全文获取类型
收费全文 | 176篇 |
免费 | 4篇 |
专业分类
教育 | 129篇 |
科学研究 | 26篇 |
各国文化 | 1篇 |
体育 | 17篇 |
信息传播 | 7篇 |
出版年
2022年 | 3篇 |
2021年 | 5篇 |
2020年 | 10篇 |
2019年 | 5篇 |
2018年 | 9篇 |
2017年 | 13篇 |
2016年 | 4篇 |
2015年 | 7篇 |
2014年 | 10篇 |
2013年 | 31篇 |
2012年 | 9篇 |
2011年 | 9篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 8篇 |
2007年 | 3篇 |
2006年 | 5篇 |
2005年 | 3篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 2篇 |
2001年 | 2篇 |
2000年 | 6篇 |
1999年 | 2篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1992年 | 1篇 |
1987年 | 1篇 |
1976年 | 1篇 |
1974年 | 1篇 |
排序方式: 共有180条查询结果,搜索用时 140 毫秒
31.
32.
Christopher F. Lucey Sarah K. Y. Lam 《International journal for the advancement of counseling》2012,34(2):107-117
This study was designed to identify characteristics of family functioning that relate to suicide potential in an outpatient
adolescent population. Participants included 51 adolescents between the ages of 14 and 18 who were involved in outpatient
counselling. The Family Environment Scale and the Suicide Probability Scale were used to assess adolescents’ perception of
family social climate and degree of suicide risk respectively. Results revealed significant correlations between suicide risk
and family systems characterized by heightened conflict and lower levels of cohesion, independence, and organization. A stepwise
multiple regression analysis suggested that organization (related to clarity and structure in family activities and responsibilities)
was the strongest predictor of suicide risk. Implications for research and practice are considered. 相似文献
33.
Carmel McNaught Paul Lam Kin Fai Cheng 《Educational technology research and development : ETR & D》2012,60(2):271-286
This article reports a study of eLearning in 21 courses in Hong Kong universities that had a blended design of face-to-face
classes combined with online learning. The main focus of the study was to examine possible relationships between features
of online learning designs and student learning outcomes. Data-collection strategies included expert reviews of the learning
designs, student surveys of perceptions of the web environment and their own learning outcomes, and a SOLO (structure of observed
learning outcomes) analysis of assessment evidence of student learning outcomes. The findings of this correlational study
indicate mild relationships between features of learning design and student perceptions of their learning outcomes. Both the
provision of learning resources and the engagement of students in online communication relate to aspects of learning (acquisition
of knowledge and skills, and enhancement of learning motivation). Also, the relationship was stronger when eLearning strategies
were more extensively used. However, no relationship was found between learning design and the student performance in assessment
tasks, possibly because of the limited assessment data that was examined. 相似文献
34.
This study examined the developmental course and adjustment correlates of time with peers from age 8 to 18. On seven occasions over 8 years, the two eldest siblings from 201 European American, working‐ and middle‐class families provided questionnaire and/or phone diary data. Multilevel models revealed that girls' time with mixed‐/opposite‐sex peers increased beginning in middle childhood, but boys' time increased beginning in early adolescence. For both girls and boys, time with same‐sex peers peaked in middle adolescence. At the within‐person level, unsupervised time with mixed‐/opposite‐sex peers longitudinally predicted problem behaviors and depressive symptoms, and supervised time with mixed‐/opposite‐sex peers longitudinally predicted better school performance. Findings highlight the importance of social context in understanding peer involvement and its implications for youth development. 相似文献
35.
Ho Cheong Lam 《Scandinavian Journal of Educational Research》2014,58(3):337-360
The purpose of this paper is to elaborate the concepts of part and whole in Ference Marton's variation theory for dealing with how learners come to understand something of a whole as made up of its parts. Understanding of the parts and the whole is more difficult than expected; as the whole may have an influence on the parts, the nature of the parts of the whole may differ from that of the parts on their own. As such it is not enough for learners just to know the parts in isolation. They also have to recognize the whole to which the parts refer and how the whole influences the parts. To achieve this, teachers have to provide learners with the experience of variation of the parts and the whole. To demonstrate these concepts, I have applied them to the case of children's learning of Chinese characters in this paper. 相似文献
36.
为研究海洋防污损涂料添加剂Irogarol-1051的降解产物M2的基因毒性,应用微阵列技术,选取Affymetrix公司鼠基因组230 2.0基因芯片检测30μmol/L M2暴露下的鼠肝癌细胞基因表达变化.实验结果显示,96 h的M2暴露导致了38个基因在全部4组可能的对照/暴露中均发生显著变化(p0.002 5),其中只有Accn5基因研究较为透彻,该基因表达的抑制可能影响上皮钠通道的功能.此外,分别有10和82个功能注释基因在至少一组对照/暴露组中上调和下调.M2诱导的基因主要和细胞核(细胞成分)相关.M2抑制的基因则主要影响生物过程中的G蛋白偶联信号通路功能和细胞成分中的细胞膜内整合功能. 相似文献
37.
Sunny S.K. Lam 《亚洲交流杂志》2013,23(3):322-340
Information communication technologies (ICTs) create new channels and repertoires for mediated communication among parents and their children in mobile locations, thus playing a special role in reinvigorating intergenerational family solidarity in contemporary translocal China. For China's rapid, uneven economic development since 1978, social mobility has been fast growing and many family members are separated into different locations for seeking upward mobility as reciprocal aspirations. Some cases of translocal Chinese, studying, working, and living apart from their elderly parents were studied to investigate ICT's impact on family solidarity within the new dynamics of more symbolic and symmetrical family obligations and interactions. Their demonstrations of redefined sociability and intergenerational relationships via connected presence provide a promising new direction for social support and knowledge exchanges in translocal China with a special attention to the multifacets of mobilities and localities in the lives of the contemporary Chinese. A new model of family solidarity is proposed by the proper use of ICTs as new channels for intergenerational communication to supplement but not to replace the traditional ways of ‘togetherness’ by face-to-face interaction among the elderly Chinese parents and their adult children in remote locations. And this is deployed to reinvigorate parent–child relationships of the ‘relational families’ characterized by ‘autonomy of the generations’ in a balance of individualism and collectivism for seeking upward mobility and social cohesion in order to partly solve the social pressure of aging population and rural–urban divide, especially under the special conditions of China's one-child policy and jumping scale of economic development. 相似文献
38.
Terence Yuk Ping Lam 《International Journal of Science Education》2013,35(15):2463-2480
This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong. 相似文献
39.
Sarah Lam Susan Tracz Christopher Lucey 《International journal for the advancement of counseling》2013,35(3):172-187
This study explored the counselling self-efficacy of students in a counsellor education programme, in regard to age, gender, and ethnicity characteristics. To assess counselling self-efficacy, the Counselling Self-Estimate Inventory (COSE) of Larson et al. (Counsellor Education & Supervision 41: 120–130, 1992) was administered at the end of a semester to counselling students engaged in different stages of a counsellor training program. No significant differences were found in regard to gender and age-group categories, but significant differences were found among ethnic groups. It was found that Asian and White students generally had similar and also lower counselling self-efficacy means than the other ethnic groups in the sample in regard to several counselling-specific categories. Implications for counsellor educators in training counselling students of diverse characteristics are discussed. 相似文献
40.
The variation theory of Ference Marton and his collaborators has widely been used as a framework for explaining what can possibly be learned in a particular classroom and what cannot. This paper reports on an experiment that put this theory to test in the context of students’ learning of the orthographic structures of Chinese characters. The experiment was carried out in the classrooms of two primary schools in Hong Kong. In each of the schools, two classes of students were taught differently, as informed by the theory, about the significance of the location of a component in the orthographic structure of a character in relation to whether the component provided a clue to the meaning of the character (called the part–part relations). The results of the experiment are consistent with the prediction of the theory that those students who were given the possibility to experience variation in the locations of components in the orthographic structures significantly outperformed those who were not. The results of the experiment demonstrate the power of the theory in guiding the design of teaching that affords students’ learning to happen. 相似文献