全文获取类型
| 收费全文 | 1057篇 |
| 免费 | 16篇 |
专业分类
| 教育 | 794篇 |
| 科学研究 | 42篇 |
| 各国文化 | 14篇 |
| 体育 | 89篇 |
| 文化理论 | 23篇 |
| 信息传播 | 111篇 |
出版年
| 2023年 | 3篇 |
| 2022年 | 13篇 |
| 2021年 | 11篇 |
| 2020年 | 19篇 |
| 2019年 | 26篇 |
| 2018年 | 34篇 |
| 2017年 | 36篇 |
| 2016年 | 44篇 |
| 2015年 | 30篇 |
| 2014年 | 19篇 |
| 2013年 | 262篇 |
| 2012年 | 38篇 |
| 2011年 | 31篇 |
| 2010年 | 26篇 |
| 2009年 | 21篇 |
| 2008年 | 27篇 |
| 2007年 | 26篇 |
| 2006年 | 25篇 |
| 2005年 | 20篇 |
| 2004年 | 25篇 |
| 2003年 | 31篇 |
| 2002年 | 12篇 |
| 2001年 | 16篇 |
| 2000年 | 11篇 |
| 1999年 | 22篇 |
| 1998年 | 12篇 |
| 1997年 | 12篇 |
| 1996年 | 22篇 |
| 1995年 | 16篇 |
| 1994年 | 11篇 |
| 1993年 | 10篇 |
| 1992年 | 12篇 |
| 1991年 | 8篇 |
| 1990年 | 8篇 |
| 1989年 | 7篇 |
| 1987年 | 5篇 |
| 1986年 | 11篇 |
| 1985年 | 14篇 |
| 1984年 | 8篇 |
| 1983年 | 7篇 |
| 1982年 | 13篇 |
| 1981年 | 7篇 |
| 1980年 | 6篇 |
| 1979年 | 7篇 |
| 1978年 | 5篇 |
| 1977年 | 8篇 |
| 1974年 | 8篇 |
| 1971年 | 6篇 |
| 1969年 | 4篇 |
| 1967年 | 3篇 |
排序方式： 共有1073条查询结果，搜索用时 421 毫秒
1.
Douglas A. Guiffrida 《Counselor Education & Supervision》2005,44(3):201-213
The author presents a critical review of counselor education literature that has focused on student acquisition of theoretical orientations in order to identify the potential of these practices to facilitate critical self‐reflection and theoretical fit among students. Two reflective, awareness‐based pedagogical models—radical constructivism (E. von Glasersfeld, 1984) and transformative learning (J. Mezirow, 1997)—are also examined. The author concludes by briefly outlining an alternative pedagogical framework called the “Emergence Model,” which may enhance the ability of counselor educators to facilitate self‐reflection and theoretical fit among counseling students. 相似文献
2.
3.
4.
5.
Emerging fathers experience a variety of stressors, including identity and role transitions, changes in their relationships, and challenges in developing caregiving skills. Increasing expectations for father involvement in childcare are emphasizing the importance of the father role, but social supports for new fathers remain scarce. Nineteen expectant and new fathers participated in a pilot 5-week group intervention aimed at improving stress coping and involvement attitudes using a combination of mindfulness practices and skill-building for parenting and partner communication. We administered surveys pre- and postintervention to assess efficacy in the areas of stress, depressive symptoms, father involvement attitudes, and mindfulness. Within-participant differences were compared across participants as well as examining individual reliable change. Results indicated initial reductions in stress and depressive symptoms and increases in the mindfulness constructs of nonjudgment and nonreactivity. No significant changes were found in father involvement attitudes. Perinatal intervention specific to fathers holds promise as an underexplored avenue for supporting families across the transition to parenthood. 相似文献
6.
This paper describes daily report cards and the evidence relating to their use in schools for children with attention‐deficit/hyperactivity disorder (ADHD). This intervention typically involves teachers evaluating a student's behaviour at school against pre‐determined targets and parents subsequently providing reinforcement at home for positive reports. Research suggests that the daily report card has been effective in treating a range of ADHD symptoms and improving school outcomes, including academic achievement in some cases. The daily report card also encourages collaboration between teachers and parents, and evidence suggests that the intervention benefits from the inclusion of reinforcement at home. Daily report cards are easy to implement and research finds that teachers consider them an acceptable intervention for ADHD. This paper also considers challenges in using daily report cards, including barriers to their use over the long‐term and the risk of stigma for children with a report card. Ideas to address these issues are suggested. 相似文献
7.
8.
9.
Douglas Allchin 《Metascience》2012,21(3):715-718
10.