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151.
The aim of this paper is to grasp the influence of the newsroom on frame-building processes. First, journalists’ own understanding of “frames” and “framing” is discussed. Second, from an academic interpretation of these concepts, journalists’ framing practices are studied. To this end an ethnographic study was conducted at two newsrooms, one in Belgium and one in the Netherlands. The findings reveal that while the noun “frame” is sporadically used as a tool, the verb “framing” is considered as something from which a journalist should refrain. This is explained by the associations journalists make with strategic framing from sources as well as by the newspapers’ explicit attempt to no longer view the world from a single ideological frame. It is argued that the studied newsrooms have replaced ideology by, respectively, a counterframing strategy that strives to disprove existing frames (deframing) and a narrative approach that, one the one hand, sharpens existing frames but, on the other hand, offer more opportunities to create alternative frames (reframing) for events. 相似文献
152.
Two studies examine reactions to permitted (offered and permission granted), volunteered (given without offer or assent), and imposed advice (offered and given even though declined). In Study 1, participants’ ratings of advice quality and implementation intention were higher for volunteered and permitted than imposed advice. Only for a task that was highly personal did recipients have a significantly higher intention to use permitted than volunteered advice. Study 2 replicated results from Study 1 with a nonstudent sample. In addition, Study 2 found stronger differences between volunteered and permitted advice, with permitted advice rated more positively. Study 2 also examined the effect of using you pronouns, which have been linked to confrontation and criticism, when giving advice, but found no consistent effects on advice outcomes. 相似文献
153.
Marianne Lafrance 《Gender and education》1991,3(1):3-13
Some would argue that sex discrimination in educational settings is on the wane. This paper, drawing especially from research undertaken in North American settings will contend however that the announcement of its demise is premature. Research shows that gender inequality in the classroom continues and is manifest in and maintained by a variety of overlearned, non‐conscious, verbal and non‐verbal messages initiated in interactions between teachers and students. This paper reviews four such ‘messages’. They include: (1) how teachers respond to verbal participation by female students; (2) how teachers’ discourse reveals subtle sex bias; (3) how teachers assist female and male students in unequal ways and; (4) how teacher non‐verbal messages feed sex‐based differences in present interests and future goals. The paper concludes with some suggestions for changing these messages and thereby reducing gender inequality in educational settings.. 相似文献
154.
From 1970 to 1974 an Individualized Study System (ISS) for mathematics courses for first year engineering students was developed. Because of changes in the curriculum, new courses had to be developed from August 1974. The context evaluation of these new courses (ISS-calculus) consisted mainly of the evaluation of the mathematics courses developed during the preceding years. After a year the Department decided to suspend ISS as a teaching system for calculus partly because of dissatisfaction of the teachers with ISS-calculus.This paper consists of two parts. Part one (sections 1,2) is a case study and summarizes the development of the system from 1970 to 1975. It examines in detail the problems encountered in this development with special attention to the role of the executive teacher. The organization of an ISS-course and the planning decisions to be taken become more complex according to the number of executive teachers. In part two (sections 3,4) we provide a classification of ISS courses to illustrate the complexity of the system and we offer some general advice on the management of individualized study systems. 相似文献
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156.
Menno Van Der Schoot Alain L. Vasbinder Tako M. Horsley Ernest C.D.M. Van Lieshout 《Journal of Research in Reading》2008,31(2):203-223
This study examined whether 10–12‐year‐old children use two reading strategies to aid their text comprehension: (1) distinguishing between important and unimportant words; and (2) resolving anaphoric references. Of interest was the question to what extent use of these reading strategies was predictive of reading comprehension skill over and above decoding skill and vocabulary. Reading strategy use was examined by the recording of eye fixations on specific target words. In contrast to less successful comprehenders, more successful comprehenders invested more processing time in important than in unimportant words. On the other hand, they needed less time to determine the antecedent of an anaphor. The results suggest that more successful comprehenders build a more effective mental model of the text than less successful comprehenders in at least two ways. First, they allocate more attention to the incorporation of goal‐relevant than goal‐irrelevant information into the model. Second, they ascertain that the text model is coherent and richly connected. 相似文献
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Nóra Szabó Maja Deković Chantal van Aken Marjolein Verhoeven Marcel A.G. van Aken Marianne Junger 《Early childhood research quarterly》2008
Negative behavior toward the mother during toddlerhood might be a marker of increased risk for maladjustment. The aim of the present study was to examine the possible antecedents of toddler boys’ negative behavior observed in interaction with the mother: child temperament, and maternal behavior toward the child. We studied the moderating and mediating role of two dimensions of maternal behavior, sensitivity and intrusiveness, in the relationship between children's temperamental traits (frustration, soothability and activity level), on the one hand, and child negative behavior, on the other hand. The sample consisted of 112 mother–son dyads observed when the child was 17 months old. A temperament questionnaire was completed by the mothers. Child negative interactive behavior, maternal sensitivity and intrusiveness were observed at home during a 13-min play session. Maternal sensitivity was negatively related to child negative interactive behavior regardless of child temperament. Maternal intrusiveness, however, moderated the relation between activity level and negative behavior, i.e., children with high activity level showed higher levels of negative behavior especially when the mother was highly intrusive. Furthermore, maternal intrusiveness acted as a mediator in the relation between soothability and negative behavior, i.e., low soothability was linked to higher maternal intrusiveness, which in turn was associated with higher negative behavior. 相似文献
160.
PROSPECTS - While numerous studies have highlighted the benefits of physical activity on cognitive health, learning, and executive function, maintaining physical activity throughout one’s... 相似文献