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101.
Julia E. Morris 《The Australian Educational Researcher》2018,45(4):455-472
This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding. 相似文献
102.
Claire Englund 《高等教育研究与发展》2018,37(4):698-714
Higher education institutions are under increasing pressure to offer interdisciplinary education programmes; however, their implementation is not uncomplicated. Particularly where parts of a programme are delivered by different departments, academic development activities to change practices and develop a coherent interdisciplinary programme are problematical. This paper describes a team-based academic development activity aimed at improving student experiences of an interdisciplinary programme by seeking to resolve pedagogical, organisational and structural tensions. The activity is in the form of a Change Laboratory, a formative intervention method that builds on the theoretical framework of Cultural–Historical Activity Theory. Using this approach, participants were able to analyse and discuss the programme in a neutral interdisciplinary forum not available in academic development initiatives at the micro level of the individual teacher. 相似文献
103.
This article provides a more differentiated understanding of mobile health consumers, and considers whether health app use may contribute to new digital inequalities. It focuses on factors associated with mobile health app use, and identifies which factors explain the use of different types of health apps. Data from a large representative sample of the Dutch population (N = 1,079) show that mobile health app users were generally younger, higher educated, and had higher levels of e-health literacy skills than non-users. Interestingly, different usage patterns were found for specific types of health apps. Theory and policy implications are discussed. 相似文献
104.
Since the turn of the twenty-first century, the global education community has focused significant attention on the promotion of education in fragile and conflict-affected contexts, embodied in the growth of a new sub-field called Education in Emergencies. This article points out the surprising distinction of this new sub-field from the more established and closely related field of peace education. It examines United Nations Educational, Scientific and Cultural Organization (UNESCO) documents for insight into the changing global ideas that have facilitated the shift in focus from peace to conflict. Empirically, we draw on a quantitative content analysis of more than 450 UNESCO documents published between 1945 and 2015. We find that education for peace remains a constant, if evolving, concern in these texts, but that a powerful emphasis on individual rights has shifted the discursive focus away from inter-state relations and towards the educational needs of young people. In the documents, conflict is now theorised as a threat to education and peace is re-envisioned not just as the desirable outcome of education, but also as its pre-condition. We show how this ideational transformation has re-cast an expansive array of conflicts, natural disasters, and other emergencies as threats to education. 相似文献
105.
The Significance of Gender Boundaries in Preadolescence: Contemporary Correlates and Antecedents of Boundary Violation and Maintenance 总被引:2,自引:0,他引:2
L. Alan Sroufe Christopher Bennett Michelle Englund Joan Urban Shmuel Shulman 《Child development》1993,64(2):455-466
Previous research has established the importance of gender boundaries as a normative aspect of development in middle childhood. Here, the nature and importance of gender boundaries as an individual differences construct was explored. Ratings of gender boundary violation and gender boundary maintenance were made of 47 10–11-year-old children participating in a series of summer day camps. These ratings were supported by videotape-based behavior codings of gender boundary violating behaviors and by live observations of sheer number of associations with members of the opposite gender. In addition, considerable external validation of these individual differences was obtained. Children low on gender boundary violation and (especially) children high on boundary maintenance were independently judged by camp counselors to be socially competent. They also were found to be higher on a friendship variable, based on observation. Those who violated boundary were especially unpopular with peers, based on a child interview. Finally, boundary violation and maintenance were related to attachment history and to early measures of parent-child generational boundary distortions. 相似文献
106.
Rylee Oram Julia Ryan Maria Rogers Nancy Heath 《Emotional and Behavioural Difficulties》2017,22(2):162-173
Although studied extensively in the field of adolescent mental health, the role of emotion regulation (ER) in the academic functioning of adolescents is not well understood. This study examined the role of ER in adolescents’ perceptions of themselves and their learning environments. We compared adolescents with high and low levels of ER on perceptions of school achievement and attitudes towards school and their perception of their parents’ academic involvement. Students completed surveys about perceptions of their learning and parental involvement, as well as their ER abilities. Results indicated that students with higher emotion dysregulation endorsed more negative self-perceptions of their own academic abilities, had more negative attitudes towards school, and rated their mothers and fathers as more controlling in relation to their learning. These results demonstrate the importance of ER in the academic context, particularly in the home learning environment. 相似文献
107.
Two experiments with goldfish were performed to investigate the role of stimulus-reinforcer vs. response-reinforcer relationships in omission training and the role of stimulus localizability in a positive behavioral contrast paradigm. The directed behavior of fish, like that of pigeons and rats in other studies, was greatly influenced by positive stimulus-reinforcer correlations, as evidenced by maintained contacts of a signal for food, even though such responses terminated the signal and cancelled reinforcement delivery. Goldfish exhibited positive behavioral contrast when the signals for reinforcement and nonreinforcement were displayed directly on the response key, but no contrast was observed when variations in a diffuse houselight stimulus were used as signals for reinforcement or nonreinforcement. Analysis of sequential-trial data yielded effects analogous to Pavlovian positive and negative induction. Theoretical and methodological problems were briefly considered. 相似文献
108.
OBJECTIVE: The main objective was to know social representations about child maltreatment (severity, etiology, and intervention strategies) of the general population and the professionals working with children in the Caribbean area of Colombia. METHOD: Sample was composed for 402 participants. From this pool of participants, 111 of them were working in child protection, 95 worked with children but not in the child protection system and 196 pertained to the general population. All participants answered to a questionnaire composed by 86 items. The questionnaire was developed to assess (1) the perceived severity of different typologies of child abuse, (2) opinions about risk factors for child maltreatment and sexual abuse, and (3) opinions about the most adequate ways of intervention with perpetrator of child abuse. RESULTS: Sexual abuse is considered as the most severe typology of child maltreatment and emotional abuse is considered as more severe than physical abuse. No differences between groups were found in perceived severity of typologies of child maltreatment. Differences in the social representation about the etiology of child maltreatment were found. Professionals working in the child protection system give more value to characteristics of parents and to the socio-economic and familiar environment in the etiology of child maltreatment than participants from the general population. Prevention and treatment programs for abusers were considered as the more relevant strategies against child maltreatment. DISCUSSION: Findings of present study suggest that social representations about child maltreatment of general population and professionals from the Caribbean area of Colombia are similar than social representation observed in other regions and countries. It is important to take into account that child labor and child poverty were considered as non-severe typologies of child maltreatment. Moreover, findings suggest that people from general population in the Caribbean area of Colombia have a relevant knowledge about agencies working for child protection. 相似文献
109.
Elizabeth Hair Tamara Halle Elizabeth Terry-Humen Bridget Lavelle Julia Calkins 《Early childhood research quarterly》2006,21(4):431-454
Two studies examine patterns of school readiness in children at school entry and how these patterns predict first-grade outcomes in a nationally representative sample of first-time kindergartners from the Early Childhood Longitudinal Study—Kindergarten Class of 1998–1999 (N = 17,219). In Study 1, cluster analyses revealed four profiles at kindergarten entry: comprehensive positive development (30%), social/emotional and health strengths (34%), social/emotional risk (13%), and health risk (22.5% of the sample). Study 2 results suggested that children with one of the two “risk” profiles were more likely to be from families with multiple socioeconomic disadvantages. In addition, all four profiles differentially predicted academic and social adjustment in early elementary school. Children with a risk profile performed the worst on all outcomes; children with a comprehensive positive development profile performed the best. The authors discuss the need for early identification of children who may be at risk for entering school with few school readiness strengths. 相似文献
110.
Jigna Nawani Julia Rixius Birgit J. Neuhaus 《International Journal of Science Education》2016,38(12):1882-1903
Empirical analysis of secondary biology classrooms revealed that, on average, 68% of teaching time in Germany revolved around processing tasks. Quality of instruction can thus be assessed by analyzing the quality of tasks used in classroom discourse. This quasi-experimental study analyzed how teachers used tasks in 38 videotaped biology lessons pertaining to the topic ‘blood and circulatory system’. Two fundamental characteristics used to analyze tasks include: (1) required cognitive level of processing (e.g. low level information processing: repetiition, summary, define, classify and high level information processing: interpret-analyze data, formulate hypothesis, etc.) and (2) complexity of task content (e.g. if tasks require use of factual, linking or concept level content). Additionally, students’ cognitive knowledge structure about the topic ‘blood and circulatory system’ was measured using student-drawn concept maps (N?=?970 students). Finally, linear multilevel models were created with high-level cognitive processing tasks and higher content complexity tasks as class-level predictors and students’ prior knowledge, students’ interest in biology, and students’ interest in biology activities as control covariates. Results showed a positive influence of high-level cognitive processing tasks (β?=?0.07; p?.01) on students’ cognitive knowledge structure. However, there was no observed effect of higher content complexity tasks on students’ cognitive knowledge structure. Presented findings encourage the use of high-level cognitive processing tasks in biology instruction. 相似文献