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981.
982.
Jeff Gold Lisa Anderson Jean Clarke Richard Thorpe 《Action Learning: Research and Practice》2009,6(2):121-130
This paper considers the work of the Russian social philosopher and cultural theorist, Mikhail Mikhailovich Bakhtin as a source of understanding for those involved in action learning. Drawing upon data gathered over two years during the evaluation of 20 action learning sets in the north of England, we will seek to work with the ideas of Bakhtin to consider their value for those involved in action learning. We consider key Bakhtin features such as Making Meaning, Participative Thinking, Theoreticism and Presence, Others and Outsideness, Voices and Carnival to highlight how Bakhtin's can enhance our understanding of the nature of action and learning. 相似文献
983.
Abstract How and what adults learn in the context of a family visit to an aquarium is a valuable and important question to ask, given the significance of this demographic to institutions such as these. Based on a larger empirical work,1 this paper reports on the nature and character of adult learning within a family group context while visiting the Vancouver Aquarium Marine Science Centre (Canada), and the longitudinal effects of such experience in the weeks following the visit. In this study a multiple or collective instrumental case study approach was employed to examine the learning experiences of the adult members of 13 family groups; this approach demonstrates that adults visiting the aquarium as part of a family group are active social learners and not merely facilitators of the experience for younger visitors or caregivers. Our outcomes also indicate that the adult members of the participant family groups learned in a multiplicity of domains including the cognitive, the social, and the affective, as a result of their visit to the Vancouver Aquarium. In addition, we discuss the longitudinal impacts of the aquarium visit and provide valuable insights as to the relevance of these experiences in visitors' everyday lives. 相似文献
984.
Abstract This study reports on outcomes of an investigation of visitors' longterm memories of the 1970 Japan World Exposition, Osaka. The paper reports in two parts the emergent outcomes of a study that provides understanding of the nature of visitors' long‐term memories of their experiences in an informal leisure‐time context. First, the paper discusses the common and most dominant recollections that emerged from 48 visitors' memories of this event 34 years ago. An overall explication of visitors' memories of their experiences of the event reveals an interesting mix of reactions: wonderment about the world and the amazing technological advances of the era, blended with personal discomfort and frustrations associated with the memories. These mixed feelings are presented against the backdrop of Japanese national identity re‐emergent on the world stage. Second, an analysis and discussion of qualitative data provides case examples of how three psychological and behavioral factors (affect, agenda fulfillment, and rehearsal) shape the vividness of episodic and/or autobiographical memories of the episodes as they are recalled 34 years later. This paper vividly illustrates the power of qualitative data to illuminate understanding of visitors' long‐term memories and presents some significant issues for museum staff to consider as they plan for visitor experiences that will have lasting impact. 相似文献
985.
Thomas C. Anderson 《Ethics and Information Technology》2000,2(3):153-158
Many who speak glowingly about the possibilities for human relations in cyberspace, or virtual communities, laud them precisely because such communities are to a great extent free of the real spatial-temporal restrictions rooted in the limitations of our bodies. In this paper I investigate the importance of the body in establishing and maintaining human relations by considering the thought of the twentieth century French philosopher Gabriel Marcel. Because Marcel emphasized the central importance of the body in one's personal self-identity as well as in initiating and maintaining intersubjective bonds in human communities, he is able to offer some interesting reflections on the character of virtual communities. I suggest that a number of the features of cyberspace and its communities that make it attractive to many are precisely the characteristics that Marcel would consider detrimental to establishing intimate lasting human communities. I conclude by indicating why I think that Marcel would be concerned that certain trends in our high tech culture may well lead many to prefer ``living' in virtual, rather than real communities. 相似文献
986.
Teresa M. DiStefano James M. Croteau Mary Z. Anderson Sheila Kampa‐Kokesch Melissa A. Bullard 《Journal of College Counseling》2000,3(2):131-141
In this qualitative study, heterosexual professionals with an interest in lesbian, gay, and bisexual (LGB) issues were surveyed about their ally work with LGB people. Data were analyzed to describe participants' experiences. Results are discussed in terms of implications for counseling and student affairs professionals who engage in LGB‐affirmative work. 相似文献
987.
988.
Concerns about allegations of child sexual abuse against teachers and the teaching environment. 总被引:1,自引:0,他引:1
OBJECTIVE: The major objective was to determine teachers' awareness of the potential for child abuse allegations against themselves and the effects on the teaching environment. METHOD: Of 3,000 questionnaires sent out to a random sample of New York state teachers, 515 were returned. The responding teachers were similar to New York state teachers in terms of gender, age, and racial/ethnic distribution. RESULTS: A large percent of the respondents (56%) were aware of false allegations made against a teacher in their school district. About a third (36.5%) expressed concern that a child abuse allegation could be made against them. In response to a vignette, forty-two (42%) advised a new teacher against being alone in a room with a student; 62% advised against casual touching; 70% advised against hugging or putting an arm around a student. Males more than female teachers, especially those teaching upper grades, advised against such contact. The more teachers expressed concern about abuse allegations against themselves, the more teachers advised against contact. CONCLUSIONS: Fear of abuse allegations are salient for teachers. Fears may cause teachers to limit contact with students with potentially adverse consequences for students and the teaching environment. 相似文献
989.
990.