全文获取类型
| 收费全文 | 909篇 |
| 免费 | 27篇 |
专业分类
| 教育 | 691篇 |
| 科学研究 | 127篇 |
| 各国文化 | 14篇 |
| 体育 | 30篇 |
| 文化理论 | 14篇 |
| 信息传播 | 60篇 |
出版年
| 2021年 | 11篇 |
| 2020年 | 18篇 |
| 2019年 | 29篇 |
| 2018年 | 27篇 |
| 2017年 | 45篇 |
| 2016年 | 26篇 |
| 2015年 | 21篇 |
| 2014年 | 20篇 |
| 2013年 | 171篇 |
| 2012年 | 21篇 |
| 2011年 | 14篇 |
| 2010年 | 14篇 |
| 2009年 | 24篇 |
| 2008年 | 17篇 |
| 2007年 | 15篇 |
| 2006年 | 15篇 |
| 2005年 | 20篇 |
| 2004年 | 14篇 |
| 2003年 | 7篇 |
| 2002年 | 18篇 |
| 2001年 | 12篇 |
| 2000年 | 14篇 |
| 1999年 | 11篇 |
| 1998年 | 9篇 |
| 1997年 | 13篇 |
| 1996年 | 10篇 |
| 1995年 | 10篇 |
| 1994年 | 9篇 |
| 1993年 | 7篇 |
| 1992年 | 10篇 |
| 1991年 | 15篇 |
| 1990年 | 15篇 |
| 1989年 | 11篇 |
| 1987年 | 9篇 |
| 1986年 | 8篇 |
| 1985年 | 18篇 |
| 1981年 | 10篇 |
| 1980年 | 12篇 |
| 1979年 | 7篇 |
| 1978年 | 11篇 |
| 1975年 | 7篇 |
| 1934年 | 11篇 |
| 1933年 | 8篇 |
| 1932年 | 6篇 |
| 1931年 | 7篇 |
| 1930年 | 6篇 |
| 1929年 | 7篇 |
| 1928年 | 9篇 |
| 1927年 | 6篇 |
| 1926年 | 9篇 |
排序方式： 共有936条查询结果，搜索用时 15 毫秒
41.
Lauren H. Howard Annette M. E. Henderson Cristina Carrazza Amanda L. Woodward 《Child development》2015,86(1):259-275
Although children can use social categories to intelligently select informants, children's preference for in‐group informants has not been consistently demonstrated across age and context. This research clarifies the extent to which children use social categories to guide learning by presenting participants with a live or video‐recorded action demonstration by a linguistic in‐group and/or out‐group model. Participants’ (N = 104) propensity to imitate these actions was assessed. Nineteen‐month‐olds did not selectively imitate the actions of the in‐group model in live contexts, though in‐group preferences were found after watching the demonstration on video. Three‐year‐olds selectively imitated the actions demonstrated by the in‐group member regardless of context. These results indicate that in‐group preferences have a more nuanced effect on social learning than previous research has indicated. 相似文献
42.
Andrew Bourelle Tiffany Bourelle Natasha Jones 《Technical Communication Quarterly》2015,24(4):306-327
The authors provide a robust framework for using rhetorical foundations to teach multimodality in technical communication, describing a pedagogical approach wherein students consider the rhetorical canons—invention, arrangement, style, delivery, and memory—when developing texts beyond print. Students learn to assess their own work, reflecting on how each canon contributed to the rhetorical effectiveness of their multimodal projects. The authors argue for using the canons as a rhetorical foundation for helping students understand technical communication in the digital age. 相似文献
43.
44.
45.
The theme for this issue was originally envisioned by the planners as the general topic of professional education; it has developed down to the more specific area of competencies in audiovisual education. Education and training programs for specialists in the educational media profession world-wide vary a great deal. Some countries are unable to provide more than on-the-job training for educators who have been selected or who desire to work in this speciality; while some very sophisticated programs exist such as at the Centre Audio-Visuel at St Cloud in Paris, the Centre for Educational Technology in the United Kingdom, or some of the institutions in the United States. 相似文献
46.
47.
48.
49.
Illya Lichtenberg Howard Lune Patrick McManimon Jr. 《Journal of Criminal Justice Education》2013,24(2):429-449
Contemporary textbooks in criminal justice use A Clockwork Orange to illustrate issues of correctional and sentencing practices. This article challenges criminal justice faculty and students to use the film to explore the political and social realities of punishment, in particular the examination of the moral question of “voluntariness” and the implications for “treatment” as a mechanism of social control. This paper explores the moral questions of state sponsored social control and using the film satire invites the student to examine their beliefs about the political and social realities of punishment and rehabilitation. 相似文献
50.
Rabbi Howard I. Bogot 《Journal of Jewish Education》2013,79(3-4):29-31
The infrequently used label mishshamshim baKodesh may well capture the essential life-style most needed, and authentic, for bureaus of education; central agencies for Jewish education in communities whose variant demographics and structure mandate a caveat for generalizations. 相似文献