全文获取类型
收费全文 | 154篇 |
免费 | 0篇 |
国内免费 | 1篇 |
专业分类
教育 | 104篇 |
科学研究 | 23篇 |
各国文化 | 1篇 |
体育 | 9篇 |
综合类 | 3篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2024年 | 1篇 |
2022年 | 2篇 |
2021年 | 1篇 |
2019年 | 1篇 |
2018年 | 1篇 |
2015年 | 2篇 |
2014年 | 7篇 |
2013年 | 1篇 |
2012年 | 8篇 |
2011年 | 14篇 |
2010年 | 14篇 |
2009年 | 11篇 |
2008年 | 11篇 |
2007年 | 5篇 |
2006年 | 9篇 |
2005年 | 9篇 |
2004年 | 10篇 |
2003年 | 8篇 |
2002年 | 5篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 3篇 |
1998年 | 2篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 5篇 |
1993年 | 2篇 |
1991年 | 5篇 |
1985年 | 1篇 |
1978年 | 2篇 |
1944年 | 1篇 |
排序方式: 共有155条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
This study examined the factor structure of the Emotional Autonomy Scale (EAS) as proposed by Steinberg and Silverberg. Participants were from three independent samples of adolescents in grades 6 (n = 1,842), 8 (n = 1,769), and 10 (n = 1,232), with each sample consisting of three ethnic groups: African American, European American, and Mexican American. None of the confirmatory factor analyses for these samples supported the factor structure proposed by Steinberg and Silverberg. From the three models tested, the EAS is best described by the four originally proposed factors, combined with two method factors, one consisting of the positively worded scale items and one consisting of the negatively worded scale items. Results show that the EAS exhibits poor construct validity and behaves quite differently for the different grade and ethnic groups. The strong impact of method variance on the factor structure is discussed. Although various alternative solutions to the psychometric problems in the EAS are proposed, the most credible solution may be to reexamine the conceptual foundations of emotional autonomy and develop better measures of those concepts for adolescents. 相似文献
6.
7.
胡晓明 《中小学信息技术教育》2011,(10)
假想在不久的将来,电子书在社会上流行起来,学校顺应信息技术的发展潮流,开始使用电子课本进行教学(为了防止混淆,本文的电子课本特指跟纸质书相对应的实物,属于硬件;电子课文等内容信息统一称为电子教材)。 相似文献
8.
Sallis JF Calfas KJ Nichols JF Sarkin JA Johnson MF Caparosa S Thompson S Alcaraz JE 《Research quarterly for exercise and sport》1999,70(1):1-10
Project GRAD (Graduate Ready for Activity Daily) evaluates a university course to promote physical activity. In a randomized study, 338 university seniors participated in either an intervention or control course for academic credit, and posttest data were collected on 321. The control course was knowledge-oriented. The intervention course taught behavior change skills in weekly lectures and peer-led labs. Physical activity was assessed with 7-Day Physical Activity Recall interviews. The intervention had no significant effects on men. Among women, the intervention increased total physical activity during leisure, strengthening exercises, and flexibility exercise. This university course had the intended effects of promoting healthful patterns of physical activity among women, but no effects were observed on men, who were more active than women at baseline. 相似文献
9.
10.
从教育和教育行政、高校管理角度探讨了高等教育培养和提升学生素质内涵,以使大学的课程计划和人才素质培养之间产生直接和重要的因果关系,以此提高教育管理的效率和效益。并针对大学生必须要具备的职业素养作了论述。 相似文献