全文获取类型
收费全文 | 806篇 |
免费 | 22篇 |
国内免费 | 1篇 |
专业分类
教育 | 675篇 |
科学研究 | 24篇 |
各国文化 | 9篇 |
体育 | 42篇 |
文化理论 | 4篇 |
信息传播 | 75篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 15篇 |
2019年 | 34篇 |
2018年 | 55篇 |
2017年 | 59篇 |
2016年 | 39篇 |
2015年 | 41篇 |
2014年 | 32篇 |
2013年 | 179篇 |
2012年 | 22篇 |
2011年 | 33篇 |
2010年 | 22篇 |
2009年 | 23篇 |
2008年 | 24篇 |
2007年 | 17篇 |
2006年 | 16篇 |
2005年 | 11篇 |
2004年 | 18篇 |
2003年 | 7篇 |
2002年 | 19篇 |
2001年 | 18篇 |
2000年 | 12篇 |
1999年 | 6篇 |
1998年 | 7篇 |
1997年 | 7篇 |
1996年 | 8篇 |
1995年 | 8篇 |
1994年 | 4篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 4篇 |
1990年 | 8篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 5篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 3篇 |
1980年 | 2篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 3篇 |
1976年 | 2篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1935年 | 1篇 |
1927年 | 1篇 |
排序方式: 共有829条查询结果,搜索用时 15 毫秒
181.
182.
“FRIENDS for Life” is a cognitive behavioural therapy (CBT) programme which aims to reduce anxiety and promote resilience among children. This study evaluated the “FRIENDS for Life” (FRIENDS) programme used as an intervention for seven children between the ages of 10 and 11 presenting with high functioning autism spectrum disorder (HFA) who attend mainstream schooling. The study adopts a mixed methodology, explanatory research design, which included pre- and post-quantitative anxiety scales, parental interviews completed post-intervention, narrative observation of FRIENDS sessions and a post-intervention children’s evaluation questionnaire. Quantitative findings from this study suggest that participation in the “FRIENDS” programme does not reduce anxiety levels to promote resilience. Such results are discussed with regard to the utility of using standardised self-report measures among children with HFA. Despite this, qualitative information indicates that “FRIENDS” can be made accessible for children with HFA. Recommendations and implications for future research and FRIENDS implementations are outlined. 相似文献
183.
Responding to university policies and initiatives: the role of reflexivity in the mid-career academic 总被引:1,自引:0,他引:1
Angela Brew David Boud Lisa Lucas Karin Crawford 《Journal of Higher Education Policy & Management》2017,39(4):378-389
How do academics make sense of university policies and strategic initiatives and act on them? Interviews were conducted with 27 mid-career academics in different disciplines, different research-intensive university environments and two countries (England and Australia). Data were analysed iteratively utilising a critical realist perspective, specifically, Archer’s modes of reflexivity. The paper argues that individuals’ responses to university policies and initiatives, to changes in policy and policy conflicts, can at least partially be understood through interrogating the modes of reflexivity they employ. 相似文献
184.
185.
Angela Lee Duckworth Heidi Grant Benjamin Loew Gabriele Oettingen Peter M. Gollwitzer 《教育心理学》2011,31(1):17-26
Adolescents struggle with setting and striving for goals that require sustained self‐discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the action one will take when a goal‐relevant opportunity arises, represent a strategy shown to increase goal attainment when commitment is high. This study tests the effect of mental contrasting combined with implementation intentions (MCII) on successful goal implementation in adolescents. Sixty‐six 2nd‐year high school students preparing to take a high‐stakes exam in the fall of their third year were randomly assigned to complete either a 30‐minute written mental contrasting with implementation intentions intervention or a placebo control writing exercise. Students in the intervention condition completed more than 60% more practice questions than did students in the control condition. These findings point to the utility of directly teaching to adolescents mental contrasting with implementation intentions as a self‐regulatory strategy of successful goal pursuit. 相似文献
186.
Angela?F.?Y.?SiuEmail author Jian?Fang?Chang 《International journal for the advancement of counseling》2011,33(2):88-100
This study examined the factorial structure of the Collectivist Coping Style inventory (Heppner et al.
Journal of Counseling Psychology 53:107–125, 2006) and investigated how the effects of stress-related events on psychological distress are mediated through coping strategies.
Three hundred and five Hong Kong university students participated in this study. Confirmatory factor analysis supported the
five-factor structure of the original inventory. Although family support was widely used as a means to cope with stressful
events, students with specific relationship-related stress reported greater use of avoidance strategies. The mediating effect
of coping strategies on the relationship between stress-related events and psychological distress was generally small. Limitations
and directions for future research are discussed. 相似文献
187.
As part of a two-year, mixed methods study, the focus of this paper reports the qualitative findings that are related to nine beginning teachers' learning to teach with Information and Communication Technology (ICT) during their first year of teaching. It aims to explore how these teachers deepen their understanding performances of technology integration in their first year. They demonstrated consistent, varied perceptions, frequency and ways of using ICT for classroom teaching and learning from their initial teacher education to their first year teaching. They developed diverse understandings of technology integration from their own practice, and chose to play different roles, such as, follower, doer and emerging teacher leader for technology integration. Suggestions to schools on providing beginning teachers with ongoing technical and pedagogical support and capitalizing on their tech-savvy strengths are discussed. 相似文献
188.
189.
Impact of HIPPY on home learning environments of Latino families 总被引:1,自引:0,他引:1
M. Angela Nievar Arminta Jacobson Qi Chen Ursula Johnson Shannon Dier 《Early childhood research quarterly》2011,26(3):268
This study investigated effects of Home Instruction of Parents of Preschool Youngsters (HIPPY), a paraprofessional home visiting program, on parents and children. The program site served low-income, Spanish-speaking families. On average, mothers were 31 years old (SD = 4.78) and children were 3 or 4 years old (M = 3.92, SD = .92). Participants (n = 54) had more parenting self-efficacy and more enriched home environments than families on a waiting list (n = 54). In a regression on home environment, participation in the intervention was a stronger predictor than maternal education, depression, and stress. A third-grade follow-up of children in the program showed significantly higher math achievement when compared to low-income Latino third graders in the same school district. These findings appear to validate the HIPPY model, which suggests that parents gain confidence as their children's teachers through their experiences in the program. HIPPY successfully addresses the need for culturally sensitive programming aimed at improving educational achievement among minority children. 相似文献
190.
This study attempted to determine whether children with the combined subtype of attention-deficit/hyperactivity disorder (ADHD) have impairments in cognitive functioning and motor skills. The specific effect of the comorbidity of learning disabilities (LD) was also investigated. A battery of cognitive tests was administered to 26 children with a clinical diagnosis of ADHD-combined subtype (ADHD/C), to 24 children with ADHD/C with a comorbid diagnosis of LD (ADHD/C+LD), and to 102 participants without disabilities, all between ages 7 and 10. The testing battery consisted of tasks assessing memory, visuospatial and verbal abilities, and fine motor skills. In general, the test results of children with ADHD/C were poorer than those of the control group but better than the results of children with a combined ADHD/C+LD diagnosis (with the exception of motor skills). The predictive accuracy of the testing battery tasks in children with ADHD/C and ADHD/C+LD was examined. The results of a standard procedure of discriminant function analyses revealed that the measures correctly classified 73.6% of the children. 相似文献