全文获取类型
收费全文 | 2263篇 |
免费 | 33篇 |
国内免费 | 1篇 |
专业分类
教育 | 1682篇 |
科学研究 | 121篇 |
各国文化 | 33篇 |
体育 | 278篇 |
综合类 | 2篇 |
文化理论 | 51篇 |
信息传播 | 130篇 |
出版年
2023年 | 23篇 |
2022年 | 41篇 |
2021年 | 66篇 |
2020年 | 98篇 |
2019年 | 160篇 |
2018年 | 200篇 |
2017年 | 187篇 |
2016年 | 167篇 |
2015年 | 109篇 |
2014年 | 112篇 |
2013年 | 503篇 |
2012年 | 94篇 |
2011年 | 63篇 |
2010年 | 58篇 |
2009年 | 43篇 |
2008年 | 39篇 |
2007年 | 35篇 |
2006年 | 36篇 |
2005年 | 26篇 |
2004年 | 23篇 |
2003年 | 18篇 |
2002年 | 26篇 |
2001年 | 14篇 |
2000年 | 12篇 |
1999年 | 8篇 |
1998年 | 12篇 |
1997年 | 5篇 |
1996年 | 12篇 |
1995年 | 7篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 7篇 |
1991年 | 9篇 |
1990年 | 10篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1984年 | 2篇 |
1983年 | 3篇 |
1981年 | 6篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1964年 | 1篇 |
1963年 | 2篇 |
1962年 | 1篇 |
1960年 | 2篇 |
1959年 | 1篇 |
排序方式: 共有2297条查询结果,搜索用时 31 毫秒
21.
22.
Niklas Gericke Rebecca Carver Jérémy Castéra Neima Alice Menezes Evangelista Claire Coiffard Marre Charbel N. El-Hani 《Science & Education》2017,26(10):1223-1259
Genetic determinism can be described as the attribution of the formation of traits to genes, where genes are ascribed more causal power than what scientific consensus suggests. Belief in genetic determinism is an educational problem because it contradicts scientific knowledge, and is a societal problem because it has the potential to foster intolerant attitudes such as racism and prejudice against sexual orientation. In this article, we begin by investigating the very nature of belief in genetic determinism. Then, we investigate whether knowledge of genetics and genomics is associated with beliefs in genetic determinism. Finally, we explore the extent to which social factors such as gender, education, and religiosity are associated with genetic determinism. Methodologically, we gathered and analyzed data on beliefs in genetic determinism, knowledge of genetics and genomics, and social variables using the “Public Understanding and Attitudes towards Genetics and Genomics” (PUGGS) instrument. Our analyses of PUGGS responses from a sample of Brazilian university freshmen undergraduates indicated that (1) belief in genetic determinism was best characterized as a construct built up by two dimensions or belief systems: beliefs concerning social traits and beliefs concerning biological traits; (2) levels of belief in genetic determination of social traits were low, which contradicts prior work; (3) associations between knowledge of genetics and genomics and levels of belief in genetic determinism were low; and (4) social factors such as age and religiosity had stronger associations with beliefs in genetic determinism than knowledge. Although our study design precludes causal inferences, our results raise questions about whether enhancing genetic literacy will decrease or prevent beliefs in genetic determinism. 相似文献
23.
24.
For many years now, most countries of the world have increasingly valued the headteacher as a powerful force in facilitating school and staff development. Such recognition has resulted in widespread training programmes—even in the poorest countries. In Spain, however, there has been, until very recently, considerable ambiguity over the role of the headteacher. This uncertainty is manifested in the appointment system of headteachers and the lack of commitment to training. This paper seeks to show the reasons for this situation, through an evaluation of recent legislation, the impact of Franco's legacy on education and the current preoccupation with democratic government at all levels. The paper highlights important changes of attitude towards the role of the head now taking place, mainly at local levels, and encourages the government to ensure that examples of effective training, emanating from these ideological shifts, are recognised and contained within national programmes. 相似文献
25.
Luísa Faria Anne-Marie Fontaine 《European Journal of Psychology of Education - EJPE》1997,12(1):51-62
This study presents the building of an instrument to measure personal conceptions of intelligence based upon Dweck research, and some exploratory evidence. The instrument is directed to adolescents, has got more items than the original one and incorporates new aspects, such as the importance of effort and ability in relation with personal conceptions of intelligence. The results of a factor analysis evidenced the existence of two distinct factors — a static and a dynamic one — that explain together 31.7% of the total variance. The internal consistency of the scales evidenced alpha coefficients between .74 and .80. The results of a test-retest reliability study (with a month interval) proved to be better for the static scale than to the the dynamic one, as well as the results of an external validity study (correlations with grade point average). Some differential exploratory studies showed differences in personal conceptions of intelligence related to school grades (5th to 11th): the scores increased from the 5th to the 11th grade, showing that older students were less “static” (more “dynamic”), and also related to the socio-economic status (high vs. low): the higher SES subjects appeared less “static” (more “dynamic”) than the lower SES subjects. 相似文献
26.
27.
28.
The Urban Review - The decision to rescind Deferred Action for Childhood Arrivals (DACA) will have major repercussions amongst beneficiaries, especially in terms of employment. One of the sectors... 相似文献
29.
30.
Gizem Hülür Oliver Wilhelm Stefan Schipolowski 《Learning and individual differences》2011,21(6):742-746
We investigated the usefulness of the Over-Claiming Questionnaire (OCQ) as a measure of cognitive abilities. In OCQs respondents are asked to rate their familiarity with items of academic or everyday knowledge (Paulhus, Harms, Bruce, & Lysy, 2003). Some items exist in reality (reals), and others do not (foils). We developed four OCQs, each consisting of 40 reals and 8 foils from the domains of Science, Humanities and Civics. The OCQs were administered in a longitudinal rotation design to 112 participants who attended the 9th school grade at the beginning of the study. In latent variable regression analyses 53% of variation in the reals could be explained by fluid and crystallized intelligence and over-claiming as indicated by responses to foils. Further variation in responses to reals and foils was explained by intellectual engagement. Our results show that self-reported knowledge, although positively related to measures of ability, to a large extent reflects over-claiming. 相似文献