全文获取类型
| 收费全文 | 1688篇 |
| 免费 | 29篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 1181篇 |
| 科学研究 | 73篇 |
| 各国文化 | 12篇 |
| 体育 | 238篇 |
| 综合类 | 1篇 |
| 文化理论 | 15篇 |
| 信息传播 | 198篇 |
出版年
| 2023年 | 9篇 |
| 2022年 | 11篇 |
| 2021年 | 14篇 |
| 2020年 | 37篇 |
| 2019年 | 63篇 |
| 2018年 | 60篇 |
| 2017年 | 69篇 |
| 2016年 | 67篇 |
| 2015年 | 50篇 |
| 2014年 | 45篇 |
| 2013年 | 423篇 |
| 2012年 | 37篇 |
| 2011年 | 56篇 |
| 2010年 | 43篇 |
| 2009年 | 32篇 |
| 2008年 | 44篇 |
| 2007年 | 62篇 |
| 2006年 | 34篇 |
| 2005年 | 22篇 |
| 2004年 | 24篇 |
| 2003年 | 22篇 |
| 2002年 | 33篇 |
| 2001年 | 23篇 |
| 2000年 | 34篇 |
| 1999年 | 28篇 |
| 1998年 | 12篇 |
| 1997年 | 14篇 |
| 1996年 | 13篇 |
| 1995年 | 10篇 |
| 1994年 | 16篇 |
| 1993年 | 17篇 |
| 1992年 | 18篇 |
| 1991年 | 16篇 |
| 1990年 | 15篇 |
| 1989年 | 15篇 |
| 1988年 | 11篇 |
| 1987年 | 10篇 |
| 1986年 | 17篇 |
| 1985年 | 14篇 |
| 1984年 | 12篇 |
| 1983年 | 16篇 |
| 1982年 | 16篇 |
| 1981年 | 15篇 |
| 1980年 | 9篇 |
| 1979年 | 8篇 |
| 1978年 | 8篇 |
| 1977年 | 8篇 |
| 1975年 | 11篇 |
| 1973年 | 8篇 |
| 1972年 | 5篇 |
排序方式： 共有1718条查询结果，搜索用时 187 毫秒
1.
2.
3.
4.
Delmus Williams 《The Journal of Academic Librarianship》2008,34(1):85-86
5.
The present research investigated whether co-viewer comments in social TV interactions are able to enhance or weaken media effects. With the example of talent shows, the valence of co-viewer comments (pro/contra/none) as well as the type of content (antisocial behavior vs. conventional performance) were varied in an experiment (N = 117). Results showed that participants’ own comments and their private attitudes about the judges varied in line with comment valence. Findings suggest that social TV viewers are prone to social influence of their co-viewers, which might amplify problems regarding the portrayal of antisocial behavior in reality TV. 相似文献
6.
7.
8.
9.
Papi Mostafa Bondarenko Anna Vitalyevna Wawire Brenda Jiang Chen Zhou Shiyao 《Reading and writing》2020,33(2):507-509
Reading and Writing - The original publication of the article contained errors in the tables. 相似文献
10.
Helen Askell‐Williams Rosalind Murray‐Harvey Michael J. Lawson 《The Teacher Educator》2013,48(4):237-263
Abstract Students develop robust mental models of teaching and learning during their school years, and as such, often teach as they were taught—possibly perpetuating practices that limit intellectual inquiry in classrooms. This paper reports on an analysis, using a conceptual framework and NUD?1ST software, of a cohort of 3rd‐year teacher education students' reflections on changes in their mental models following their experiences in a problem‐based learning (PBL) topic. Results provide evidence that students do report changing mental models in areas such as (a) the value of case studies for engaging with subject content, motivating learning, and connecting theory with practice; (b) self‐reflection and peer collaboration for cognitive and professional growth; and (c) processes of inquiry for developing self‐regulated learning practices. 相似文献