全文获取类型
收费全文 | 768篇 |
免费 | 11篇 |
专业分类
教育 | 602篇 |
科学研究 | 45篇 |
各国文化 | 5篇 |
体育 | 46篇 |
文化理论 | 9篇 |
信息传播 | 72篇 |
出版年
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 14篇 |
2020年 | 15篇 |
2019年 | 24篇 |
2018年 | 42篇 |
2017年 | 39篇 |
2016年 | 39篇 |
2015年 | 20篇 |
2014年 | 37篇 |
2013年 | 174篇 |
2012年 | 25篇 |
2011年 | 27篇 |
2010年 | 17篇 |
2009年 | 20篇 |
2008年 | 17篇 |
2007年 | 14篇 |
2006年 | 9篇 |
2005年 | 18篇 |
2004年 | 18篇 |
2003年 | 14篇 |
2002年 | 13篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 8篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 18篇 |
1995年 | 5篇 |
1994年 | 9篇 |
1993年 | 4篇 |
1992年 | 9篇 |
1991年 | 6篇 |
1990年 | 13篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 3篇 |
1984年 | 9篇 |
1983年 | 2篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 6篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1974年 | 2篇 |
1967年 | 3篇 |
排序方式: 共有779条查询结果,搜索用时 671 毫秒
101.
This study attempts to characterise what 7th- and 12th-grade students believe they do not know about artefacts and natural objects, as well as the dependence of what is unknown on a knowledge of these objects. The students were asked to make explicit through questioning what they did not know about a sample of objects. The unknowns generated were categorised according to a scheme based on lexical semantics theory. Two of the categories focused specifically on imprecise unknowns expressed through What is X? questions, and on unknowns concerning functions. The results showed, firstly, that a lower grade level and lower knowledge of a certain class of objects was associated with more imprecise unknowns. Secondly, unknowns about the functions of artefacts were significantly more frequent than unknowns about the functions of natural objects at any of the grade levels. Overall, the results were consistent with the hypothesis of a correspondence between knowledge and unknowns. 相似文献
102.
The open-field behavior of wild and domestic Norway rats was compared in 15-min tests administered over 5 successive days. Wild rats exhibited more ambulation, jumping, grooming, and time inactive than domestic rats and spent more time along the arena wall. Within- and between-trial changes in behavior were generally greater for wild rats. Factor analyses revealed major loadings on factors identified as “locomotor behavior” and “grooming.” Support was obtained for the hypothesis that domestication has raised the threshold for avoidance-escape behavior in response to a novel environment. 相似文献
103.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
104.
Designing a college web-based course using a modified personalized system of instruction (PSI) model 总被引:1,自引:0,他引:1
Robert V. Price Ph.D. 《TechTrends》1999,43(5):23-28
Conclusion With proper planning and attention to instructional design, Web-based courses can provide a convenient and instructionally
sound method of course delivery. The PSI model is a proven model that can be applied to many Webbased courses 相似文献
105.
In this article, the authors explicate a conceptual framework for analyzing the politics of personnel evaluation in an educational context. Using several elements of their framework, they discuss the politics of teacher evaluation in California in relation to the types of personnel evaluation decisions, the actors, their access to these decisions, their sources and level of power, and the outcomes related to their decisions. The authors further portray how politics enters into personnel evaluation at the district level by describing an actual case. 相似文献
106.
107.
Don K. Price 《Minerva》1988,26(3):416-428
Conclusion The social sciences stand at a strange crossroads. There is a greater need for disciplined inquiry into the issues of policy facing the United States. Yet the incentives in the political system, and in the professional guilds of those performing social research, discourage a close involvement of many prominent social scientists with policy. The political system, fearing an elite imposing its values on society, welcomes the natural scientist who seems to conform to the model of the politically neutral expert who solves problems and addresses facts. This model also fits the higher ranks of the civil service, made up of specialists rather than generalist administrators, and the outside advisers serving officials concerned with high policy. Likewise, to protect themselves from changes of partisanship, leading academic social scientists forsake policy concerns for topics within the analytic traditions of Weberian Wertfreiheit. Just as Weber sought to avoid censorship by value neutral scholarship, the modern social scientist disdains the normative concerns of policy in favour of more tractable, morally neutral issues defined as the core of the discipline.The country needs to draw some of the best analytical talent in the social science community into the policy process and advisory roles. Disciplined inquiry cannot be left only to technicians whose professional interests are far removed from political, economic, social and other human sciences. To promote better policy and better social science, we should encourage serious, professionally grounded inquiry into social values, the directions of policy, and the role and proper limits of state power. In the clamour of American politics, there is little danger that policy will be monopolised by an elite group, but considerable danger that debate on policy will be impoverished by the absence of those most knowledgeable about social and economic reality.A revised and expanded version of the first Dael L. Wolfle Lecture given on 6 October, 1987, at the Graduate School of Public Affairs, University of Washington, Seattle. Don K. Price was dean of the John F. Kennedy School of Government, Harvard University, and is the author ofGovernment and Science (1954),The Scientific Estate (1965) andAmerica's Unwritten Constitution (1983). He has held senior posts in the United States Bureau of the Budget, the Defense Research and Development Board, and the Ford Foundation, and was an adviser to Presidents Eisenhower, Kennedy and Johnson. 相似文献
108.
Through theoretically driven case studies, the research reported here considers the ways in which students in different social class settings are inducted into school knowledge. The paper brings to the centre the social class positioning of teachers in considering their role in schooling processes. The central question of the paper is whether we can establish a relationship between teachers' own social class backgrounds, their professional dispositions and their pedagogic practice. The interest emerges from a long-standing assumption that teachers are middle class, and reproduce the practices associated with that social location. The paper is exploratory and is not able to provide a definitive answer to the question of the relationship between class, professional disposition and pedagogic practice. Although it suggests a relationship between teachers' social class position and schooling practices, the main contribution of the paper is to offer a metric for exploring the issue further. That is, through a specifically selected sample, the paper provides a means for considering the implications of teachers social class background, professional dispositions and pedagogic practice for the processes of the reproduction of social inequality, and its interruption. 相似文献
109.
Kirby Deater-Deckard Paula Y. Mullineaux Stephen A. Petrill Lee A. Thompson 《Reading and writing》2009,22(1):107-116
We examined the associations between components of temperament and children’s word and pseudo-word reading skills, in a school-age
sample using a within-family internal-replication design. We estimated the statistical prediction of word and pseudo-word
reading in separate regression equations that included the main effects of, and two-way interaction between, Surgency and
Effortful Control. Children with better Effortful Control scores showed better reading skills. Surgency was unrelated to reading
skills, but moderated the effect of Effortful Control. The positive association between reading skills and Effortful Control
was present only for children who were low in Surgency. Thus, reading achievement in school-age children is optimized by strong
Effortful Control, but these processes may be disrupted for those children who are high in Surgency. 相似文献
110.
This paper analyses the popular RateMyProfessors (RMP) website where students evaluate instructors in higher education. A study was designed to measure (1) the awareness and utilisation of the RMP website, (2) the internal and external validity of the RMP ratings in measuring teaching effectiveness, and (3) variation in the above across disciplines. It is concluded that the category of ratings, created by the website, establishes an anti‐intellectual tone that manifests itself in comments about instructors’ personality, easiness of workload and entertainment value rather than knowledge attained. 相似文献