全文获取类型
收费全文 | 20469篇 |
免费 | 13篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 3篇 |
2020年 | 8篇 |
2019年 | 4篇 |
2018年 | 3487篇 |
2017年 | 2820篇 |
2016年 | 2246篇 |
2015年 | 193篇 |
2014年 | 70篇 |
2013年 | 74篇 |
2012年 | 559篇 |
2011年 | 2386篇 |
2010年 | 2513篇 |
2009年 | 1469篇 |
2008年 | 1700篇 |
2007年 | 2173篇 |
2006年 | 29篇 |
2005年 | 208篇 |
2004年 | 164篇 |
2003年 | 109篇 |
2002年 | 63篇 |
2001年 | 34篇 |
2000年 | 56篇 |
1999年 | 15篇 |
1998年 | 22篇 |
1997年 | 21篇 |
1996年 | 11篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 11篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1985年 | 2篇 |
1983年 | 2篇 |
1981年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1969年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
21.
Rodger Beehler 《Studies in Philosophy and Education》1990,10(4):315-335
The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise. 相似文献
22.
23.
Jörg R. J. Schirra 《Kognitionswissenschaft》1997,6(4):177-195
How can we explain that an assertion on something perceived can be understood in the same manner by somebody who cannot perceive that scene? This problem bases the interest in computational linguistics in how listener modeling could possibly be harmonized with reference semantics. Mental images substituting real perception appear as a way out. The architecture of the listener model has to be adapted to the creation and use of such pictorial data structures. Furthermore, the relation between the latter and a verbal (i. e., propositional) representation must be understood. The resulting architecture of a listener model with reference semantics can be employed to solve communicational problems from three general classes in a better way, as is demonstrated by an example implementation. 相似文献
24.
This study compares the concept of self of profoundly deaf adolescents with that of their hearing companions of the same age. The technique originally designed by Khun and Portland was used: “Who am I?” The chief results indicate on the one hand some significant differences between the hearing and the deaf, and on the other hand the difficulties of the latter in defining themselves as deaf. However, it is necessary to point out that the few references to hearing deficiency do not carry a negative connotation. These data are interpreted in the framework of the educational conditions of the country in which integration is a general mode of schooling and frequently the deaf pupil has no opportunity to have class or school companions who are also deaf. It concludes with some considerations of an educational nature about the future lines of research in which a greater variety of educational and social conditions could be taken into account. 相似文献
25.
This essay reports on phenomenological research conducted with people who describe having been harassed, having been accused of harassment, and/or having mediated or adjudicated harassment disputes. The authors review recent legal conceptions of sexual harassment and articulate a methodology for analyzing individual narrative accounts. The analysis of six selected interviews (three alleged harassers and three declared harassees) depicts how, through discourse with others, persons in ambiguous cases of harassment come to perceive themselves as harassers or harasseesgradually, how intention is inferred from conductcontingently, and how perceptions and expressions are often reified as certainties in the effort to secure some sense of justiceinstitutionally.Many people have been involved with this project since its inception, and most wish to remain anonymous. We would like to thank all participants, colleagues, students, and critics for their contributions and expressions of interest. We would especially like to acknowledge Thomas Pace and Richard Lanigan for their teaching, friendship and support, and Frances Chaput Waksler for her helpful comments. An earlier version of this paper was presented to The Society for Phenomenology and the Human Sciences, Boston MA, USA, October 1992. 相似文献
26.
27.
28.
29.
30.