全文获取类型
收费全文 | 614篇 |
免费 | 21篇 |
专业分类
教育 | 479篇 |
科学研究 | 15篇 |
各国文化 | 4篇 |
体育 | 41篇 |
综合类 | 2篇 |
文化理论 | 4篇 |
信息传播 | 90篇 |
出版年
2023年 | 7篇 |
2022年 | 12篇 |
2021年 | 18篇 |
2020年 | 27篇 |
2019年 | 44篇 |
2018年 | 33篇 |
2017年 | 36篇 |
2016年 | 35篇 |
2015年 | 24篇 |
2014年 | 38篇 |
2013年 | 133篇 |
2012年 | 16篇 |
2011年 | 25篇 |
2010年 | 15篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 22篇 |
2006年 | 9篇 |
2005年 | 6篇 |
2004年 | 13篇 |
2003年 | 6篇 |
2002年 | 6篇 |
2001年 | 7篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 7篇 |
1995年 | 7篇 |
1994年 | 2篇 |
1993年 | 4篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1988年 | 3篇 |
1985年 | 4篇 |
1982年 | 2篇 |
1978年 | 1篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1965年 | 1篇 |
1925年 | 1篇 |
1921年 | 1篇 |
1919年 | 2篇 |
排序方式: 共有635条查询结果,搜索用时 375 毫秒
131.
G. Megan Davis 《College & Undergraduate Libraries》2017,24(1):29-50
This article discusses a collaborative project to create an online one-credit library research course for high school students in a dual credit program. The project included a team of reference and instruction librarians at a midsize public university, the university's concurrent enrollment program, and an online state-sponsored school that provided courses to high school students. Current literature related to the information literacy knowledge gap, outreach to secondary schools, dual credit or concurrent enrollment programs, and for-credit online information literacy courses is reviewed. The process of creating the course will be discussed along with the benefits and challenges of the project. 相似文献
132.
Danielle Endres Brian Cozen Megan O’Byrne Andrea M. Feldpausch-Parker Tarla Rai Peterson 《Journal of Applied Communication Research》2016,44(4):362-380
This paper examines responses to a framing shift from carbon capture and storage (CCS) to carbon capture, utilization, and storage (CCUS) within science and engineering professionals’ communication. We argue that the framing shift is a breach in the rhetorical boundaries of the CCS professional community that calls forth negotiation through responses that proactively support, resist, or acquiesce. This study offers a heuristic for examining scientific framing in expert-to-expert internal scientific rhetoric. It also contributes to contemporary research on the intersection of rhetoric of science and science, technology, and society; the social dimensions of CCS; energy communication; and applied communicative practices in scientific communities. 相似文献
133.
Daniela B. Friedman Vance Kornegay Andrea Tanner Diana C. Sisson Megan A. Weis 《Public Library Quarterly》2016,35(1):1-22
Despite implementation of most of the provisions of the Affordable Care Act (ACA) by 2014, the public still has questions about the health care law. To assess the potential of using the library as a hub for ACA education, we tested existing and new culturally relevant messages about the health care law with twenty-seven community members. Participants discussed the message prototypes, including the visual components and promotional content, and provided advice to modify content and design to best reach target audiences. Future research can follow this example to engage libraries and community members in developing and evaluating culturally relevant health messages. 相似文献
134.
135.
Abstract Reform movements envision schools that will involve greater levels of cooperation and collaboration. Collaborative learning strategies provide a powerful mechanism not only to address affective goals in education but also to enhance students’ cognitive development; to deepen their understanding of concepts; and to press them to examine, articulate, and elaborate their ideas with greater clarity and rigor. Unless teachers have effective means to manage the complex problem solving involved in implementing collaborative learning strategies, the rich possibilities offered will not be realized. This paper proposes a five‐part conceptual framework to guide teachers decision making in order to capitalize on these powerful strategies. The framework incorporates a “G” mnemonic to make the elements memorable. 相似文献
136.
137.
Megan Ponsford 《Sport in Society》2019,22(1):160-184
AbstractThis article critiques the first Australian cricket tour of India in 1935/36 through a synthesis of history, theory and imagery, and argues that the photographic content provides invaluable and historically overlooked insight into the cricketers’ perspective. Employing this methodology is unorthodox in sports writing and is innovative in application. The photographs provide a rare and previously unobtainable glimpse into the everyday cultural life and practice of the tour, and deliver a subjective representation of the cricketers’ experience. The significance of the images is twofold: they function as proof to verify the Australians presence in India and they assist a cultural critique of the tour. The images reveal that the cricketers’ response to the colonial paradigm was multifaceted and hallmarked by ambiguity. Despite at times adhering to their anticipated civiliving and educating role as white touring cricketers, the Australian team also challenged colonial protocols and simultaneously demonstrated support for the nationalistic sentiments brewing in 1930s India. 相似文献
138.
The article describes the usefulness of a realist methodology in linking sociological theory to empirically obtained data through the development of a methodological device. Three layers of analysis were integrated: 1. the findings from a case study about Māori language education in New Zealand; 2. the identification and analysis of contradictions and vagueness in language education policy; and, 3. the explanation of these contradictions in terms deeper ideological forces underpinning bicultural politics in New Zealand. The paper makes two contributions to the literature. It demonstrates how a realist methodology can link theory and data, specifically in the discussion of the methodological device. It also generalises the findings in terms of how ideologies of ‘culture’ (i.e ‘culturalism’) inform the inclusion of culture in education in New Zealand and internationally. 相似文献
139.
140.
O'Doherty K Troseth GL Shimpi PM Goldenberg E Akhtar N Saylor MM 《Child development》2011,82(3):902-915
In previous studies, very young children have learned words while "overhearing" a conversation, yet they have had trouble learning words from a person on video. In Study 1, 64 toddlers (mean age=29.8 months) viewed an object-labeling demonstration in 1 of 4 conditions. In 2, the speaker (present or on video) directly addressed the child, and in 2, the speaker addressed another adult who was present or was with her on video. Study 2 involved 2 follow-up conditions with 32 toddlers (mean age=30.4 months). Across the 2 studies, the results indicated that toddlers learned words best when participating in or observing a reciprocal social interaction with a speaker who was present or on video. 相似文献