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81.
Lidia Daza 《Educational Research and Evaluation》2016,22(1-2):65-85
This paper aims to analyse the effects of students’ social relationships at university on students’ success. Specifically, whether a student with heterogeneous relationships obtains better academic results than a student whose relationships are mostly with classmates. Further, the research examines whether students’ social relationships make up for their parents’ lack of human capital. A survey was answered by a sample of 867 students from universities in the metropolitan region of Barcelona. The findings suggest that the effects of social relationships are not always positive. The benefits of social networks at university interact with the type of degree studied, the student’s dedication to studies, and the student’s social class. Perceptions of progress for each category of students is different: It is more positive for those with frequent heterogeneous relations, who do not work or do so for a few hours, and for those who are enrolled in “hard” science courses. 相似文献
82.
The Effects of Gender Interaction Patterns on Student Participation in Computer-Supported Collaborative Argumentation 总被引:2,自引:0,他引:2
Allan Jeong Gayle V. Davidson-Shivers 《Educational technology research and development : ETR & D》2006,54(6):543-568
In this study we examined response patterns in exchanges between males and females and their effects on gender participation
in five online debates. Students classified messages into arguments, evidence, critiques, and elaborations while posting messages
to the debates to facilitate argumentation and the sequential analysis of message-response sequences. The findings revealed
no differences in number of critiques posted in response to arguments because females were just as likely as males to critique
messages from both males and females, and because females responded to males with critiques at a higher than expected frequency.
Posthoc analysis revealed strong indications that females posted fewer rebuttals to the critiques of females than males, and
males posted more rebuttals to the critiques of females than females. The methods used in this study illustrate a process-oriented
approach to explain and predict gender differences in participation and serve as a framework for future research on gender
participation, group interaction, and strategies for facilitating collaborative argumentation and problem solving. 相似文献
83.
布迪厄为后现代女性主义研究者提供了反思社会学和惯习等学术理念和社会学方法,试图通过对朱迪斯.邑特勒的性别表演理论的解读和释疑来发掘布迪厄对女性主义社会学的贡献。 相似文献
84.
Are Canadian adolescents happy? A gender-based analysis of a nationally representative survey 总被引:1,自引:0,他引:1
Robert D. Weaver Nazim N. Habibov 《美中教育评论》2010,7(4):37-52
In this study, the authors analyzed data from a nationally representative survey of youth to study happiness amongst Canadian adolescents aged 12-17. Testing for differences in the level of happiness between female and male adolescents was conducted. Following this, multivariate analysis was employed to determine which factors were associated with adolescent happiness. The authors determined that the level of happiness appeared to vary between the genders, as the males reported a higher level of happiness than the females. However, the difference between the genders in terms of reported happiness was modest. The authors detected some gender differences in regards to determinants of happiness. The study's theoretical and practical implications are also considered. 相似文献
85.
胡婵 《黄石理工学院学报(人文社科版)》2010,(6):42-44,53
二战后兴起于西方社会的女权运动对翻译研究产生了深远的影响。女性主义者率先将性别引入到翻译主体性研究领域,使翻译研究从文本内转向文本外,这给翻译研究提供了一个全新的女性主义视角,自此翻译研究不断开拓新的领域。文章简要介绍了女性主义翻译策略及其对传统译论的解构,指出了女性主义译论的不足之处。 相似文献
86.
针对一类同时具有状态时滞和输入时滞的不确定离散系统,研究其二次稳定保成本状态反馈控制器的设计问题。基于线性矩阵不等式处理方法,给出了二次稳定保成本控制律存在的充分条件和保成本控制器的设计方法。最后用数值例子加以验证,说明了文中结果的可行性。 相似文献
87.
88.
Many studies examine student self-concept during compulsory schooling but few have explored the self-concept of students in higher educational settings. The current study examined self-concept by faculty and gender among higher education students in New Zealand. Participants were 929 undergraduate students from a large New Zealand university. The results showed some differences in verbal and maths self-concept by faculty. Generally, students in faculties teaching subjects more reliant on maths skills had higher maths self-concept than those in faculties where facility in verbal skills was important. The opposite results were found for verbal self-concept. No overall gender differences were found for general, academic, verbal and maths self-concept although a statistically significant difference was found for problem-solving self-concept. This finding suggests students’ choice of faculty may be based on perceptions of their skills and capabilities in the various fields, irrespective of gender. 相似文献
89.
This essay posits that masculinity can be usefully understood from a communication perspective, and it specifically defines masculinity as a social and symbolic construct. In this view, the meanings and associations attributed to masculinity are a product of the enduring images and characteristics people have ascribed and assigned to men in groups over time. Based upon a survey of contemporary published research regarding masculinity, it is concluded that masculinity is now a multidimensional construct which attributes ten traits to people viewed as masculine which are examined in terms of: (1) physiological energy; (2) physical characteristics; (3) gender‐related sociocultural roles; (4) idealized gender; (5) gender preferences; (6) subjective gender‐identity; (7) gender‐related age identity; (8) gender‐related racial and national identities; (9) lust; and, (10) male eroticism. Specific questionnaires used to measure these dimensions are reviewed, and based on the responses of 562 subjects, the reliability and validity of one of these questionnaires is examined in detail. The essay concludes by recommending the use of the Perceived Masculinity Questionnaire 47, and it outlines some of the uses that can be made of a Perceived Masculinity Scale, especially some potential classroom uses. 相似文献
90.
Recently, deception research has focused primarily on micro‐analytic methods of lie detection (e.g., eye contact duration, response latency, vocal errors). This study adopted a macro‐assessment approach, where deception detection is based on global evaluations of communication, specifically honesty evaluation based on communicator style. 385 subjects viewed four different videotape segments of individuals participating in a simulated job interview. Two of the individuals were truthful throughout the interview, and two fabricated false information on some questions. Subjects were asked to evaluate or assess the honesty level of these individuals, as well as assess a number of communicator style dimensions. Multiple regression analyses revealed that honesty assessments can be predicted from communication style characterized by high friendliness, attentiveness, and preciseness, and low animated and dramatic styles. Some differences were observed for communicator style predictions of honesty based on liars/truthers, subject gender, target gender, and deceit‐orientation differences. Implications for future research are noted. 相似文献