全文获取类型
收费全文 | 3425篇 |
免费 | 67篇 |
国内免费 | 3篇 |
专业分类
教育 | 2448篇 |
科学研究 | 171篇 |
各国文化 | 61篇 |
体育 | 361篇 |
综合类 | 7篇 |
文化理论 | 48篇 |
信息传播 | 399篇 |
出版年
2023年 | 8篇 |
2022年 | 15篇 |
2021年 | 25篇 |
2020年 | 59篇 |
2019年 | 106篇 |
2018年 | 126篇 |
2017年 | 144篇 |
2016年 | 132篇 |
2015年 | 69篇 |
2014年 | 91篇 |
2013年 | 798篇 |
2012年 | 94篇 |
2011年 | 89篇 |
2010年 | 67篇 |
2009年 | 92篇 |
2008年 | 85篇 |
2007年 | 102篇 |
2006年 | 69篇 |
2005年 | 96篇 |
2004年 | 272篇 |
2003年 | 190篇 |
2002年 | 79篇 |
2001年 | 67篇 |
2000年 | 74篇 |
1999年 | 51篇 |
1998年 | 38篇 |
1997年 | 28篇 |
1996年 | 30篇 |
1995年 | 32篇 |
1994年 | 29篇 |
1993年 | 39篇 |
1992年 | 26篇 |
1991年 | 29篇 |
1990年 | 18篇 |
1989年 | 21篇 |
1988年 | 22篇 |
1987年 | 19篇 |
1986年 | 17篇 |
1985年 | 14篇 |
1984年 | 20篇 |
1983年 | 13篇 |
1982年 | 14篇 |
1981年 | 17篇 |
1980年 | 6篇 |
1979年 | 6篇 |
1978年 | 8篇 |
1977年 | 8篇 |
1976年 | 9篇 |
1975年 | 6篇 |
1973年 | 4篇 |
排序方式: 共有3495条查询结果,搜索用时 15 毫秒
41.
陈晓平 《华南师范大学学报(社会科学版)》2003,4(4):37-43,118
波普尔认为,科学知识即理论内容的增长是科学进步最为重要的标志。然而,科学理论的内容丰富程度与逻辑概率之间正好是反变关系。因此,科学的目标不是追求理论的高概率,而是追求理论的低概率;不是追求理论的可证实性,而是追求理论的可证伪性。既然归纳推理是确立结论真实性或概然性的推理,所以归纳推理是与科学目标背道而驰的,因而应当将它从科学方法论中清除出去。然而,当波普尔引入“逼真性”概念以后,他的验证方法便不可能是完全演绎的,而是或多或少地含有归纳的成分。此外,他把塔尔斯基的真理论作为逼真性概念的理论基础也是错误的。 相似文献
42.
Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong 总被引:3,自引:0,他引:3
Despite the fact that in some parts of the world private supplementary tutoring is a huge industry with far-reaching economic, social and educational implications, the topic has been neglected by educational researchers. This paper focuses on the nature and determinants of demand for private supplementary tutoring. It first draws on literature from a wide range of countries to identify some conceptual considerations, and then presents data on socio-economic patterns of demand for tutoring in Hong Kong. It highlights the complexity of the topic, and calls for further detailed research in multiple settings. 相似文献
43.
熊鹰 《华南师范大学学报(社会科学版)》2004,6(6):126-128,141
作为我国对外开放的前沿阵地,广东经济最先与国际经济融为一体,现在又提出建设文化大省的伟大事业。图书馆事业是文化事业的重要组成部分,因此,在建设文化大省过程中,探讨广东图书馆的国际化问题有重要的现实意义。本文拟从强化意识方面谈谈看法。 相似文献
44.
Mark G. Simkin William L. Kuechler 《Decision Sciences Journal of Innovative Education》2005,3(1):73-98
Instructors can use both “multiple‐choice” (MC) and “constructed response” (CR) questions (such as short answer, essay, or problem‐solving questions) to evaluate student understanding of course materials and principles. This article begins by discussing the advantages and concerns of using these alternate test formats and reviews the studies conducted to test the hypothesis (or perhaps better described as the hope) that MC tests, by themselves, perform an adequate job of evaluating student understanding of course materials. Despite research from educational psychology demonstrating the potential for MC tests to measure the same levels of student mastery as CR tests, recent studies in specific educational domains find imperfect relationships between these two performance measures. We suggest that a significant confound in prior experiments has been the treatment of MC questions as homogeneous entities when in fact MC questions may test widely varying levels of student understanding. The primary contribution of the article is a modified research model for CR/MC research based on knowledge‐level analyses of MC test banks and CR question sets from basic computer language programming. The analyses are based on an operationalization of Bloom's Taxonomy of Learning Goals for the domain, which is used to develop a skills‐focused taxonomy of MC questions. However, we propose that their analyses readily generalize to similar teaching domains of interest to decision sciences educators such as modeling and simulation programming. 相似文献
45.
刘永林 《华南师范大学学报(社会科学版)》2003,5(5):98-101,123
权力的本质特点是强制性和支配性,它具有双重的性质和潜在的危害性。我国教育行政机关拥有的权力是巨大的,其对教育的管理也是一种行政管理模式,因而必须依法对其权力进行控制,即:树立行政法治观念;加强组织机构的变革;严格依法控权;追究违法行政的法律责任,建立完善的教育法律救济制度;强化行政道德。惟其如此,才能在制度上达到教育行政管理法治化之目的。 相似文献
46.
Radford University was recently configured with a campus-wide wireless local area network. Using these new capabilities, a
classroom-based Honors section of Concepts of Biology was conducted solely using electronic technologies (paper was never
transferred from professor to student). To accomplish this, students used common software and freeware. Commercial versions
of similar software are designed solely for academic use, however, here the students were trained to use software and technologies
that will be available to them once leaving the institution. Overall, students in this course responded favorably to the use
of technology and reported that it aided in their learning process. 相似文献
47.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
48.
Michael E. Lamb Irit Hershkowitz Kathleen J. Sternberg Barbara Boat Mark D. Everson 《Child abuse & neglect》1996,20(12):1251-1259
Verbal and nonverbal responses by alleged victims of child sexual abuse were coded for length, amount of information, and the manner in which they were elicited by the interviewer. In 16 of the interviews, anatomical dolls were employed for the purposes of demonstration, whereas they were not used in another eight cases matched with respect to other characteristics of the children and the alleged events. Children interviewed with dolls provided an equivalent number of details and spoke as many words in the substantive portion of the interview as did children interviewed without dolls, and interviewers in the two groups used similar probes to elicit information. However, the average responses by the children were significantly longer and more detailed when dolls were not used. Children gave longer and more detailed responses to open-ended invitations when dolls were not used. Caution is necessary when interpreting these findings. 相似文献
49.
This study used an ecological framework to examine predictors of delinquent behaviors among 91 sixth-grade Latino youth. Both proximal and distal contextual factors were assessed to determine their impact on various forms of delinquency, such as violent behaviors, violent thoughts, substance abuse, and general delinquency (e.g., skipping school). Attitudes toward school, mobility (number of moves to new schools and neighborhoods), and exposure to community violence were distal variables, whereas attachment to parents and attachment to peers were considered more proximal variables. Environmental experiences or exposure to distressing community violence was the strongest predictor of delinquent outcomes. The results were discussed in terms of school officials' developing linkages with the community to promote safe environments for youth. 相似文献
50.
The partial-reinforcement extinction effect was demonstrated at 4–5 days of age in the precocial guinea pig and was related to the appearance of this effect at 12–14 days in the altricial rat. We suggest that the maturity of the septohippocampal system at birth in the guinea pig, relative to the immaturity of this system in the rat, is a possible basis for this difference. 相似文献