全文获取类型
收费全文 | 6938篇 |
免费 | 76篇 |
国内免费 | 5篇 |
专业分类
教育 | 5096篇 |
科学研究 | 455篇 |
各国文化 | 129篇 |
体育 | 425篇 |
综合类 | 6篇 |
文化理论 | 80篇 |
信息传播 | 828篇 |
出版年
2021年 | 52篇 |
2020年 | 80篇 |
2019年 | 137篇 |
2018年 | 140篇 |
2017年 | 215篇 |
2016年 | 181篇 |
2015年 | 128篇 |
2014年 | 155篇 |
2013年 | 1846篇 |
2012年 | 157篇 |
2011年 | 148篇 |
2010年 | 141篇 |
2009年 | 152篇 |
2008年 | 170篇 |
2007年 | 155篇 |
2006年 | 141篇 |
2005年 | 137篇 |
2004年 | 134篇 |
2003年 | 129篇 |
2002年 | 115篇 |
2001年 | 77篇 |
2000年 | 98篇 |
1999年 | 82篇 |
1998年 | 79篇 |
1997年 | 77篇 |
1996年 | 79篇 |
1995年 | 73篇 |
1994年 | 80篇 |
1993年 | 75篇 |
1992年 | 73篇 |
1991年 | 79篇 |
1990年 | 84篇 |
1989年 | 81篇 |
1988年 | 69篇 |
1987年 | 56篇 |
1986年 | 71篇 |
1985年 | 62篇 |
1984年 | 61篇 |
1983年 | 82篇 |
1982年 | 64篇 |
1981年 | 50篇 |
1980年 | 56篇 |
1979年 | 51篇 |
1978年 | 75篇 |
1977年 | 58篇 |
1976年 | 46篇 |
1975年 | 49篇 |
1973年 | 44篇 |
1970年 | 35篇 |
1968年 | 39篇 |
排序方式: 共有7019条查询结果,搜索用时 750 毫秒
1.
Hoffmann Robert Coate Bronwyn Chuah Swee-Hoon Arenius Pia 《Journal of Cultural Economics》2021,45(4):557-576
Journal of Cultural Economics - We present an exploratory study to examine the antecedents of artrepreneurship, the decision of artists to commercialise the fruits of their practice. We hypothesise... 相似文献
2.
Amber Johnson 《Communication Teacher》2019,33(3):228-233
This self-reflexive activity acts as an introduction to how we talk about and express gender identity, as well as the assumptions we may have about gender identity norms and expression. The activity illuminates student’s subconscious behaviors and understandings of gender, pushing them to sit self-reflexively with their own understandings of gender as an identity, expression, binary, and potential locus of shame/freedom.Courses: Introduction to Women and Gender Studies, Intercultural Communication, Media Studies, Gender and Communication, Performance StudiesObjectives: Designed to introduce students to their own understandings and embodiment of gender, this activity asks students to be honest about their preconceived notions regarding gender that they bring with them into the classroom. The activity utilizes predesigned components that test students’ subconscious knowledge of the gender binary. This is a one-time activity that can be conducted in one 50- or 75-minute class period. 相似文献
3.
In this digital ITEMS module, Dr. Jeffrey Harring and Ms. Tessa Johnson introduce the linear mixed effects (LME) model as a flexible general framework for simultaneously modeling continuous repeated measures data with a scientifically defensible function that adequately summarizes both individual change as well as the average response. The module begins with a nontechnical overview of longitudinal data analyses drawing distinctions with cross-sectional analyses in terms of research questions to be addressed. Nuances of longitudinal designs, timing of measurements, and the real possibility of missing data are then discussed. The three interconnected components of the LME model—(1) a model for individual and mean response profiles, (2) a model to characterize the covariation among the time-specific residuals, and (3) a set of models that summarize the extent that individual coefficients vary—are discussed in the context of the set of activities comprising an analysis. Finally, they demonstrate how to estimate the linear mixed effects model within an open-source environment (R). The digital module contains sample R code, diagnostic quiz questions, hands-on activities in R, curated resources, and a glossary. 相似文献
4.
Robert Vaughan Sylvain Laborde Christopher McConville 《European Journal of Sport Science》2019,19(2):225-233
The quality of decision and assessment of risk are key determinants of successful sport performance. Athletes differ fundamentally in their decision-making ability according to their athletic expertise level. Moreover, given the influence of emotions on decision-making, it is likely that a trait reflecting emotional functioning, trait emotional intelligence, may also influence decision-making. Therefore, the aim of this research was to investigate the respective contribution of athletic expertise and trait emotional intelligence to non-athletic decision-making. In total, 269 participants aged between 18 and 26 years with a range of athletic experience i.e. none (n?=?71), novice (n?=?54), amateur (n?=?55), elite (n?=?45) and super-elite (n?=?44), completed the Emotional Intelligence Scale and the Cambridge Gambling Task. Regression modelling indicated a significant positive relationship of athletic expertise and trait emotional intelligence with the quality of decision-making, and a negative relationship with deliberation time and risk-taking. Cognitive skills transfer may explain the higher decision-making scores associated with higher athletic expertise, while individuals with higher trait emotional intelligence may anticipate better the emotional consequences linked with a gambling task, which may help individuals make better decisions and take less risks. 相似文献
5.
6.
7.
8.
Transcribing sign communication used simultaneously with spoken English presents investigators with a unique problem: the singular quality of the bimodal communicative interactions cannot be accurately depicted using accepted conventions for recording either spoken or signed language samples. This article proposes guidelines for transcribing such data. The need for guidelines arose during an earlier study of the language development of a hearing child of deaf parents. To meet the immediate needs of that study, rules and conventions from previous studies were combined with newly generated ones, resulting in the guidelines proposed in this article. The guidelines can be applied to data in which intermodal linguistic influence is suspected. 相似文献
9.
Peggy Johnson 《Library Collections, Acquisitions, and Technical Services》2003,26(4):469-470
10.
Two studies are reported describing the development and validation of the Strategic Flexibility Questionnaire (SFQ): a self-report instrument aimed at eliciting students’ beliefs about the need for, and conditional nature of, self-regulatory control over learning. In Study 1, 281 first-year university education students completed a 40-item pilot questionnaire. Factor analysis of responses revealed a 21-item instrument indicating three types of control beliefs: adaptive executive control, inflexible executive control, and irresolute executive control. In Study 2, the predictive validity of these conceptions was tested against the academic performance of 105 third-year university education students. Results indicated that students reporting adaptive executive control beliefs were more successful academically, while those students reporting inflexible or irresolute control beliefs were significantly less successful academically. 相似文献