全文获取类型
收费全文 | 744篇 |
免费 | 18篇 |
专业分类
教育 | 563篇 |
科学研究 | 28篇 |
各国文化 | 17篇 |
体育 | 58篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 90篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 15篇 |
2019年 | 27篇 |
2018年 | 33篇 |
2017年 | 41篇 |
2016年 | 62篇 |
2015年 | 34篇 |
2014年 | 36篇 |
2013年 | 167篇 |
2012年 | 19篇 |
2011年 | 28篇 |
2010年 | 28篇 |
2009年 | 24篇 |
2008年 | 28篇 |
2007年 | 21篇 |
2006年 | 16篇 |
2005年 | 19篇 |
2004年 | 19篇 |
2003年 | 13篇 |
2002年 | 8篇 |
2001年 | 10篇 |
2000年 | 9篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 7篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 8篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1976年 | 1篇 |
1975年 | 2篇 |
1974年 | 2篇 |
1973年 | 3篇 |
1968年 | 1篇 |
排序方式: 共有762条查询结果,搜索用时 15 毫秒
141.
The purpose of this study was to assess the relationship between temporal and structural components of organizational life (i.e., job tenure, employment history, and organizational history) and employee dissent. This was accomplished by comparing respondents’ reports about their tendencies to use varying strategies for dissent to their reports about present job tenure, number of full‐time employers, total years work experience, and organizational status. Structural equation models were used to examine the association between temporal measures (job tenure, number of full‐time employers, total years work experience), structural measures (organizational status) and dissent constructs. Findings indicated that articulated dissent use was associated with management status, whereas latent dissent use was associated with nonmanagement status, increases in present job tenure and decreases in number of full‐time employers and total years work experience. 相似文献
142.
Kenneth A. Lachlan Ph.D. Ron Tamborini Ph.D. Rene Weber Ph.D. M.D. David Westerman Ph.D. Paul Skalski Ph.D. Jeff Davis M.A. 《广播与电子媒介杂志》2013,57(1):56-75
Though lacking empirical evidence, professional wrestling has been criticized for portraying excessive violence in harmful contexts. This study focused on the equity of violent reprisal perpetrated by liked versus disliked protagonists with socially sanctioned or unsanctioned motives. Results of a quantitative content analysis show that most violent interaction sequences were over-retributive. Violence that was not part of match competition was routinely initiated for normatively unsanctioned motives and showed predominant patterns of escalating violent retribution. These patterns held across perpetrator disposition. Thus, liked characters regularly aggressed for normatively unacceptable reasons. The consequences of these portrayals are discussed. 相似文献
144.
Ruth Cronje Kelly Murray Spencer Rohlinger Todd Wellnitz 《International Journal of Science Education》2013,35(16):2718-2731
Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n?=?51 students) with another three sections serving as a control (n?=?47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters used a 6-point rating scheme to evaluate the quality of students’ writing performance. Raters’ independent scoring agreement was evaluated using Cronbach's α. Paper scores were compared using a t-test, then papers were combined into low-scoring (3.5 of 6 points) or high-scoring (>3.5 of 6 points) sets and SWH and control cohorts were compared using Pearson's chi-square test. Papers from the SWH cohort were significantly (P?=?0.02) more likely to receive a high score than those from the control cohort. Overall scores of SWH cohort papers tended to be higher (P?=?0.07) than those from the control cohort. Gains in student conceptual understanding elicited by the SWH approach improved student ability to express logical conclusions about their data and include appropriate evidence to support those conclusions in formal research reports. Extending the writing tasks of the SWH to formal writing assignments can improve the ability of undergraduates to argue effectively for their research findings. 相似文献
145.
Sandhya N. Baviskar R. Todd Hartle Tiffany Whitney 《International Journal of Science Education》2013,35(4):541-550
Constructivism is an important theory of learning that is used to guide the development of new teaching methods, particularly in science education. However, because it is a theory of learning and not of teaching, constructivism is often either misused or misunderstood. Here we describe the four essential features of constructivism: eliciting prior knowledge, creating cognitive dissonance, application of new knowledge with feedback, and reflection on learning. We then use the criteria we developed to evaluate five representative published articles that claim to describe and test constructivist teaching methods. Of these five articles, we demonstrate that three do not adhere to the constructivist criteria, whereas two provide strong examples of how constructivism can be employed as a teaching method. We suggest that application of the four essential criteria will be a useful tool for all professional educators who plan to implement or evaluate constructivist teaching methods. 相似文献
146.
ABSTRACTResearch in learning progressions (LPs) has been essential towards building understanding of how students’ ideas change over time. There has been little work, however, into how ideas between separate but related constructs within a multi-faceted LP relate. The purpose of this paper is to elaborate on the idea of progression webs to model connections within and between related constructs simultaneously, and to explain and demonstrate the efficacy of path analysis towards validating a hypothesised progression web for understanding of modern genetics. Specifically, we evaluate strength of evidence for a progression web based upon multiple related constructs within a multi-faceted LP describing undergraduate biology students’ understanding of genetics. We then utilise the progression web to generalise theory around how undergraduate students understand relationships between related genetics concepts, and how they use simpler concepts to scaffold those which are more complex. 相似文献
147.
148.
149.
William R. Todd‐Mancillas 《Communication quarterly》2013,61(2):107-115
This article reviews empirically based studies demonstrating gender‐biased perceptions resulting from use of “man”‐linked words (e.g., “mankind”) and third‐person‐singular masculine pronouns. Contrary to commonsense beliefs, neither of these linguistic conventions has been found to he associated with equal likelihood perceptions of female and male referents. Specific suggestions are made for the adoption of alternatives to masculine generics in speech and communication teaching and research reportage. Also, suggestions are made for research and development activities. 相似文献
150.
Research in attribution theory has almost exclusively focused on the perception process to the neglect of studying how communicators incorporate attribution‐based information in their message behavior. This study derived a typology of attribution‐based strategies from Kelley's attribution cube and Jones' ingratiation tactics to assess respondent strategies for initiating and for terminating same‐sex friendships. Respondents were 191 persons drawn from fifth grade, high school, college, and post‐college groups. Results of the study included: 1) distinctiveness information was disproportionately employed in the strategy repertoires to the neglect of consistency‐based and consensus‐based information; 2) respondents had greater variety in types of strategies for their initiation repertoires as opposed to their termination repertoires; 3) repertoire variety for both initiation and termination increased from childhood through adolescence. 相似文献