全文获取类型
| 收费全文 | 1028篇 |
| 免费 | 11篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 796篇 |
| 科学研究 | 61篇 |
| 各国文化 | 15篇 |
| 体育 | 66篇 |
| 综合类 | 1篇 |
| 文化理论 | 14篇 |
| 信息传播 | 87篇 |
出版年
| 2020年 | 15篇 |
| 2019年 | 9篇 |
| 2018年 | 20篇 |
| 2017年 | 25篇 |
| 2016年 | 16篇 |
| 2015年 | 14篇 |
| 2014年 | 13篇 |
| 2013年 | 241篇 |
| 2012年 | 14篇 |
| 2011年 | 25篇 |
| 2010年 | 30篇 |
| 2009年 | 19篇 |
| 2008年 | 19篇 |
| 2007年 | 27篇 |
| 2006年 | 19篇 |
| 2005年 | 19篇 |
| 2004年 | 16篇 |
| 2003年 | 20篇 |
| 2002年 | 23篇 |
| 2001年 | 20篇 |
| 2000年 | 19篇 |
| 1999年 | 12篇 |
| 1998年 | 13篇 |
| 1997年 | 20篇 |
| 1996年 | 19篇 |
| 1995年 | 18篇 |
| 1994年 | 33篇 |
| 1993年 | 12篇 |
| 1992年 | 15篇 |
| 1991年 | 10篇 |
| 1990年 | 15篇 |
| 1989年 | 11篇 |
| 1987年 | 10篇 |
| 1986年 | 9篇 |
| 1985年 | 16篇 |
| 1984年 | 15篇 |
| 1983年 | 7篇 |
| 1982年 | 13篇 |
| 1981年 | 14篇 |
| 1980年 | 11篇 |
| 1979年 | 15篇 |
| 1978年 | 9篇 |
| 1977年 | 16篇 |
| 1976年 | 7篇 |
| 1975年 | 10篇 |
| 1974年 | 6篇 |
| 1973年 | 9篇 |
| 1972年 | 6篇 |
| 1971年 | 7篇 |
| 1968年 | 7篇 |
排序方式： 共有1040条查询结果，搜索用时 15 毫秒
991.
992.
Gordon Taylor 《高等教育研究与发展》1993,12(1):59-72
Arguments about learning commonly toss the buck back and forth between theory and practice, the pure and applied, the objective and subjective. Most such arguments have tried to find a reliable technical method to explain how we learn. Hermeneutics, with its roots both in sixteenth century theory of linguistic interpretation and modem phenomenological approaches to meaning, denies the claims of method ‐ rationalist or empiricist. It proposes instead to clarify the conditions in which practical understanding can take place. Unlike other approaches to learning, hermeneutics makes human language the core. It is in language that what I call in this paper the four major quadrants of understanding are realised. First, understanding is structured historically in the traditions, prejudices and institutional practices that come down to us. Secondly, understanding depends upon trying to find the unity in all the conditions that pertain to learning, in reconciling the whole with its parts. Third, hermeneutics reconceptualises the nature of practical application to emphasise the constitutive part played by individuals in modifying what is learned, such that to understand is to change as a person. Finally, understanding arises not from a solipsistic encounter between learner and material; it takes the form of a dialogue between a student and all those “others” who constitute the world of learning. In sum, both “cognitive” and “student‐centred” approaches to learning are transcended and fused in a wider horizon of understanding. 相似文献
993.
994.
995.
996.
Gordon G. Gallup 《Learning & behavior》1974,2(2):145-147
Production Red chickens were selectively bred on the basis of having shown prolonged or brief immobility reactions at 21 days of age. After only one generation, there was sufficient separation between offspring to conclude that tonic immobility has an unusually large heritability component. Results were discussed in terms of their implications for an evolutionary model of animal hypnosis. 相似文献
997.
998.
999.
1000.
These experiments confirmed previous reports that latent inhibition effects can be abolished if rats receive CS preexposures and CS-US pairings in different contexts. However, latent inhibition effects were restored if animals were given a cuing treatment in the conditioning context prior to the conditioning trials. This restoration of latent inhibition occurred only when the cuing treatment could have served to remind the animals of CS-alone presentations in the specific context used for conditioning. These findings are discussed in relation to various accounts of latent inhibition effects. 相似文献