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991.
Yonghwan Kim 《广播与电子媒介杂志》2017,61(4):658-681
Using cross-sectional data from the 2008 National Annenberg Election Survey, this study tests 2 models that explicate the relationship between politically likeminded media use and political polarization and participation. The knowledge model suggests that the effects of exposure to likeminded media on individuals’ attitudinal polarization and political participation are mediated by knowledge of candidate issue stances. The belief model proposes that likeminded media use indirectly influences political polarization and participation via political beliefs. The results provide evidence that individuals’ beliefs mediate the influence of likeminded media consumption on attitudinal polarization and participation, but there was no support for the knowledge model. These findings indicate that individuals who consume politically likeminded news tend to develop polarized attitudes and are motivated to participate in political activities by forming biased beliefs associated with candidates rather than by gaining factual issue knowledge. 相似文献
992.
ABSTRACTThe Center for Undergraduate Research (CURS) at Augusta University supports faculty-led undergraduate research. In collaboration with a student organization, the Program Coordinator of CURS contacted the Augusta University Libraries to investigate how to start an undergraduate research journal and identify a hosting venue. Two librarians provided guidance on the creation of a new Open Access journal using resources already provided by the university. This article discusses establishing the journal’s identity, developing policies and processes, hosting and publishing the journal, as well as challenges faced throughout the process. 相似文献
993.
Michael S. Fanselow Jesus Landeira-Fernandez Joseph P. DeCola Jeansok J. Kim 《Learning & behavior》1994,22(1):72-76
Rats received a 3-sec, 1-mA footshock either immediately or 3 min after placement in a chamber. Postshock pain sensitivity was assessed with the formalin test. The animals that received the 3-min delay between placement and shock showed an analgesic response compared with noshock controls. The immediate-shock animals did not. Thus the immediate-shock deficit, previously reported for freezing and defecation, also occurs for analgesia. This suggests that shock levels sufficient to condition analgesia are not necessarily sufficient to produce analgesia as an unconditional response. As with freezing, there is a dissociation between conditional and unconditional responses in the fear-conditioning system. Increasing immediate-shock levels to 6 sec, 2 mA produced a transient unconditional analgesia. For analgesia, a conditional response is more readily produced than an unconditional response. 相似文献
994.
This study was performed in the context of the 2014 Sochi Winter Olympic Games to examine the patterns of competition among television sets, personal computers, and mobile devices in gratifying audiences of one of the world's greatest sporting event. In light of the theory of niche, three measures of niche – niche breadth, niche overlap, and competitive superiority – were examined. Of the major findings, personal computers appeared to overlap the most with, and were superior to mobile devices in fulfilling socialization and diversion gratifications. These findings indicate personal computers are, at least partially, replacing mobile devices with respect to socialization and diversion gratifications. In comparison, the television set appeared to overlap the most with, and was superior to the personal computer in fulfilling the eustress, aesthetic, learning, and self-esteem gratifications. These findings indicate that television sets remain the dominant medium for fulfilling these four gratification dimensions. 相似文献
995.
This study investigates how experiences of viewing sports content in a movie theater differ from typical television viewing conditions in a home. The results of analyses showed that the viewing condition (theater vs. home) influenced audiences’ sense of presence when watching mediated sports, which, combined with the attractiveness of the game, would determine the suspenseful nature of the media experience, as well as the subsequent enjoyment. 相似文献
996.
Aversive chemosensory conditioning altersHermissenda’s feeding behavior. But opposite behavioral changes have been reported, depending on whether discrete-trial or context-conditioning
paradigms were used, raising questions about the roles of associative and nonassociative processes. We attempted to produce
chemosensory contextual conditioning but failed to do so across a wide range of conditions. In Experiments 1–3, we observed
large, nonspecific bite latency increases to shellfish extracts, regardless of whether they had signaled the presence or absence
of shaking. In Experiment 4, we found that mere exposure to shellfish extract produced latency increases; vestibular stimulation
was unnecessary. In a final experiment, using Y-maze choice tests, we failed to observe selective reductions in animals’ preference
for shellfish paired with shaking. Nonassociative processes stemming from prolonged exposure to concentrated shellfish extracts
appear to be major factors in our failure to demonstrate associative chemosensory contextual conditioning. 相似文献
997.
Jiwon Kim 《Journal of moral education》2016,45(4):465-480
With its inherent attributes such as qualitative immediacy, imaginativeness, and embodiment, John Dewey’s concept of aesthetic experience makes a difference in moral education, in the ways of empathetic moral perception, moral reasoning, and moral action. If it matters then how can we help students gain aesthetic experience? By analyzing teacher Ho-Chul Lee’s approach to teaching drawing, called living drawing, this question is examined in terms of aesthetic style of teacher and teaching, and the aesthetic educational environment. This article will provide insights into how living drawing as an approach promotes aesthetic experiences and how it influences students’ moral experiences. 相似文献
998.
999.
To understand students’ argumentation abilities, there have been practices that focus on counting and analyzing argumentation schemes such as claim, evidence, warrant, backing, and rebuttal. This analytic approach does not address the dynamics of epistemic criteria of children’s reasoning and decision-making in dialogical situations. The common approach also does not address the practice of argumentation in lower elementary grades (K–3) because these children do not master the structure of argumentation and, therefore, are considered not ready for processing argumentative discourse. There is thus little research focusing on lower elementary school students’ argumentation in school science. This study, drawing on the societal-historical approach by L. S. Vygotsky, explored children’s argumentation as social relations by investigating the genesis of evidence-related practices (especially burden of proof) in second- and third-grade children. The findings show (a) students’ capacity for connecting claim and evidence/responding to the burden of proof and critical move varies and (b) that teachers play a significant role to emphasize the importance of evidence but experience difficulties removing children’s favored ideas during the turn taking of argumentative dialogue. The findings on the nature of dialogical reasoning and teacher’s role provide further insights about discussions on pedagogical approaches to children’s reasoning and argumentation. 相似文献
1000.
Previous research studies examining the effects of graphic organizers on reading comprehension for students with learning disabilities (LD) are reviewed. An extensive search of the professional literature between 1963 and June 2001 yielded a total of 21 group design intervention studies that met the criteria for inclusion in the synthesis. Using graphic organizers (i.e., semantic organizers, framed outlines, cognitive maps with and without a mnemonic) was associated with improved reading comprehension overall for students with LD. Compared to standardized reading measures, researcher-developed comprehension measures were associated with higher effect sizes. Initial gains demonstrated when using graphic organizers were not revealed during later comprehension tasks or on new comprehension tasks. 相似文献