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561.
562.
Kenneth Wain 《Studies in Philosophy and Education》2008,27(2-3):103-114
Alasdair MacIntyre and Richard Rorty, in their different ways, have represented the tension between acculturation and individuation,
truth and freedom, as central to modern education systems, a tension which, both agree, they have failed to resolve. The paper
argues that an additional complication is that in the contemporary postmodern landscape, which prioritises the notion of lifelong
learning in its policy discourse, the very notion of education is threatened, and asks whether we should care. It considers
MacIntyre’s suggestion that the notion of the educated public can solve the former tension and concurrently re-launch the
notion of education in the postmodern world—central to MacIntyre’s plan is the reform of the university. And against it Rorty’s
suggestion that acculturation and individuation be regarded as different but connected processes, with individuation conceived
as self-creation and located in the non-vocational university. 相似文献
563.
Charles W. Bingham 《Studies in Philosophy and Education》2008,27(1):15-31
This article explores Derrida's claim that teaching is a deconstructive process. In order to explore this claim, the Derridean
concept of "erasure" is explored. Using the concept of erasure, this article examines two important aspects of teaching: the
name that teachers establish for themselves, and, teaching against social power from a Derridean (erasure-oriented) perspective.
Ultimately, the paper confirms Derrida's claim that teaching is indeed a deconstructive practice.
相似文献
Charles W. BinghamEmail: |
564.
This article identifies problems with regard to providing criteria that regulate the matching of logical formulae and natural
language. We then take on to solve these problems by defining a necessary and sufficient criterion of adequate formalization.
On the basis of this criterion we argue that logic should not be seen as an ars iudicandi capable of evaluating the validity or invalidity of informal arguments, but as an ars explicandi that renders transparent the formal structure of informal reasoning. 相似文献
565.
566.
看与思的方式:在意会与言传之间——医学人文困境与反思 总被引:1,自引:0,他引:1
赵美娟 《医学与哲学(人文社会医学版)》2008,29(7)
一方面,在现象层面,反映的是人对自身生命尚缺乏应有的理解与有效掌控;另一方面,在药物技术的医事背后,反映的是医学的深层社会问题,即:医学关注的与真实生命需要的是否吻合?医学能做的与人希望的是否一致?医学是否需要反思未来走向? 相似文献
567.
Son WC 《Science and engineering ethics》2008,14(3):405-415
The purpose of this paper is to diagnose and analyze the gap between philosophy of technology and engineering ethics and to suggest bridging them in a constructive way. In the first section, I will analyze why philosophy of technology and engineering ethics have taken separate paths so far. The following section will deal with the so-called macro-approach in engineering ethics. While appreciating the initiative, I will argue that there are still certain aspects in this approach that can be improved. In the third, fourth, and fifth sections, I will point out three shortcomings of engineering ethics in terms of its macro-level discourse and argue that a number of certain insights taken from the study of philosophy of technology could be employed in overcoming those problems. In the concluding section, a final recommendation is made that topics of philosophy of technology be included in the curriculum of engineering ethics. 相似文献
568.
569.
Stephanie Buchert Eric L. Laws Jennifer M. Apperson Norman J. Bregman 《Social Psychology of Education》2008,11(4):397-408
We examined the effects of professor reputation versus first impressions on student evaluations of instruction. Students in
19 Psychology courses completed course evaluation surveys either before meeting the instructor or 2 weeks into the semester.
Both groups then completed the course evaluation again at the end of the semester. Unlike evaluations completed prior to meeting
the professor, students’ ratings 2 weeks into the semester did not differ from end-of-semester evaluations. Therefore, students
considered first impressions more important than professor reputation as determinants of their end-of-the semester evaluations.
Results suggest that students form lasting impressions within the first 2 weeks of classes.
相似文献
Norman J. BregmanEmail: |
570.
英文词、汉字词、早期文字和图画的认知加工比较 总被引:2,自引:0,他引:2
采用四种任务考察英文词、汉字词、甲骨文、东巴文和图画在知觉加工和语言加工中的特点, 揭示不同类型符号的认知机制。实验1采用知觉相似度判断和语义一致性判断考察符号在知觉加工和语义加工中的特点; 实验2考察符号在命名与分类中的表现。结果表明:(1)不同类型符号在知觉相似度判断和语义一致性判断中表现不同。符号相似的顺序与文字演化的顺序一致。(2)不同类型符号的命名与分类反应具有不对称性:英文词和汉字词的命名快于分类, 甲骨文、东巴文和图画的分类快于命名。(3)无论是命名还是分类, 对汉字词和图画的反应均快于对东巴文和甲骨文的反应。对英文词命名快于对甲骨文和东巴文命名, 对英文词分类慢于对东巴文分类。(4)英文词、汉字词和图画的命名与分类反应具有不对称性:对英文词、汉字词命名快于对图画命名, 对图画分类快于对英文词、汉字词分类。甲骨文和东巴文的命名与分类反应具有不对称性:对甲骨文命名快于对东巴文命名, 对东巴文分类快于对甲骨文分类。所以如此, 既与符号的外形特征和区别性特征有关, 又与符号记录语言的方式以及对符号的熟悉度有关。研究结果为确定文字发展和演变的规律及甲骨文与东巴文的性质提供了心理学依据。 相似文献