全文获取类型
收费全文 | 3739篇 |
免费 | 50篇 |
国内免费 | 11篇 |
专业分类
教育 | 2564篇 |
科学研究 | 423篇 |
各国文化 | 57篇 |
体育 | 261篇 |
综合类 | 11篇 |
文化理论 | 42篇 |
信息传播 | 442篇 |
出版年
2023年 | 17篇 |
2022年 | 29篇 |
2021年 | 74篇 |
2020年 | 96篇 |
2019年 | 149篇 |
2018年 | 242篇 |
2017年 | 219篇 |
2016年 | 195篇 |
2015年 | 119篇 |
2014年 | 145篇 |
2013年 | 684篇 |
2012年 | 137篇 |
2011年 | 94篇 |
2010年 | 77篇 |
2009年 | 71篇 |
2008年 | 94篇 |
2007年 | 60篇 |
2006年 | 61篇 |
2005年 | 62篇 |
2004年 | 58篇 |
2003年 | 42篇 |
2002年 | 37篇 |
2001年 | 30篇 |
2000年 | 35篇 |
1999年 | 37篇 |
1998年 | 39篇 |
1997年 | 20篇 |
1996年 | 24篇 |
1995年 | 17篇 |
1994年 | 22篇 |
1993年 | 25篇 |
1992年 | 34篇 |
1991年 | 31篇 |
1990年 | 31篇 |
1989年 | 30篇 |
1988年 | 27篇 |
1987年 | 20篇 |
1986年 | 29篇 |
1985年 | 28篇 |
1984年 | 31篇 |
1983年 | 19篇 |
1982年 | 29篇 |
1979年 | 20篇 |
1977年 | 18篇 |
1976年 | 20篇 |
1974年 | 17篇 |
1941年 | 19篇 |
1939年 | 23篇 |
1937年 | 41篇 |
1936年 | 40篇 |
排序方式: 共有3800条查询结果,搜索用时 78 毫秒
31.
Bahar Köymen Cathal O’Madagain Andreas Domberg Michael Tomasello 《Child development》2020,91(3):685-693
In collaborative problem solving, children produce and evaluate arguments for proposals. We investigated whether 3- and 5-year-olds (N = 192) can produce and evaluate arguments against those arguments (i.e., counter-arguments). In Study 1, each child within a peer dyad was privately given a reason to prefer one over another solution to a task. One child, however, was given further information that would refute the reasoning of their partner. Five-year-olds, but not 3-year-olds, identified and produced valid and relevant counter-arguments. In Study 2, 3-year-olds were given discourse training (discourse that contrasted valid and invalid counter-arguments) and then given the same problem-solving tasks. After training, 3-year-olds could also identify and produce valid and relevant counter-arguments. Thus, participating in discourse about reasons facilitates children’s counter-argumentation. 相似文献
32.
ABSTRACTThe shifting constitution of journalists as humanitarian actors has profound implications for changing forms of journalism practice, as well as for the normative models through which journalists understand and reflect on that practice. In an effort to develop a more empirically-grounded engagement with change, this article explores the interview testimonies of Australian journalists who cover international and humanitarian issues. It argues that frameworks reliant on stark oppositions (between past and present, optimism and pessimism, or moral agency and material structure) are both empirically and practically problematic, and seeks to move beyond these. Engagement with data from semi-structured interviews offers insight into how journalists’ perceptions of and responses to change are shaped by the historical and shifting institutional relations in which they are implicated. 相似文献
33.
A Campus-Wide Investigation of Clicker Implementation: The Status of Peer Discussion in STEM Classes
Justin D. Lewin Erin L. Vinson MacKenzie R. Stetzer Michelle K. Smith 《CBE life sciences education》2016,15(1)
At the University of Maine, middle and high school teachers observed more than 250 university science, technology, engineering, and mathematics classes and collected information on the nature of instruction, including how clickers were being used. Comparisons of classes taught with (n = 80) and without (n = 184) clickers show that, while instructional behaviors differ, the use of clickers alone does not significantly impact the time instructors spend lecturing. One possible explanation stems from the observation of three distinct modes of clicker use: peer discussion, in which students had the opportunity to talk with one another during clicker questions; individual thinking, in which no peer discussion was observed; and alternative collaboration, in which students had time for discussion, but it was not paired with clicker questions. Investigation of these modes revealed differences in the range of behaviors, the amount of time instructors lecture, and how challenging the clicker questions were to answer. Because instructors can vary their instructional style from one clicker question to the next, we also explored differences in how individual instructors incorporated peer discussion during clicker questions. These findings provide new insights into the range of clicker implementation at a campus-wide level and how such findings can be used to inform targeted professional development for faculty. 相似文献
34.
Michelle M. Wu 《Legal Reference Services Quarterly》2017,36(2):51-73
Digitize-and-lend library projects can benefit societies in multiple ways, from providing information to people in remote areas or with physical disabilities to facilitating the sharing of library resources with information-poor communities. This article explores the potential of digitize and lend as well as outlines how projects can be undertaken in a manner respectful of the balance of copyright. 相似文献
35.
36.
37.
38.
39.
Michelle D. Young 《International journal of qualitative studies in education》2013,26(6):629-660
This article maintains that all research involves crossing (i.e., researching across difference) and then explores how scholars have approached issues of cross-group feminist research. The article is divided into three major sections. The first section explores issues of women?s diversity and their meaning for cross-group feminist research. The second investigates concerns raised with regard to contradictions inherent in this type of research. The third section reviews and discusses a number of strategies feminist and other scholars of qualitative research have used to address problematic issues and contradictions involved in cross-group research. 相似文献
40.
A. V. Aleinikov D. A. Mal’tseva V. P. Miletskii 《Scientific and Technical Information Processing》2016,43(2):106-114
This paper analyzes modern information technologies as applied in the political environment and considers the content and peculiarities of using IT programs in strategic political modeling. 相似文献