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111.
From conception to performance: How undergraduate students conceptualise and construct essays 总被引:1,自引:0,他引:1
Interviews with forty six undergraduate students enrolled in either first or third year of a Bachelor of Education explored how they conceptualised and undertook an essay writing task. The conceptual structure of their essays was analysed using the SOLO Taxonomy. Comparisons between students who wrote essays of differing levels of complexity revealed that there were major differences between students at every stage of the essay writing process. Compared to students writing essays with simple conceptual structures, students writing more complex essays engaged in processes of reconstruction rather than knowledge telling, put more effort into finding references, used organisational systems for integrating their notes according to topics or themes, built arguments rather than presented information when structuring and drafting their essays, were concerned with improving ideas and arguments as well as mechanics when revising their essays, had a more sophisticated understanding of the concepts underlying the assessment criteria, and expected and received higher grades. The results suggest a developmental process in underlying conceptualisations of both the body of knowledge forming the content of the essay, and the essay writing processes themselves. As such, attempts to improve students' essay writing skills need to shift from a focus on discrete skills to an emphasis on the relationship between students' understanding of the content and their ability to write about it. As part of the writing process, students need help building understandings representing the body of knowledge they are writing about, and this help needs to be geared to their current level of operation. 相似文献
112.
Although the participation by females in upper-level occupations and positions has expanded considerably in recent years, science is still considered a masculine career field. The results of this study show that only the physical sciences in particular (not science in general) are clearly viewed as masculine academic areas. Furthermore, the results suggest that the perception by girls of the physical sciences as masculine is much more likely to occur in coed classes than in all-female classes. The results can best be explained by two factors: (1) the attitudes conveyed by teachers and by society may predispose students toward a greater acceptance of women in biology than in the physical sciences; and (2) when girls perceive themselves as a deviant minority in physical science classes, their performance and preference for the physical sciences is reduced, perhaps because of competition and comparison with males. In all-female classes, however, girls are not a deviant minority, and therefore they are able to perform and develop preferences without inhibition. 相似文献
113.
114.
Jack Edward Sherman 《Learning & behavior》1978,6(4):463-468
Two experiments with rat subjects in a conditioned punishment paradigm are reported. These experiments attempted to determine if the events entering into association with the CS following conditioning with informative (forward) and noninformative (simultaneous) CSs were comparable. In Experiment 1, exposure to intense shock alone following trace (ISI = 10 sec) conditioning with moderate shock enhanced the suppressive effects of a 2-sec CS. A similar manipulation following explicitly unpaired CS-US presentations (ISI = 2 min) had no effect. These data were taken as evidence that the CS and US were associated during trace conditioning. Experiment 2 showed that exposure to intense shock following simultaneous conditioning also enhanced suppression to the CS. These results suggested that simultaneous and forward conditioning procedures yield similar forms of associative learning. 相似文献
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117.
The open-field behavior of wild and domestic Norway rats was compared in 15-min tests administered over 5 successive days. Wild rats exhibited more ambulation, jumping, grooming, and time inactive than domestic rats and spent more time along the arena wall. Within- and between-trial changes in behavior were generally greater for wild rats. Factor analyses revealed major loadings on factors identified as “locomotor behavior” and “grooming.” Support was obtained for the hypothesis that domestication has raised the threshold for avoidance-escape behavior in response to a novel environment. 相似文献
118.
119.
Edward H. Spence 《Ethics and Information Technology》2009,11(4):243-253
Beginning with the initial premise that as the Internet has a global character, the paper will argue that the normative evaluation
of digital information on the Internet necessitates an evaluative model that is itself universal and global in character (I
agree, therefore, with Gorniak- Kocikowska’s claim that because of its global nature “computer ethics has to be regarded as
global ethics”. (Gorniak-Kocikowska, Science and Engineering Ethics, 1996). The paper will show that information has a dual normative structure that commits all disseminators of information to both
epistemological and ethical norms that are in principle universal and thus global in application. Based on this dual normative
characterization of information the paper will seek to demonstrate: (1) that information and internet information (interformation) specifically, as a process and product of communication, has an inherent normative structure that commits its producers,
disseminators, communicators and users, everyone in fact that deals with information, to certain mandatory epistemological
and ethical commitments; and (2) that the negligent or purposeful abuse of information in violation of the epistemological
and ethical commitments to which its inherent normative structure gives rise is also a violation of universal rights to freedom
and wellbeing to which all agents are entitled by virtue of being agents, and in particular informational agents. 相似文献
120.
Abstract Digital environments are one of the newest methods of resource‐ and program‐creation to be added to the museum toolkit, and are increasingly employed by museums across all fields to support learning. Unfortunately, this category is also one of the least‐fleshed‐out components in the Learning Science in Informal Environments (LSIE) chapter devoted to media. The report does not take into account the increasingly interwoven nature of media resources, particularly those found in digital environments. It is imperative that museums both become familiar with the breadth of research that is available related to digital environments and that they continue to specifically build an understanding of how this works in a museum setting. 相似文献