differences between scientific thinking and religious belief systems. 相似文献
993.
Chen?Yu-yueEmail author Lin?Hong Ren?Yu Wang?Hong-wei Zhu?Liang-jun 《浙江大学学报(A卷英文版)》2004,5(8):918-922
Study of the morphology, aggregation structure and properties ofBombyx mori silk treated by low temperature oxygen plasma showed that slight flutes appeared on the surface ofBombyx mori silk fiber and that its surface structure changed after plasma treatment. The conformation also changed and crystalline degree
decreased. The stannic filling rate of treated fiber was improved. Because of etching, the weight of the fiber decreased but
the breaking strength changed little after short-time treatment.
Project (No. 50073013) supported by the National Natural Science Foundation of China 相似文献
994.
Teachers have the opportunity to discuss the emotions of children as they occur in the context of the classroom. As such, teachers play an important role in the socialization of emotions of young children. This observational study examines teachers discussions of emotions in three child care centers. The findings suggest that child care centers are important social contexts for learning about feelings because of ongoing interaction between teachers and children. Teachers in child care centers use various strategies with children to discuss their emotional expressions. They help children learn to identify emotion-related words, to understand the causes of emotion, and to provide them with constructive means of emotion regulation. The implications for teacher-training programs focusing on methods of facilitation of emotional competence and appropriate emotional socialization are presented. 相似文献
995.
Although learning environments research has thrived for decades in many countries and school subjects, English classroom environment research is still in its infancy. This article paves the way for expanding research on English classroom environments by (1) reviewing the limited past research in English classrooms and (2) reporting the first study of English learning environments in Singaporean primary schools. For a sample of 441 grade 6 students, past research in other subjects was replicated in that a modified version of the What Is Happening In this Class? questionnaire was cross-validated, classroom environment was found to vary with the determinants of student sex and ethnicity, and associations emerged between students’ attitudes and the nature of the classroom environment. 相似文献
996.
Ignoring the role of chance in science distorts the nature of the scientific process. Teachers can address this issue by means of several in-depth historical case studies, such as the discovery of electromagnetism by Oersted. Oersted was led to his lecture experiment by logic (two new hypotheses), but its success from the first trial was largely due to chance. Reproducing Oersteds experiment in the classroom complements the story by allowing students to see for themselves the role of some accidental factors, such as the choice of materials and instruments. The message to students is that chance and logic go together in science. 相似文献
997.
Rinchen?TshewangEmail author Vinesh?Chandra Andy?Yeh 《Learning Environments Research》2017,20(2):269-288
This paper reports a study of students’ and teachers’ perceptions of their classroom learning environment in Bhutanese eighth-grade mathematics classes. Research suggests that positive perceptions of the learning environment can have a positive influence on students’ learning outcomes, interest and engagement in classroom activities. The study was conducted in 2013, using the survey samples of 608 students and 98 teachers from 22 lower- and middle-secondary schools in western Bhutan. Students’ and teachers’ perceptions of the classroom environment were measured using the Mathematics Classroom Learning Environment Survey (MCLES). Students and teachers mostly perceived their classroom environments favourably on the MCLES scales irrespective of gender, school level and school location. The study is significant for understanding and evaluating the implementation of new mathematics curriculum in Bhutanese schools because it could guide the development of strategies for more-productive mathematics classroom learning. It is also significant from the perspective of Bhutan’s national goal of Gross National Happiness because perceptions and happiness always go hand-in-hand. 相似文献
998.
In an enclosed four-arm radial maze, after sampling three experimenter-selected baited arms (thestudy segment) and following rotation of the maze, rats had to find the fourth baited arm among all four unblocked arms (test segment). The rats learned this task with two sets of arm cues, objects at arms’ entrances and full arm inserts, each maintained
in a fixed configuration. When we changed the configuration of one set of arms to itsmirror image and that of the other set to a moremixed variation by switching opposite and adjacent cued arms, the rats’ accuracy was similarly disrupted (Experiment 1). In Experiment
2, the same rats rapidly recovered their high search accuracy on four new configurations recombined from pairs of adjacent
arms and pairs of opposite cued arms from the previous final two configurations. Their test segment search accuracy, however,
was again disrupted when these configurations were varied either only over trials’ study segments or only over trials’ test
segments. In Experiment 3, however, these rats attained accuracy as high on two sets of cued arms with constantly changing
configurations as on two sets with constant configurations. Thus, the rats were able to separately represent four different
spatially stable configurations, and then they could learn to represent two of these configurations as lists of spatially
irrelevant items. We discuss these findings in terms of association theory and parallel map theory (Jacobs & Schenk, 2003). 相似文献
999.
1000.
Several experiments on human causal reasoning have demonstrated “discounting”-that the presence of a strong alternative cause
may decrease the perceived efficacy of a moderate target cause. Some, but not all, of these effects have been shown to be
attributable to subjects’ use of conditional rather than unconditional contingencies (i.e., subjects control for alternative
causes). We review experimental results that do not conform to the conditionalizing contingency account of causal judgment.
In four experiments, we demonstrate that there is “nonnormative discounting” above what is accounted for by conditionalization,
that discounting may depend on the nature of the question put to the subjects, and that discounting can be affected by motivation.
We conclude that because nonnormative discounting occurs for summary presentations as well as trial-by-trial presentations
of information and because nonnormative discounting depends on motivation, it is not a necessary result of cue competition
during the contingency learning process. 相似文献