全文获取类型
收费全文 | 1273篇 |
免费 | 26篇 |
专业分类
教育 | 969篇 |
科学研究 | 30篇 |
各国文化 | 18篇 |
体育 | 71篇 |
综合类 | 1篇 |
文化理论 | 9篇 |
信息传播 | 201篇 |
出版年
2023年 | 8篇 |
2022年 | 16篇 |
2021年 | 31篇 |
2020年 | 43篇 |
2019年 | 62篇 |
2018年 | 75篇 |
2017年 | 101篇 |
2016年 | 67篇 |
2015年 | 49篇 |
2014年 | 62篇 |
2013年 | 315篇 |
2012年 | 37篇 |
2011年 | 47篇 |
2010年 | 34篇 |
2009年 | 40篇 |
2008年 | 37篇 |
2007年 | 35篇 |
2006年 | 26篇 |
2005年 | 16篇 |
2004年 | 29篇 |
2003年 | 19篇 |
2002年 | 21篇 |
2001年 | 12篇 |
2000年 | 12篇 |
1999年 | 5篇 |
1998年 | 7篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 12篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 6篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1933年 | 1篇 |
1932年 | 1篇 |
1847年 | 1篇 |
排序方式: 共有1299条查询结果,搜索用时 250 毫秒
1.
Greg Conderman Toni Van Laarhoven Jesse Johnson Lisa Liberty 《Support for Learning》2021,36(4):664-677
Students with disabilities typically experience academic, social, and behavioural challenges in school. Some of these students also often experience anxiety and stress associated with school situations and events. Wearable technologies are an emerging innovation in the United States that can support students with disabilities during stressful academic or social situations. This article discusses issues associated with wearables, offers questions to consider when considering a wearable device for a student, and describes several wearable technologies for students with disabilities. 相似文献
2.
Lisa Jones 《体育哲学杂志》2019,46(2):276-291
ABSTRACTProfessional wrestling is a popular, global, performance phenomenon that is in many respects sport-like, but tends to be shunned by serious sports fans for its alleged ‘fakeness’. Yet its own fans often behave exactly like regular sports fans: getting caught up in the action, responding emotionally to the performances, and engaging in critical analysis of the competitive strategies and the turns of events. How does this alleged ‘fake sport’ engender such complex and deeply emotional appreciation? Here I provide an analysis of pro-wrestling that explains and emphasises its narrative, dramatic and fictional aspects, showing it to be a complex representational work that can be appreciated aesthetically and emotionally on a number of levels. 相似文献
3.
Colleges and universities in the United States often promote diversity through a neoliberal lens by framing diversity as a celebration of individual differences or a commodity that students can gain by attending their institution. In communication courses, diversity has been conceptualized through both neoliberal and critical lenses, but limited research has investigated how communication students define and explain diversity. The focus of this study was to understand how communication students define diversity. We performed thematic analyses on open-ended survey responses to investigate how communication students define diversity. Four themes emerged from our analyses: (a) diversity is a mechanism for unifying communities, (b) diversity is an affirmation of individual differences, (c) diversity is a harbinger of acceptance and equality, and (d) diversity is a disruptive force that re-centers the voices of traditionally marginalized people. Our findings indicate most communication students define diversity through a neoliberal lens. However, 3% of our participants conceptualized diversity through a critical lens by explaining that diversity should create space for those who are marginalized to have their voices heard. We conclude by providing recommendations for communication instructors to incorporate more critical conversations about diversity into their classrooms and foster diverging discourses about diversity across communication curricula. 相似文献
4.
AbstractIn an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain. 相似文献
5.
Jean B. Schumaker Joseph B. Fisher Lisa D. Walsh Paula E. Lancaster 《Learning disabilities research & practice》2020,35(4):180-200
In each of two studies, teachers were randomly assigned to either a Virtual Workshop (VW) group that used a computerized professional development program or an Actual Workshop (AW) group that participated in face-to-face professional development, including discussion, feedback, and collaboration. In both studies, teachers’ posttest scores related to their knowledge of the Question Exploration Routine and their plans for using it were significantly higher than their pretest scores. In Study 2, both groups’ posttest scores with regard to implementation and planning of the routine were significantly greater than their pretest scores. There were no significant differences between the groups at posttesting on any measure. The posttest knowledge scores of the whole groups of students and the subgroups of students with LD being taught by both groups of teachers were significantly higher than their pretest scores. All teachers indicated that they were satisfied with the training and the routine. VW teachers in both studies indicated that they were satisfied with the software program. 相似文献
6.
Experimentally manipulating Approximate Number System (ANS) precision has been found to influence children’s subsequent symbolic math performance. Here in three experiments (N = 160; 81 girls; 3–5 year old) we replicated this effect and examined its duration and developmental trajectory. We found that modulation of 5-year-olds’ ANS precision continued to affect their symbolic math performance after a 30-min delay. Furthermore, our cross-sectional investigation revealed that children 4.5 years and older experienced a significant transfer effect of ANS manipulation on math performance, whereas younger children showed no such transfer, despite experiencing significant changes in ANS precision. These findings support the existence of a causal link between nonverbal numerical approximation and symbolic math performance that first emerges during the preschool years. 相似文献
7.
Effect of acquisition rates on off‐task behavior of kindergarten students while learning sight words
Matthew K. Burns Lisa N. Aguilar Kristy Warmbold‐Brann June L. Preast Crystal N. Taylor 《Psychology in the schools》2021,58(1):5-17
Assessing a student's acquisition rates (ARs) is a reliable way to determine how many new words should be taught in one lesson without reducing retention. Exceeding a student's AR can result in frustration and problem behaviors. The purpose of this study was to examine the effect of AR on the off‐task behavior of kindergarten students while participating in a commonly used sight‐word instruction video. Participants included 39 kindergarten students whose ARs were assessed before showing the sight‐word video. Behavior was measured as on‐ and off‐task using momentary time‐sampling with 10‐s intervals. Results indicated that students' time off task increased after exceeding their ARs, with a noticeable immediate increase. The implications and limitations of these results are discussed. 相似文献
8.
Children's Literature in Education - This article reads contemporary Chinese children’s author Yin Jianling’s novels The Paper Puppy (Zhiren) and Orange Fish (Juzi Yu) alongside her... 相似文献
9.
10.
The traditional Bayesian qualitative account of evidential support(TB) takes assertions of the form E evidentially supportsH to affirm the existence of a two-place relation ofevidential support between E and H. The analysans given forthis relation is C(H,E) =def Pr(H|E) > Pr(H). Now it is wellknown that when a hypothesis H entails evidence E, not onlyis it the case that C(H,E), but it is also the case that C(H&X,E)for any arbitrary X. There is a widespread feeling that thisis a problematic result for TB. Indeed, there are a number ofcases in which many feel it is false to assert E evidentiallysupports H&X, despite H entailing E. This is known,by those who share that feeling, as the tacking problemfor Bayesian confirmation theory. After outlining a generalizationof the problem, I argue that the Bayesian response has so farbeen unsatisfactory. I then argue the following: (i) There exists,either instead of, or in addition to, a two-place relation ofconfirmation, a three-place, contrastive relationof confirmation, holding between an item of evidence E and twocompeting hypotheses H1 and H2. (ii) The correct analysans ofthe relation is a particular probabilistic inequality, abbreviatedC(H1, H2, E). (iii) Those who take the putative counterexamplesto TB discussed to indeed be counterexamples are interpretingthe relevant utterances as implicitly contrastive, contrastingthe relevant hypothesis H1 with a particular competitor H2.(iv) The probabilistic structure of these cases is such thatC(H1, H2, E). This solves my generalization of the tacking problem.I then conclude with some thoughts about the relationship betweenthe traditional Bayesian account of evidential support and myproposed account of the three-place relation of confirmation.
- 1 The tacking problem and the traditional Bayesianresponse
- 2 Contrastive support
- 3 Concluding comments
- 2 Contrastive support