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随着生命科技的迅猛发展,人类社会面临着前所未有的风险,已有的伦理学理论已不能时当代生命科技发展带来的问题给出满意的回答,生命伦理亟须理论创新.以敬畏生命为基本伦理观念,从人类的共同利益出发,在达成差异共识的基础上,构建当代生命伦理共同体,是解决当代生命科技发展带来的一系列新问题、构建和谐社会的可能路径之一. 相似文献
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探讨英语学习策略在学习动机和英语成绩之间的中介作用.随机选取某综合性大学330名大一学生为研究对象,结果表明,(1)内部动机一方面直接促进英语成绩,一方面通过认知策略和元认知策略的中介作用间接影响英语成绩;(2)外部动机主要是直接对英语成绩有削弱作用,认知策略和元认知策略中介作用较小. 相似文献
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When someone is criticized for some failure or deficiency, he or she is faced with a dilemma about whether or how to respond. To date, most research on responses to criticism has adopted a communication approach and has focused on general social complaints. The present study instead adopted the perspective of stress and coping and aimed to delineate possible responses to criticism pertaining to one's physical appearance. We investigated the efficacy of three coping styles, namely acceptance, avoidance, and retaliation in explaining emotional reactions towards such criticism, and we additionally controlled for personality characteristics, in particular assertion and harmony beliefs. A sample of Taiwanese university students (N = 300) was surveyed for their coping styles and psychological outcomes, and personality traits were examined as possible predictors of response options. We found that (1) acceptance, retaliation, and avoidance were three broad coping styles in this problematic social situation; (2) the individual trait of assertion was negatively related to the use of avoidance, while harmony beliefs were positively related to acceptance and avoidance, but negatively related to retaliation; and (3) the use of acceptance and avoidance were positively related to positive emotions, whereas retaliation was positively related to negative emotions. Males tended to use more acceptance. Implications of these findings were discussed in relation to existing studies of communication, stress and coping. Possible influences of the Chinese collectivist culture on people's responses to criticism were also delineated, such as valuing interpersonal harmony and face-work in social situations. 相似文献
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Summary Stoffer (1991) and Umiltá and Nicoletti (1992) have proposed an attention-shifting account of the Simon effect. However, Hommel (1993) has presented evidence suggesting that the effect can be explained in terms of referential coding, without invoking attentional shifts. Five experiments are reported here, whose primary purpose is to test implications of the referential-coding account. All of the experiments compared conditions in which a noise stimulus was presented in the position opposite the target stimulus with conditions in which it was not. Contrary to the referential-coding account, (a) the basic Simon effect was larger without a fixation point to serve as a referent than with one; (b) the noise stimulus increased the magnitude of the Simon effect when a fixation point was used, but not when there was no fixation point; and (c) the magnitude of the Simon effect obtained in the presence of a noise stimulus was reduced substantially when the noise and the target (and, if present, the fixation point) were in different colors. The results, although counter to predictions of the referential-coding account, can be accommodated by the attention-shifting account if it is assumed that a fixation point provides an anchor that minimizes attention shifts. 相似文献
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本文叙述了80(年)届开始的在七省市23个班以三年为一周期的数学自学辅导教学推广实验是成功的。在学业成绩、自学能力成长、自学能力迁移和各学科全面发展四个指标上,实验班几乎都优于对比班。81(年)届开始的十六省市的77个实验班和82(年)届开始的二十二省市的70个实验结果都支持了80(年)届的实验结果。这种教学不仅有利于辅导差生,而且也有利于发展优生的聪明才智,真正做到既能调动学生学习的主动性和积极性,也能发挥教师的指导辅导作用,减轻教师的低效劳动,促使其智力化。这种方法不仅能发展学生的求同思惟,也能发展求异思惟。 相似文献
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