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71.
The purpose of this article is to investigate in situ the functions that knowledge has when used by students in argumentative discussions. The study is based on Dewey’s pragmatic perspective of knowledge, which means that knowledge gets its meaning in the activity at hand. The analyses are conducted using Transactional Argumentation Analysis, which is a combination of pragmatic meaning analysis and Toulmin’s argument pattern. The empirical material consists of video-recorded lessons from two seminars in a Swedish upper secondary school. The results show that knowledge plays a crucial role in the discussions. Six different functions are identified: emphasising complexity, clarifying and correcting, highlighting conflicting interests, providing evidence in a counterargument, predicting the consequences and adding support to an earlier claim. Knowledge also has general functions, such as justifying a claim, and is part of a collective process aimed at understanding the issues discussed. Further, the students use knowledge from different disciplines, such as environmental studies, history, politics, biology and human geography. 相似文献
72.
Rebecca Treiman John Schmidt Kristina Decker Sarah Robins Susan C. Levine Özlem E. Demir 《Child development》2015,86(5):1406-1418
A literacy‐related activity that occurs in children's homes—talk about letters in everyday conversations—was examined using data from 50 children who were visited every 4 months between 14 and 50 months. Parents talked about some letters, including those that are common in English words and the first letter of their children's names, especially often. Parents’ focus on the child's initial was especially strong in families of higher socioeconomic status, and the extent to which parents talked about the child's initial during the later sessions of the study was related to the children's kindergarten reading skill. Conversations that included the child's initial were longer than those that did not, and parents presented a variety of information about this letter. 相似文献
73.
Clara Möller Caroline Odersjö Frans Pilesjö Kendra Terpening Malin Österberg Rolf Holmqvist 《Parenting, science and practice》2017,17(4):225-241
Objective. There is a need for better understanding the relation between parents’ mentalizing about their child and their actual behavior toward the child. Specifically, it is important to understand the significance of mentalization about discrete parental challenges in comparison with mentalization about the relationship in general in relation to their interaction with the child. This study aimed to examine parental mentalization and observed emotional availability. Design. Forty mothers were observed in a play situation with their children (aged 3–10 years) to rate the emotional availability in the interaction. Mothers were also interviewed with the parent development interview and about parental limit setting to assess parental reflective functioning. Results. Analyses showed moderate correlations between the reflective functioning scores and the emotional availability dimensions. Approximately 15% of the variance in emotional availability scales could be accounted for by the reflective functioning ratings. Conclusions. The results suggest that parents’ ability to mentalize about limit setting behaviors may affect interactions between the parent and child. 相似文献
74.
Burcu Erdemir Cennet Engin Demir Jülide Yıldırım Öcal Yaşar Kondakçı 《The Educational forum》2020,84(2):126-139
AbstractConstant pressures emanating from internal and external environments of the academy have resulted in many changes, one of which is the workplace mobbing, an old issue for the broader field of organization science but a relatively new phenomenon in the academic context. This study investigated the relationship between workplace mobbing and academic leadership and the results indicated that the more positive leadership there is in an institution, the less mobbing behaviors are observed. 相似文献
75.
Ibrahim Akduman Lerzan Özkale Ekrem Ekinci 《European Journal of Engineering Education》2001,26(3):231-239
In Turkey, students are more and more willing to participate in the global free movement of students and of high-skilled labour after their graduation. This is why they request international accreditation from universities. Therefore, accreditation is one of the parameters that play an important role in students' university selection. On the other hand, Turkey is aiming to be a European Union member. This imposes institutional legal and civil arrangements and harmonization. Also, the general trend of globalization dictates requirements from university graduates that are answered in best business practice in which accreditation is a major component. In this paper, accreditation efforts to achieve international recognition for Turkish universities are discussed. For this purpose information on higher education is given. Attempts for accreditation on licensure through FEANI is explained. Accreditation on department programmes by ABET (USA) and by an engineering institution (UK) are discussed and their similarities are pinpointed. Also, a Turkish, British and World Bank quality assessment pilot project for education and research is discussed. 相似文献
76.
Education and Information Technologies - This study aims to examine the paths between excessive Internet use, school burnout and parental monitoring and their predictor effects in peer bullying and... 相似文献
77.
?zlem Kararmak Nagihan Ouz Duran 《International journal for the advancement of counseling》2008,30(4):220-234
This study was designed to examine gender differences in attachment styles and explore the relationship between attachment
styles and preference for conflict handling behavior in close relationships among Turkish adolescents. The participants comprised
371 Turkish undergraduate students (252 females and 119 males; with a mean age of 21.98 years; standard deviation 1.18) enrolled
in different departments of the Faculty of Education at Middle East Technical University in Ankara. A Turkish version of Bartholomew
and Horowitz’s (J Pers Soc Psychol, 61:226–244, 1991) Relationship Questionnaire (RQ) and the Conflict Questionnaire (CQ) developed by Tezer (J Psychol, 130:281–292, 1996) were used to obtain data. Intercorrelations among four attachment style subscales, and correlation coefficients among four
attachment styles and five conflict handling behaviors were computed in addition to a series of ANOVAs and ANCOVAs. Results
revealed an association between attachment styles and conflict handling, as well as gender differences in attachment styles. 相似文献
78.
Çakmak-Otluoğlu K. Övgü Acar Bolat Bilge 《International Journal for Educational and Vocational Guidance》2021,21(2):263-283
International Journal for Educational and Vocational Guidance - This project validates the short forms of protean and boundaryless career attitude scales and assesses their psychometric properties... 相似文献
79.
Johan Öhman Marie Öhman Klas Sandell 《Journal of Adventure Education & Outdoor Learning》2016,16(4):285-302
A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation). 相似文献
80.
The aim of this mixed methods study was to investigate the difficulties prospective elementary mathematics teachers have in solving the Programme for International Student Assessment (PISA) 2012 released items. A mathematics test consisting of 26 PISA items was administered, followed by interviews. Multiple data were utilized to provide rich insights into the types of mathematical knowledge that a particular item requires and prospective teachers’ difficulties in using these knowledge types. A sample of 52 prospective teachers worked the mathematics test, and 12 of them were interviewed afterwards. The data-sets were complementary: the quantitative data showed that PISA items could be categorized under contextual, conceptual, and procedural knowledge and indicated the most frequent difficulties in the combined contextual, conceptual, and procedural knowledge items. The qualitative data revealed that few prospective teachers could give mathematical explanations for conceptual knowledge items, and that their contextual knowledge was fragmented. Educational implications were discussed. 相似文献