全文获取类型
收费全文 | 217篇 |
免费 | 31篇 |
国内免费 | 63篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 15篇 |
2019年 | 11篇 |
2018年 | 12篇 |
2017年 | 9篇 |
2016年 | 10篇 |
2015年 | 6篇 |
2014年 | 9篇 |
2013年 | 28篇 |
2012年 | 14篇 |
2011年 | 13篇 |
2010年 | 7篇 |
2009年 | 10篇 |
2008年 | 21篇 |
2007年 | 19篇 |
2006年 | 15篇 |
2005年 | 22篇 |
2004年 | 18篇 |
2003年 | 9篇 |
2002年 | 13篇 |
2001年 | 5篇 |
2000年 | 5篇 |
1999年 | 6篇 |
1998年 | 2篇 |
1996年 | 2篇 |
1995年 | 5篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1984年 | 2篇 |
1980年 | 1篇 |
1979年 | 2篇 |
排序方式: 共有311条查询结果,搜索用时 15 毫秒
51.
Shuguang Zhang 《Frontiers of Philosophy in China》2007,2(1):70-83
This article argues that the problem of modernity concerns the circumstances of existence and human destiny in modern times.
To understand the nature of this problem and find the corresponding solution, we need to reinterpret the thought of Karl Marx
regarding the contradictions of human existence and its historical dimensions. Following Marx’s line of thinking, this article
reviews his critical sequence, creative transformation, and development of duality of thought on man and the world in Western
history, focusing on the following four issues: (1) how Marx, on the basis of man’s sensuous objective activities, observes
the duality of man and the world as well as the relationship between man’s internal and external activities; (2) how Marx
discloses the true connotation and real significance of man’s historical existence, history, and historicity; (3) how Marx
reveals the inherent contradictions of modern capitalist society and the destiny of modern man based on historic thought concerning
man’s existence; and (4) by praising Marx’s views on material production and the eternal significance of ancient Greek culture,
the article reveals another dimension of Marx’s thought, a dimension that tends to be ignored. This article holds that in
this era of globalization, it is extremely important and urgent to have an in-depth understanding of Marx’s historical thoughts
regarding human existence and of the feasibility of his theory. Moreover, it is imperative to further develop this understanding
to create a clearer picture of our own path of development and our outlook on humanity.
Translated by Cui Hui from Zhongguo Shehuikexue Wenzhai 中国社会科学文摘 (China Social Science Digest), 2005, (3): 44–46 相似文献
52.
拥有关系信息情境模型建构的影响因素 总被引:3,自引:0,他引:3
该研究修正了Radvansky1997年的实验设计 ,运用扇效应技术系统地探讨影响建构拥有关系情境模型的因素。共包括 4个实验 ,被试为 180名一年级本科生 ,研究材料是“1人 /多物”与“多人 / 1物”两类表示拥有关系的句型 ,每类句型都有 3种扇水平 ,用计算机逐个呈现句子 ,要求被试迅速再认作出按键反应 ,用MANOVA分析了被试对不同扇水平的两类句型的反应时。实验 1在中文条件下重复了Radvansky1997年的实验 ;实验 2探讨在明确的相同空间条件下 ,对“多人买 1物”拥有行为句式的整合是否表现出扇效应 ;实验 3探讨在信息采用顺向展开的情况下 ,“多人买 1物”拥有行为句式的整合是否表现出扇效应 ;实验 4进一步探讨在具有相同时空状语的条件下 ,“1人有多物”与“多人有 1物”两类拥有状态句式的整合是否表现出扇效应。结果表明 ,当具有明确的时空信息情况下 ,或者当信息顺向展开的情况下 ,“多人买 1物”的拥有行为句式的整合均没有表现出扇效应 ;而在有相同时空状语情况下 ,“1人有多物”的拥有状态句式的整合也没有表现出扇效应 ;说明这些句式可以整合为同一情境模型 ,与Radvansky的研究结果不同。研究结果初步表明 ,享有共同概念的若干事件信息是否整合为同一个情境模型 ,受到动词的动作性程度、是否有相 相似文献
53.
对我国肝移植现状的系统化思考 总被引:2,自引:0,他引:2
阐述了我国肝移植的现状及新时期肝移植的新特点,用系统的观点分析了我国肝移植实施中存在的问题,提出了今后如何系统化发展我国肝移植事业的几点设想。 相似文献
54.
J. Mark Thomas 《Zygon》2001,36(2):321-326
The spiritual situation at the turn of the millennium can be interpreted through Paul Tillich's appropriation of modernity, by analysis of the determinative structures and decisive trends of our age. The methods and organization of industry determine modern society. Spiritually, this situation results in the proliferation of means without ends, the objectification of natural structures, and the reduction of persons to things. Extrapolating from Tillich's analysis, the spiritual situation at the turn of the millennium can be understood as a quasi-religious struggle between the movements of liberal individualism and multiculturalism, both of which lose the sense of ambiguity. The communitarian movement and related interpretations remain the minority voice offering a mediating position. 相似文献
55.
Richard W. Paul 《Argumentation》1989,3(2):197-235
The pace of change in the world is accelerating, yet educational institutions have not kept pace. Indeed, schools have historically been the most static of social institutions, uncritically passing down from generation to generation outmoded didactic, lecture-and-drill-based, models of instruction. Predictable results follow. Students, on the whole, do not learn how to work by, or think for, themselves. They do not learn how to gather, analyze, synthesize and assess information. They do not learn how to analyze the diverse logic of the questions and problems they face and hence how to adjust their thinking to those problems. They do not learn how to enter sympathetically into the thinking of others, nor how to deal rationally with conflicting points of view. They do not learn to become critical readers, writers, speakers and listeners. They do not learn how to use their native languages clearly, precisely, or persuasively. They do not, therefore, become literate, in the proper sense of the word. Neither do they gain much in the way of genuine knowledge since, for the most part, they could not explain the basis for what they believe. They would be hard pressed to explain, for example, which of their beliefs were based on rational assent and which on simple conformity to what they have been told. They have little sense as to how they might critically analyze their own experience, or identify national or group bias in their own thinking. They are much more apt to learn on the basis of irrational than rational modes of thought. They lack the traits of mind of a genuinely educated person: intellectual humility, courage, integrity, perseverance, and faith in reason.Happily, there is a movement in education today striving to address these problems in a global way, with strategies and materials for the modification of instruction at all levels of education. At its foundation is an emerging new theory of knowledge, learning, and literacy, one which recognizes the centrality of independent critical thinking to all substantial learning, one which recognizes that higher-order, multilogical thinking is as important to childhood as to adult learning, and as important to foundational learning in monological as in multilogical disciplines. This educational reform movement is not proposing an educational miracle cure, for its leading proponents recognize that many social and historical forces must come together before the ideals of the critical thinking movement will become a full academic reality. Schools do not exist in a social vacuum. To the extent that the broader society is uncritical so, on the whole, will be society's schools. Nevertheless, the social conditions necessary for fundamental changes in schooling are increasingly apparent. The pressure for fundamental change is growing. Whether and to what extent these needed basic changes will be delayed or side-tracked, thus requiring new periodic resurgences of this movement, with new, more elaborate articulations of its ideals, goals, and methods — only time will tell. 相似文献
56.
57.
58.
59.
60.
Patrick F. Lavin Thomas E. Kupke 《Journal of psychopathology and behavioral assessment》1980,2(2):111-121
This study examined various psychometric properties of Forms A and B of the Situation Test, developed by Rehm and Marston (Journal of Consulting and Clinical Psychology, 1968, 37, 565–574) for the assessment of heterosocial skill and anxiety. A third test form composed of heterosocially irrelevant items was also examined for comparison purposes. Split-half, alternate-form, and interresponse consistency was determined for measures of skill, anxiety, response latency, and response duration. Differences across test forms on these measures were also investigated. Subsequently, criterion-related validity was examined relative to three criteria of heterosocial skill. Results indicated that two measures, anxiety and response duration, displayed adequate internal consistency, while that of skill and response latency was marginal. Interresponse consistency was moderately low for all three test forms. Comparisons of mean performances across forms revealed significant differences, with heterosocially irrelevant items appearing easier, in general, than the heterosocial items of Forms A and B. Lastly, significant predictions of peer-reported heterosocial behavior were obtained for all three test forms, but two self-report criteria were not found to be related to test behavior. Various implications of these findings are discussed.Portions of this research were completed while the authors were affiliated with the University of Georgia, Athens, Georgia. The advice and consultation provided by the late William K. Boardman is gratefully acknowledged. Appreciation is also extended to Michael Breakwell, Linda Maertzweller, Steven Ray, and Jan Rockley for their assistance with data collection.Copies of assessment material and specific instructions to subjects are available upon request. 相似文献