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481.
Alan Mittleman 《Zygon》2023,58(2):471-484
Uniqueness implies singularity, incomparability. Nonetheless, as applied to everything within the human lifeworld, including ourselves, uniqueness is relativized. This becomes clear in the tension between “commonsensical” and “scientific” perspectives on the human. Our commonsense approach posits that human beings are unique among animals—unique because of our properties, most especially our consciousness, as well as because of our significance and value. From a scientific perspective, however, the uniqueness of the human—if it can be affirmed at all—is possibly a matter of degree, not kind. Additionally, the scientific perspective prescinds from judgments of the value of the human. To join these perspectives, without giving up on the importance of either one, is a philosophical and theological challenge. A Jewish approach to the challenge is offered here.  相似文献   
482.
    
Conspiracy theory (CT) beliefs have become an important policy-relevant research area since the events of the COVID-19 pandemic. Increasing interest has been directed towards strategies that might reduce people's susceptibility to conspiratorial beliefs. In this study, we examined whether encouraging a stronger orientation towards critical scientific appraisal of conspiratorial accounts could reduce CT acceptance. After completing baseline measures of COVID-19 related beliefs and analytical and scientific reasoning abilities, a total of 700 adults were randomly allocated to a control or scientific reasoning manipulation. People assigned to the scientific reasoning condition were found to display significantly lower CT belief endorsement post-intervention as compared to the control group. As well as having implications for the design of future intervention studies, the results of this study encourage a greater focus on specific reasoning skills that may be amenable to a psychoeducation approach, in order to further develop methods to prevent CT beliefs.  相似文献   
483.
    
This study explores the relationship between critical thinking disposition and scientific creativity and examines the hypothesized mediating role played by creative self-concept (trait-like creative self-efficacy). A large sample (= 1,153) of Chinese high school students filled the Critical Thinking Disposition Inventory and revised trait-like creative self-efficacy scale, and then solved Scientific Creativity Test for Adolescent. Structural equation modeling has demonstrated that students’ critical thinking disposition was positively related to their creative self-concept and scientific creativity, and creative self-concept fully mediated the link between critical thinking disposition and scientific creativity. We discuss these findings in terms of the hypothetical role played by creative self-concept for creative functioning.  相似文献   
484.
Abstract

This study aimed to examine preschool children’s epistemological views in the context of the concept of time via their drawings of the time machine. The study was conducted with 30 five-year-old children (17 girls and 13 boys) attending state and private preschools in the academic year 2018/2019. The data collection tools used in the study were the Test for Creative Thinking - Drawing Production TCT-DP, Children’s Thoughts on Time Questionnaire (CTTQ) and Children’s Epistemological Views Questionnaire (CEVQ). Of the mixed methods typologies, the fully mixed sequential dominant status-qualitative design was employed. The results obtained from the study indicated that the time machine drawings of almost half the participating children included creative elements and logical thinking products. In addition, 40% of the children’s responses reflected sophisticated epistemological views such as scientific, imaginative/science fiction-based, divergent and eccentric approaches and non-authority figures regarding the concept of time. In conclusion: contrary to Piegatian interpretation, our results show that five-year old children can demonstrate abstract scientific understanding regarding the concept of time and preschoolers’ epistemic approach has a critical role in determining their development of abstract cognitive concepts.  相似文献   
485.
    
This paper argues that the main global critiques of scientism lose their punch because they rely on an uncharitable definition of their target. It focuses on epistemological scientism and divides it into four categories in terms of how strong (science is the only source of knowledge) or weak (science is the best source of knowledge) and how narrow (only natural sciences) or broad (all sciences or at least not only the natural sciences) they are. Two central arguments against scientism, the (false) dilemma and self-referential incoherence, are analysed. Of the four types of epistemological scientism, three can deal with these counterarguments by utilizing two methodological principles: epistemic evaluability of reliability and epistemic opportunism. One hopes that these considerations will steer the discussion on scientism to more fruitful pastures in the future. For example, there are interesting methodological considerations concerning what evaluability or reliability and epistemic opportunism entail.  相似文献   
486.
组织行为学研究的现状:意义与建议   总被引:1,自引:0,他引:1       下载免费PDF全文
张志学  鞠冬  马力 《心理学报》2014,46(2):265-284
本文对2008~2011年这4个年度发表在英文和中文组织行为学方面重要学术期刊上的研究进行总结, 旨在让国内学者了解现今组织行为学的现状和发展。我们在分析研究内容、研究方法的基础上, 就当前中国组织行为学研究提出了一些总结性的看法, 包括:研究问题很大程度上追随国际潮流, 但缺乏对本土重要问题的关注; 研究方法过多地集中于定量的问卷调查法, 但缺乏对多种不同方法的应用; 研究的分析层次过多地集中在个体层次上, 而对多层次的组织和团队管理现象关注不足。为更好地促进组织行为学科的发展, 本文建议:应该注重立足中国的组织和管理现象来挖掘研究问题; 采用多种研究方法, 特别应鼓励开展定性研究; 注重跨层次研究和研究的情境化等。本文通过介绍近年来组织行为领域的全面情况并详细分析其中的若干个例, 为如何克服以上不足提供具体的范例和方法。  相似文献   
487.
为了解大连地区小学教师科学素养的现状,采用自编调查问卷对265名大连市城乡小学教师进行了调查研究。结果表明:1)本、专科学历小学教师的科学素养明显高于中专学历的教师;2)小学教师较好地掌握了小学水平的科学知识,但对中学以上水平的科学知识掌握较差;3)教师的科学素养水平没有表现出随教龄的增长而提高。  相似文献   
488.
科学心理学以方法为中心的知识建构策略,内在地要求它与常识心理学划界以谋求自然科学分支的学科地位,其代价是对人类心理之情感与意义维度的隔离。在移植西方心理学体系的过程中,科学心理学的争议也内含于中国心理学的发展轨迹中,同时还附加了学术边陲地区特有的学科追赶焦虑。中国本土心理学理论应突破科学至上的观念束缚,致力于发展具有现实解释力和价值引导力的人文主义导向的心理学理论,以切实解决中国现实社会中的心理问题,并在世界心理学界发出真正的中国声音。  相似文献   
489.
Debates about scientific (though rarely about otherforms of) knowledge, research policies or academic trainingoften involve a controversy about whether scientificknowledge possesses just “instrumental” value or also “intrinsic” value. Questioning this common simpleopposition, I scrutinize the issues involved in terms of agreater variety of structural types of values attributableto (scientific) knowledge. (Intermittently, I address thepuzzling habit of attributing “intrinsic” value to quitedifferent things, e.g. also to nature, in environmentalethics.) After some remarks on relevant broader philosophicaldebates about scientific knowledge, I pave a path throughthe (terminological) thicket of structural types of values. Our initial simple opposition is shown to conflate thedistinctions intrinsic/extrinsic and instrumental (or justuseful)/final. Next, I consider the value(s) of knowledgeand knowing in general and their possible value components(like the values of truth and justifiedness). After havingdiscussed the types of value of everyday knowledge,especially its functional and constitutive value (notionsintroduced earlier), I argue that these can or should alsobe attributed to scientific knowledge, thus departing fromboth objectivist and sociological views of science. One could say that I offer a certain defense of theintrinsic value of scientific knowing (and the inherentvalue of scientific knowledge) and some importantdifferentiations of its “instrumental values”. I alsocaution (in relation with my puzzle) against drawing hastymoral conclusions. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   
490.
This paper represents an attempt to articulate the basic principles of a hermeneutic philosophy of science. Throughout, the author is at pains to show that both (i) overcoming epistemological foundationalism and (ii) insisting on the multiplicity, patchiness, and heterogeneity of the discursive practices of scientific research do not imply a farewell to an analysis of the constitution of science's autonomous cognitive structure. Such an analysis operates in two directions: “continuous weakening” of epistemological foundationalism and “hermeneutic grounding” of a cognitive structure. Carrying out the analysis in both directions leads to a (post) foundational picture of science. The main thrust of the first part of the paper is to outline the tenets of a constitutional analysis of scientific research. This part focuses especially on the notion of “unified narrativestructures” which refers to the “effective histories” of the main epistemic types of science. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   
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