全文获取类型
收费全文 | 331篇 |
免费 | 4篇 |
专业分类
教育 | 249篇 |
科学研究 | 17篇 |
各国文化 | 1篇 |
体育 | 26篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 38篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 5篇 |
2020年 | 1篇 |
2019年 | 20篇 |
2018年 | 14篇 |
2017年 | 10篇 |
2016年 | 10篇 |
2015年 | 5篇 |
2014年 | 11篇 |
2013年 | 78篇 |
2012年 | 13篇 |
2011年 | 14篇 |
2010年 | 8篇 |
2009年 | 3篇 |
2008年 | 9篇 |
2007年 | 12篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 2篇 |
2002年 | 6篇 |
2001年 | 1篇 |
2000年 | 4篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1994年 | 7篇 |
1993年 | 12篇 |
1991年 | 5篇 |
1990年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 5篇 |
1986年 | 2篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 6篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 1篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1954年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有335条查询结果,搜索用时 15 毫秒
101.
One factor that contributes to adolescent positive mental health is active engagement. Engagement is defined as any activity that is initiated to attain an outcome. In general, two forms of activities exist that correspond with engagement: solitary, non‐structured, and non‐cooperative pursuits, often without adult supervision (e.g., playing video games, watching television) and highly structured, collaborative activities that are under the guidance of a competent set of adults (i.e., structured extracurricular activities, or SEAs). Although large amounts of time spent in unstructured activities is related to negative psychosocial outcomes, participation in SEAs has been related to a variety of positive outcomes for students. This paper reviews current research regarding adolescent participation in SEAs and its effects on academic and personal‐social variables (i.e., self‐concept, life satisfaction), as well as potential preventive effects for youths considered to be “at‐risk” for negative developmental outcomes. The paper also examines research investigating the potential benefits and shortcomings of different types of SEAs. Finally, suggestions for future research and school‐based preventive intervention are presented. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 31–41, 2004. 相似文献
102.
Objective: The aim of the present study was to determine the extent to which mother-child interactional patterns in high-and low-risk (for child physical abuse) mothers were similar to patterns observed in physically abusive parents.Method: Ten high-risk and 10 demographically similar low-risk mother-child dyads were studied. Trained observers coded maternal-child interaction patterns in the home during five 1-hour periods using the Standardized Observation Codes system.Results: As expected, high-risk mothers made fewer neutral approaches to their children, displayed more negative behaviors toward their children, and made more indiscriminant responses to their children's prosocial behavior. Expected risk group differences were not found in the number of neutral instructions or positive responses, albeit the proportion of positive responses out of the total number of positive and negative responses was higher for low-risk mothers. After control for educational differences, risk group differences remained in the rates of neutral approaches and the number of indiscriminant behaviors made in response to children's prosocial behaviors.Conclusions: The observational data indicated that high-risk mothers display some behaviors similar to those observed in physically abusive mothers. The finding that high-risk mothers made more indiscriminate or noncontingent responses when reacting to their children's prosocial behavior is consistent with a coercive model of child physical abuse. 相似文献
103.
Lynn M. Gelzheiser Bonnie A. Griesemer Robert M. Pruzek Joel Meyers 《Early education and development》2000,11(2):217-238
Recently, developmentally appropriate practices have been distinguished from traditional practices and have been advocated as one way to reform primary general education classrooms. Relatively little research has examined the efficacy of developmentally appropriate versus traditional practices. In particular, concerns have been raised about the effectiveness of this approach for students with disabilities. This study examined the relationship between primary teachers' implementation of developmentally appropriate and traditional teaching methods and the mathematics achievement of general and special education students. Observations, interviews and questionnaires were used to measure the mathematics teaching practices used with general and special education students. Because developmentally appropriate and traditional teaching practices are often characterized in terms of a continuum, principal components methods were used to generate continuous composite variables that described teacher presentation, materials, grouping, and curriculum. The outcome measure was a curriculum- based measure of mathematics achievement. Principal components results showed that the composite variables most clearly associated with the developmentally appropriate v. traditional continuum were not related to mathematics achievement. Instead, consistent with previous research, achievement was associated with a reported measure of instruction that emphasized mathematical processing and strategy instruction. Further, a reported “laissez faire” method that emphasized individual student choice and treated special education students like general education students was negatively related to achievement, as was placement in special education class. 相似文献
104.
105.
Pressley and Harris' concerns about the current quality of educational intervention research are applauded. They are also extended to distinguish between research credibility (scientific believability) and research creditability (educational commendability). A best possible design philosophy is introduced to enable intervention researchers to craft research that is both credible and creditable. 相似文献
106.
107.
Joel R. Levin Alan M. Lesgold 《Educational technology research and development : ETR & D》1978,26(3):233-243
For some time now, researchers and educators have questioned the value of pictures for prose-learning. However, there is abundant
empirical evidence to document the positive value of pictures. Consistent learning gains are associated with the use of pictures
when experiments adhere to these five ground rules: (1) prose passages are presented orally; (2) the subjects are children;
(3) the passages are fictional narratives; (4) the pictures overlap the story content; and (5) learning is demonstrated by
factual recall.
Both centers are supported in part by funds from the National Institute of Education. The opinions herein do not necessarily
reflect the postion or policy of the National Institute of Education and no official endorsement by the National Institute
of Education should be inferred. The authors are grateful to Michael Pressley and Sharon Stevens for their comments on an
earlier draft of the paper. 相似文献
108.
109.
Joel J. Mintzes 《科学教学研究杂志》1982,19(9):789-794
This study examined relationships between student perceptions of teaching behavior and learning outcomes in college biology. One-hundred one students who enrolled in an introductory college biology course reported the frequencies of 20 overt, in-class teaching behaviors exhibited by the instructor and rated the instructor on 12 measures of teaching effectiveness. Achievement tests were administered periodically throughout the two-semester time interval. A series of simple correlations between teaching behavior factors and both achievement and student ratings revealed a complex pattern of relationships. Moderately strong relationships were found between student perceptions of “information-transmitting” behaviors and achievement, while generally stronger relationships linked behavior factors with student ratings of teaching effectiveness. 相似文献
110.
Thomas E. Scruggs Margo A. Mastropieri Joel R. Levin 《Educational technology research and development : ETR & D》1986,34(2):83-88
Seventy-three fifth-grade students were taught nine North American minerals and their corresponding hardness levels under
either mnemonic (pegword/keyword) or free-study conditions. In the zero-repetition (standard) condition, each mineral was
paired with a unique hardness level (1–9); in the one-repetition condition, three hardness levels were each represented by
two different minerals (and three hardness levels by one mineral); and in the two-repetition condition, three hardness levels
were each represented by three different minerals (and three hardness levels by one mineral); and in the two-repetition condition,
three hardness levels were each represented by three different minerals. In all repetition conditions, mnemonic subjects significantly
and substantially outperformed students who were given free study. Possibilities for adapting mnemonic techniques to overcome
stimulus-produced interference are discussed. 相似文献