全文获取类型
| 收费全文 | 2815篇 |
| 免费 | 51篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 2025篇 |
| 科学研究 | 142篇 |
| 各国文化 | 34篇 |
| 体育 | 359篇 |
| 文化理论 | 56篇 |
| 信息传播 | 251篇 |
出版年
| 2023年 | 24篇 |
| 2022年 | 46篇 |
| 2021年 | 69篇 |
| 2020年 | 109篇 |
| 2019年 | 215篇 |
| 2018年 | 225篇 |
| 2017年 | 224篇 |
| 2016年 | 179篇 |
| 2015年 | 126篇 |
| 2014年 | 105篇 |
| 2013年 | 650篇 |
| 2012年 | 88篇 |
| 2011年 | 83篇 |
| 2010年 | 64篇 |
| 2009年 | 49篇 |
| 2008年 | 39篇 |
| 2007年 | 52篇 |
| 2006年 | 55篇 |
| 2005年 | 36篇 |
| 2004年 | 26篇 |
| 2003年 | 31篇 |
| 2002年 | 22篇 |
| 2001年 | 25篇 |
| 2000年 | 21篇 |
| 1999年 | 26篇 |
| 1998年 | 15篇 |
| 1997年 | 17篇 |
| 1996年 | 14篇 |
| 1995年 | 19篇 |
| 1994年 | 12篇 |
| 1993年 | 13篇 |
| 1992年 | 12篇 |
| 1991年 | 14篇 |
| 1990年 | 17篇 |
| 1989年 | 10篇 |
| 1988年 | 8篇 |
| 1987年 | 12篇 |
| 1986年 | 11篇 |
| 1985年 | 11篇 |
| 1984年 | 7篇 |
| 1983年 | 7篇 |
| 1982年 | 13篇 |
| 1981年 | 15篇 |
| 1980年 | 4篇 |
| 1979年 | 5篇 |
| 1978年 | 7篇 |
| 1977年 | 5篇 |
| 1976年 | 7篇 |
| 1974年 | 4篇 |
| 1963年 | 3篇 |
排序方式： 共有2867条查询结果，搜索用时 15 毫秒
71.
Tom Settle 《International Journal of Science Education》2013,35(3):258-264
It is difficult to teach science without implying, in a broad sense, that physicalism is true. This is a problem for teachers, regardless of whether they accept or reject physicalism, as well as for students. Physicalism‐‐it used to be called materialism‐‐is not a single doctrine, but a family of doctrines. Six of these are described and it is argued that they are not logically favoured by science. Since alternative metaphysical schemes exist (e.g. Whitehead's) which are consistent with scientific facts, evidence which supports a scientific theory over rivals, even decisively, does not have the logical power to decide in favour of physicalism. Science teaching's insinuation of physicalism can be avoided by deliberately stressing such uncontroversial features of science as: the unfinished nature of research; the use of idealizations in scientific theories; how all scientific theories at best only approach the truth; and that older theories are now known to be, strictly, false, although they still fit the facts to some degree. 相似文献
72.
73.
74.
75.
H. Drábková 《High Ability Studies》1991,1(2):191-196
A cohort of 71 pairs of twins was studied in a project which started within the decade 1965 to 1975. The total level of intelligence (global IQ) and the level of particular intellectual components have been examined annually since the twins were two years of age. The data were analysed by comparing monozygotic and dizygotic twins. The results revealed that high intelligence is influenced much more by hereditary than exogenous factors. Furthermore, there is an irregularity in the development of intellectual level from childhood to adulthood. Consequently, decision making about children cannot be carried out on the basis of a single IQ evaluation. A cluster analysis demonstrated the importance of hereditary factors not only on intellectual level, but also on the pattern of intellectual development. 相似文献
76.
77.
78.
79.
80.