全文获取类型
收费全文 | 1565篇 |
免费 | 42篇 |
国内免费 | 2篇 |
专业分类
教育 | 1158篇 |
科学研究 | 111篇 |
各国文化 | 17篇 |
体育 | 143篇 |
文化理论 | 18篇 |
信息传播 | 162篇 |
出版年
2023年 | 8篇 |
2022年 | 15篇 |
2021年 | 30篇 |
2020年 | 42篇 |
2019年 | 75篇 |
2018年 | 91篇 |
2017年 | 71篇 |
2016年 | 76篇 |
2015年 | 57篇 |
2014年 | 62篇 |
2013年 | 341篇 |
2012年 | 63篇 |
2011年 | 63篇 |
2010年 | 47篇 |
2009年 | 38篇 |
2008年 | 36篇 |
2007年 | 38篇 |
2006年 | 36篇 |
2005年 | 36篇 |
2004年 | 41篇 |
2003年 | 33篇 |
2002年 | 25篇 |
2001年 | 18篇 |
2000年 | 16篇 |
1999年 | 16篇 |
1998年 | 20篇 |
1997年 | 11篇 |
1996年 | 16篇 |
1995年 | 9篇 |
1994年 | 14篇 |
1993年 | 15篇 |
1992年 | 11篇 |
1991年 | 9篇 |
1990年 | 8篇 |
1989年 | 11篇 |
1988年 | 4篇 |
1987年 | 10篇 |
1986年 | 4篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 7篇 |
1981年 | 3篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1974年 | 6篇 |
1955年 | 4篇 |
1917年 | 4篇 |
排序方式: 共有1609条查询结果,搜索用时 15 毫秒
1.
ABSTRACTCharles Spearman and L. L. Thurstone were pioneers in the field of intelligence. They not only developed methods to assess and understand intelligence, but also developed theories about its structure and function. Methodologically, their approaches were not that distinct, but their theories of intelligence were philosophically very different – and this difference is still seen in modern approaches to intellectual assessment. In this article, we describe their theories of intelligence and then trace how these theories have influenced the development and use of intelligence instruments, paying particular attention to score interpretation. 相似文献
2.
3.
A new approach in German innovation policy organizes contests of proposals for developing innovation networks. Based on an overview of the different programs, we investigate the advantages and problems of such an approach. We find that this type of policy may have a relatively large impact and can, therefore, be regarded as a rather efficient instrument of innovation policy. Compared to conventional policies, administration of the program is a much more critical issue. The contest approach may stimulate learning effects on the side of the administration but may also require a high degree of flexibility. The main disadvantage is the additional time that is required for conducting the contest. As a distinct ‘picking the winner’ approach, the contest approach is not suited as a means for achieving a leveling-out of regional welfare. 相似文献
4.
Alison Phipps 《Gender and education》2017,29(7):815-830
In the context of renewed debates and interest in this area, this paper reframes the theoretical agenda around laddish masculinities in UK higher education, and similar masculinities overseas. These can be contextualised within consumerist neoliberal rationalities, the neoconservative backlash against feminism and other social justice movements, and the postfeminist belief that women are winning the ‘battle of the sexes’. Contemporary discussions of ‘lad culture’ have rightly centred sexism and men's violence against women: however, we need a more intersectional analysis. In the UK a key intersecting category is social class, and there is evidence that while working-class articulations of laddism proceed from being dominated within alienating education systems, middle-class and elite versions are a reaction to feeling dominated due to a loss of gender, class and race privilege. These are important differences, and we need to know more about the conditions which shape and produce particular performances of laddism, in interaction with masculinities articulated by other social groups. It is perhaps unhelpful, therefore, to collapse these social positions and identities under the banner of ‘lad culture’, as has been done in the past. 相似文献
5.
6.
Siti Arni Basir John Davies Jacqueline Douglas Alexander Douglas 《Journal of Higher Education Policy & Management》2017,39(3):320-340
This study investigates the influence of the elements of academic culture on quality management system ISO 9001 maintenance within Malaysian universities. There is a dearth of empirical studies on maintaining ISO 9001, particularly in the higher education context. From the literature review, academic culture was classified according to four elements – academic freedom, individualism, professionalism and collegiality. Two case studies were conducted within Malaysian universities that had been ISO 9001-certified for 5 years. At the time of this research, these two were the only universities that had certification for their entire organisation. (Most organisations gain certification for specific departments). The findings showed that academic freedom, individualism and collegiality had worked against ISO 9001 maintenance, while professionalism had influenced ISO 9001 maintenance both positively and negatively. The opposites of individualism (teamwork) and collegiality (managerialism) had supported ISO 9001 maintenance in one of the cases. 相似文献
7.
Victims and survivors of sexual violence are sometimes blamed for the assault because of irrelevant factors such as how much they had to drink or what they wore. Research has indicated that conservative religious beliefs increase the prevalence of victim blaming. In order to see if this pattern extended to college administrators, we used a hermeneutic phenomenological approach and interviewed eight sexual assault investigators at a faith-based institution to understand their lived and shared experiences. Four significant themes emerged from our study: the tension between student care and a legally defensible process, hope amid a never-ending saga, forbidden knowledge, and victim blaming. We conclude with a call to focus more carefully on language used, recommendations for decreasing the prevalence of victim blaming, and on preventing investigators from compassion fatigue, vicarious traumatization, and burnout. 相似文献
8.
Change in Fluid and Crystallized Intelligence and Student Achievement: The Role of Intellectual Engagement 下载免费PDF全文
Gizem Hülür Fidan Gasimova Alexander Robitzsch Oliver Wilhelm 《Child development》2018,89(4):1074-1087
Intellectual engagement (IE) refers to enjoyment of intellectual activities and is proposed as causal for knowledge acquisition. The role of IE for cognitive development was examined utilizing 2‐year longitudinal data from 112 ninth graders (average baseline age: 14.7 years). Higher baseline IE predicted higher baseline crystallized ability but not changes therein, and was not associated with fluid ability. Furthermore, IE predicted change in school grades in language but not in mathematics grades or in standardized tests. These findings suggest that IE is not a major predictor of knowledge acquisition in adolescence, where degree of self‐determination in intellectual behaviors may be relatively limited. Open questions for future research are addressed, including reciprocal longitudinal associations between IE and academic and cognitive development. 相似文献
9.
We recently developed the Framework of Achievement Bests to explain the importance of effective functioning, personal growth, and enrichment of well-being experiences. This framework postulates a concept known as optimal achievement best, which stipulates the idea that individuals may, in general, strive to achieve personal outcomes, reflecting their maximum capabilities. Realistic achievement best, in contrast, indicates personal functioning that may show moderate capability without any aspiration, motivation, and/or effort expenditure. Furthermore, our conceptualization indicates the process of optimization, which involves the optimization of achievement of optimal best from realistic best.In this article, we explore the Framework of Achievement Bests by situating it within the context of student motivation. In our discussion of this theoretical orientation, we explore in detail the impact of instructional designs for effective mathematics learning as an optimizer of optimal achievement best. Our focus of examination of instructional designs is based, to a large extent, on cognitive load paradigm, theorized by Sweller and his colleagues. We contend that, in this case, cognitive load imposition plays a central role in the structure of instructional designs for effective learning, which could in turn influence individuals’ achievements of optimal best. This article, conceptual in nature, explores varying efficiencies of different instructional approaches, taking into consideration the potency of cognitive load imposition. Focusing on mathematical problem solving, we discuss the potentials for instructional approaches to influence individuals’ striving of optimal best from realistic best. 相似文献
10.
Do students learn better with texts that are Open image in new window (i.e., disfluent)? Previous research yielded discrepant findings concerning this question. To clarify these discrepancies, the present study aimed at identifying a boundary condition that determines when disfluent text is, and is not, beneficial to learning. This boundary condition is knowledge about whether a test will follow (high test expectancy) versus not (low test expectancy). Participants with high test expectancy may already engage in effortful processing, so that making text harder-to-read (disfluent) might not change their processing mode any further. Thus, particularly when no test is expected, disfluency is supposed to exert its beneficial effect. This assumption was tested in a 2?×?2 design (N?=?97) with text legibility (fluent vs. disfluent) and test expectancy (low vs. high) as factors, and learning outcomes (retention, transfer) and learning times as main dependent variables. Results revealed that high test expectancy led to better learning outcomes (for retention and transfer), but disfluent text did not. Unlike expected, there was no interaction between the two factors. Moreover, both high test expectancy and disfluency led to longer learning times, resulting in a lower efficiency when learning with disfluent compared to fluent text. Hence, the present results further question the stability and generalizability of a positive disfluency effect on learning, because only high test expectancy – but not disfluency - stimulated better learning through more effortful processing the way it was supposed to. 相似文献