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1.
A growing number of studies examine the influence of individual factors on acculturation attitudes of immigrants, but few studies focus on majority members’ attitudes. In this paper, two studies are reported on the relation between attachment styles and acculturation attitudes of both immigrants (N=177) and majority members (N=243) in the Netherlands. Until now very few studies have associated cultural adjustment with attachment styles. This is remarkable, because attachment theory refers to interaction with others in new situations. Four different styles of attachment (the secure, dismissing, preoccupied and fearful attachment styles) are related to Berry's classification of acculturation attitudes. People, both immigrants and majority members, with a secure attachment style were positive towards integration, whereas people with a dismissing attachment style were not. Dismissing immigrants were more positive towards separation. Whereas both immigrants and majority members with a secure attachment style showed a similar pattern of correlations between attachment and acculturation, they seem to react quite differently, and even in opposite ways, when they have a preoccupied attachment style. Yet, the different reactions may be caused by the same psychological process: The existential ambivalence of preoccupied people may lead to diverse reactions. 相似文献
2.
Stock CJ 《Bulletin of the Medical Library Association》1977,65(1):53-57
You are invited to Seattle for the 1977 Annual Meeting, its theme to be "Change, Comparison, and Controversy." Suggestions are made for activities in Seattle and the Pacific Northwest, including the cohost city, Vancouver, British Columbia. 相似文献
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ABSTRACTLight sensitive objects will fade on display. Collection managers and curators face the dilemma whether to spread fading over several similar objects or sacrifice one. This paper describes an experiment in which participants were asked how they would want to pass on a collection of seventeenth century hand-coloured maps to coming generations. Results show that while colour changes are hardly visible, both public and professionals do not perceive them as damage and prefer to spread fading. Once fading becomes clearly visible in all maps, the preference shifts to sacrificing one map. The tipping point lies around five just noticeable changes. This information can be used when selecting objects for exhibition. The outcome also implies it would be prudent to assess the degree of fading of much exhibited objects and consider whether and when to choose for a sacrifice strategy. 相似文献
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Nicholas Stock 《Educational Philosophy and Theory》2019,51(4):404-412
This article is an exploration of whether education can be considered a beast-like being, developed by utilising Heidegger’s philosophy to consider education from an ontotheolgical perspective. Education is a hypernym for its constituent elements; this article is exploring this hypernym as a being, whilst arguing that the growing importance of education is causing it to gain a ‘monstrous anatomy’. This argument is parallel with the Heideggerean question of ontological difference: the divide of being and Being. Ideas about education’s formation as a technology and its God-like status are used to further illustrate the monstrosity of education. The theory of hyperobjects is also utilised to illuminate understanding of this being. Finally, this article explores the ways we are losing control of Education, as we have become too reliant on it to shape our view of the world. 相似文献
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Pieter Zeeman 《Journal of The Franklin Institute》1925,199(5):585-596
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Bert Brockx Pieter Spooren Dimitri Mortelmans 《Educational Assessment, Evaluation and Accountability》2011,23(4):289-306
The use of student evaluation of teaching (SET) to evaluate and improve teaching is widespread amongst institutions of higher
education. Many authors have searched for a conclusive understanding about the influence of student, course, and teacher characteristics
on SET. One hotly debated discussion concerns the interpretation of the positive and statistically significant relationship
that has been found between course grades and SET scores. In addition to reviewing the literature, the main purpose of the
present study is to examine the influence of course grades and other characteristics of students, courses, and teachers on
SET. Data from 1244 evaluations were collected using the SET-37 instrument and analyzed by means of cross-classified multilevel
models. The results show positive significant relationships between course grades, class attendance, the examination period
in which students receive their highest course grades, and the SET score. These relationships, however, are subject to different
interpretations. Future research should focus on providing a definitive and empirically supported interpretation for these
relationships. In the absence of such an interpretation, it will remain unclear whether these relationships offer proof of
the validity of SET or whether they are a biasing factor. 相似文献
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Sylke Vandercruysse Judith ter Vrugte Ton de Jong Pieter Wouters Herre van Oostendorp Lieven Verschaffel Jan Elen 《Educational technology research and development : ETR & D》2017,65(5):1345-1368
In this study we focus on the integration of mathematical learning content (i.e., proportional reasoning) in game-based learning environments (GBLE). More specifically, two kinds of GBLEs are set up: an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players’ interactions with it. Sixty-four vocational track students participated in the study, all of them working in either version of the self-developed GBLE “Zeldenrust”. The results of this study suggest that the way the content is integrated in a GBLE (i.e., intrinsically or extrinsically) matters: contrary to our expectations, students who played the extrinsically integrated game showed higher learning gains, motivational gains and perceived usefulness than students who played the game in which the content was intrinsically integrated. 相似文献
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