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521.
本文通过介绍由唐·伊德所开创的后现象学的成长历程、后现象学的主要问题域以及后现象学在当前的最新拓展,试图对后现象学有一个总体把握,为推进国内学界对于后现象学的关注和深入研究起到抛砖引玉的作用。后现象学的形成与唐.伊德及其组建的技术科学研究小组紧密联系在一起。后现象学最初登场是出于对分析哲学的反叛,因为分析哲学将一切现象都语言化;同时也与胡塞尔的先验主义现象学拉开距离,因为胡塞尔过于强调空洞的先验自我。后现象学在某种程度上是实用主义和现象学相结合的产物,并将它运用于科学研究领域,经验转向是其思想的核心。唐.伊德的后现象学在当前有许多追随者,他们将后现象学扩展进医学、经济学、天文学等领域。在这样的意义上可以说,后现象学运动正方兴未艾。 相似文献
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现代社会不仅是一个伦理共同体,更是一个利益共同体,利益均衡与权利平等是社会和谐的关键性因素。当前中国的利益失衡状况已经引发了人们心理失衡、价值失衡、社会失范等伦理无序现象。构建和谐伦理,需要直面现实社会的利益失衡困境,建立权利平等的伦理原则、分配正义的伦理秩序、和而不同的伦理心态,从理念和规范上促进利益的和谐共享。 相似文献
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医学生服务社区农村意向的调查与思考 总被引:1,自引:0,他引:1
医学生服务社区农村,是加强社区农村卫生服务体系队伍建设的必要条件。通过对不同专业(方向)高年级医学生服务社区农村就业意向的调查和相关资料分析,对我国社区农村医疗卫生服务人才培养模式进行了探讨,为建立健全中国式社区农村医疗卫生服务人才培养体系提供参考。 相似文献
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Xiaoyu Jia Weijian Li Liren Cao Ping Li Meiling Shi Jingjing Wang Wei Cao Xinyu Li 《International journal of psychology》2018,53(2):83-91
The influence of individual differences on learners' study time allocation has been emphasised in recent studies; however, little is known about the role of individual thinking styles (analytical versus intuitive). In the present study, we explored the influence of individual thinking styles on learners' application of agenda‐based and habitual processes when selecting the first item during a study‐time allocation task. A 3‐item cognitive reflection test (CRT) was used to determine individuals' degree of cognitive reliance on intuitive versus analytical cognitive processing. Significant correlations between CRT scores and the choices of first item selection were observed in both Experiment 1a (study time was 5 seconds per triplet) and Experiment 1b (study time was 20 seconds per triplet). Furthermore, analytical decision makers constructed a value‐based agenda (prioritised high‐reward items), whereas intuitive decision makers relied more upon habitual responding (selected items from the leftmost of the array). The findings of Experiment 1a were replicated in Experiment 2 notwithstanding ruling out the possible effects from individual intelligence and working memory capacity. Overall, the individual thinking style plays an important role on learners' study time allocation and the predictive ability of CRT is reliable in learners' item selection strategy. 相似文献
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Previous studies have suggested that teacher’s personality traits and pedagogy are the important areas of investigation in creativity research; however, little is known about the relationship between teachers’ personality traits and creativity-fostering pedagogy. This study proposed a model describing 3 types of perceived personality traits that contribute to teachers’ support of important creativity-fostering pedagogy. The model was tested on a sample of 875 Chinese early childhood teachers. This study first established factorial validity of the measurement scales, the Creative Personality Questionnaire (CPQ) and the Early Childhood Creative Pedagogy Questionnaire (ECCPQ). Confirmatory factor analysis supported the 4-factor structure of the ECCPQ, but failed to replicate the 5-factor structure of the CPQ. An alternative 3-factor model was obtained as a personality measure. The results of multiple regression and structural equation modeling analysis showed that the proposed model was partially supported by the data. Although cognitive abilities factor of creative personality, as expected, was the strongest predictor of self-reported important creative pedagogy, surprisingly openness did not explain unique variance in any of the creative pedagogy factors. One distinct path tapped a relation between the discipline personality traits and teacher-oriented pedagogy was identified, which was seldom addressed in Western creativity research. It may reflect a cultural-specific indigenous variations. 相似文献