全文获取类型
收费全文 | 313篇 |
免费 | 7篇 |
国内免费 | 2篇 |
专业分类
教育 | 242篇 |
科学研究 | 27篇 |
各国文化 | 3篇 |
体育 | 20篇 |
信息传播 | 30篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 4篇 |
2019年 | 13篇 |
2018年 | 26篇 |
2017年 | 14篇 |
2016年 | 11篇 |
2015年 | 10篇 |
2014年 | 13篇 |
2013年 | 72篇 |
2012年 | 21篇 |
2011年 | 12篇 |
2010年 | 13篇 |
2009年 | 9篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 6篇 |
2005年 | 5篇 |
2004年 | 7篇 |
2003年 | 6篇 |
2002年 | 3篇 |
2001年 | 3篇 |
2000年 | 3篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 5篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 8篇 |
1993年 | 2篇 |
1992年 | 5篇 |
1990年 | 5篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1977年 | 1篇 |
1965年 | 1篇 |
1962年 | 1篇 |
1961年 | 1篇 |
排序方式: 共有322条查询结果,搜索用时 31 毫秒
121.
Group salience, although a key variable in generalizing contact effects toward the target out-group, often negatively affects the quality of intergroup contact. Countering this pessimistic view, we investigated whether or not communicatively-induced group salience could yield positive contact effects by inducing prosocial intergroup emotions and by increasing relational closeness with the out-group interactant in the context of cross-group friendships. A survey conducted with MTurk participants (N = 331) revealed that communicating group-related topics within intergroup friendships increased prosocial intergroup emotions, which was further predictive of relational closeness and intergroup prejudice. However, relational closeness showed no evidence of mediating the effect of prosocial emotions on intergroup prejudice. The results contribute to intergroup scholarship in expanding the discussion of the influence of communicative dimensions of salience on intergroup relations. 相似文献
122.
Dustin Garnet Anita Sinner Cindy Walker Ranya Esmat Seonjeong Yi 《International Journal of Lifelong Education》2018,37(3):283-296
Third-age learning is a subset of lifelong learning enjoyed by individuals in the stage of retirement, and often 60 years or older. Community art education (CAE) for learners in the third age commonly occurs in recreational settings, nursing homes, museums, libraries and places of worship. In addition to these informal learning sites, there are CAE programmes developed within postsecondary institutions that provide opportunities for artistic inquiry and instruction. In the following article, we share a case study involving third-age learners conducted in the 2014/2015 academic year. We begin by briefly describing an innovative CAE programme at Concordia University in Montreal, Canada, and then discuss a specific initiative undertaken in cooperation with the University’s alumnae extended education programme. Our study explored large questions about motivation, curriculum and pedagogy, but also focused on major themes in lifelong learning and the individual stories of the participants. One participant, named Reto, is featured in this article, and with his collaboration we offer a co-constructed narrative alongside an analysis of themes including personal development and social inclusion. The insights gained through our study have potential broad applicability for the general area of university–community partnerships and for CAE for the growing third-age population. 相似文献
123.
Fraukje E. F. Mevissen Pepijn van Empelen Anita Watzeels Gee van Duin Suzanne Meijer Sanne van Lieshout 《Sex education》2018,18(1):47-73
This paper describes the development of a Dutch online programme called Long Live Love+ focusing on positive, coercion-free relationships, contraception use, and the prevention of STIs, using the Intervention Mapping (IM) approach. All six steps of the approach were followed. Step 1 confirmed the need for a sexual health programme targeting young people aged 15 and over enrolled in higher level secondary education. Step 2 resulted in the production of a series of matrices-of-changes, including detailed programme objectives at the behavioural and the psycho-social level. Step 3 involved the selection of relevant methods and applications. Step 4 consisted of programme development, resulting in a sexual health programme with online and offline components, and including interactive exercises. Step 5 focused on adoption and implementation and included the production of a detailed teacher manual. Step 6 involved detailed planning for the process and effect evaluation and included interviews with teachers and focus group discussions with students to evaluate their experiences of the programme. The inclusion of a linkage group – and especially the inclusion of teachers in the development of the programme – turned out to be essential in terms of developing a programme in line with their context and needs. 相似文献
124.
Academic Standards,Internationalisation, and the Discursive Construction of "The International Student" 总被引:2,自引:1,他引:2
Anita Devos 《高等教育研究与发展》2003,22(2):155-166
The release in early 2001 of a study of Australian social science academics perceptions of the impact of commercialisation on academic freedom (Kayrooz, Kinnear & Preston, 2001) led to sustained public debate over the issue of academic standards and the internationalisation of higher education in Australia. This debate gave expression to growing disaffection amongst Australian academics with the pressures for increased com mercialisation and entrepreneurialism in their work. In this paper I use the tools provided through the work of Michel Foucault to critically examine the terms of the debate as it was conducted in the public arena. The purpose of this analysis is to explore the ways in which international students were represented in the discourses of academic standards, and the conflation of the alleged decline in academic standards with the internationalisation of higher education, and in particular, with the presence of international students on Australian campuses. 相似文献
125.
126.
Anita E. Locher 《Journal of Map & Geography Libraries》2016,12(1):28-51
There is general agreement that spatial data adds particular difficulties to digital preservation due to, for example, the complexity of data models and semantics specific to individual thematic areas. However, there is a lack of literature providing an overview of the challenges and analyzing in particular the effort required to surmount these in combination with the potential added value gained through digital preservation. The Delphi method was used to evaluate obstacles to archiving geographic vector and raster data serving as a basis for topographic base map creation, seen through the lens of data producers, providers and guardians. Two international Delphi groups were questioned on developments regarding geodata, and their influences on access and preservation. The mentioned handicaps to preservation were of financial, managerial, legal, and technological in nature. The latter have a higher probability to be surmounted within at least 10 years than non-technological. The study shows that the lack of standardization and the use of proprietary formats is still a central problem. Furthermore, the consciousness about the value of geographic assets is considered most likely to rise early. As a good starting point for improving archiving of spatial data, we also suggest the controlled disposal of superfluous data as a measure to reduce cost. 相似文献
127.
Anita M.-Y. Wong Connie S.-H. Ho Terry K.-F. Au Catherine McBride Ashley K.-H. Ng Lesley P.-W. Yip Catherine C.-C. Lam 《Reading and writing》2017,30(2):337-361
This study examined (1) whether working memory and higher-level languages skills—inferencing and comprehension monitoring—accounted for individual differences among Chinese children in Chinese reading comprehension, after controlling for age, Chinese word reading and oral language skills, and (2) whether children with specific language impairment (SLI) or dyslexia showed deficits in these skills. Eighty-two Cantonese Chinese-speaking children between the age of 7; 8–9; 5 were assessed. Regression analyses on the full sample offered support for the first question. The children were also classified into four groups: Typically-developing (TD; N = 34), specific language impairment-only (SLI-only; N = 18), SLI-dyslexia comorbid (SLI-D; N = 22) and dyslexia-only (D-only; N = 8). Pair-wise comparisons focusing on the second question revealed that both the SLI-only and the D-only group performed worse than the TD group in reading comprehension after controlling for age and nonverbal intelligence. The SLI-only and the D-only group showed a different profile of deficits: only the SLI-only group performed worse than the TD group in working memory, comprehension monitoring, and inferencing. The SLI-D comorbid group did worse than the SLI-only, but not the D-only group, in reading comprehension. The SLI-D comorbid group did not do worse than either single diagnosis group in the higher-level language skills associated with reading comprehension. These findings suggested adopting different intervention approaches for reading comprehension difficulties in children with SLI versus children with dyslexia. 相似文献
128.
129.
130.
Anatomy Students That are “Team-Taught” May Achieve Better Results Than Those That are “Sole-Taught”
Aaron C. McDonald Rodney A. Green Anita Zacharias Laura Y. Whitburn Diane L. Hughes Meg Colasante Heath McGowan 《Anatomical sciences education》2021,14(1):43-51
Anatomy practical classes have traditionally been taught by a team of demonstrators (team-taught) in a large dissection room. More recently, particularly in nonmedical contexts, practical classes have been taught by one teacher (sole-taught) to smaller student groups. The aim of this study was to compare student outcomes when the same course was delivered with practical classes team-taught at one campus (metropolitan) and sole-taught at a second campus (regional) while maintaining similar staff to student ratios. This anatomy course, for physiotherapy and lower academically credentialed exercise science/physiology students, utilized blended delivery whereby most content was delivered online and practical classes comprised the main face-to-face teaching. In 2018, the metropolitan campus introduced team-teaching practical classes while the regional campus continued with sole-teaching. Student marks and engagement with online content were compared between campuses and to the previous year (2017) when both campuses had sole-taught practical classes. While final marks for the course increased overall in 2018 (P < 0.01), exercise science/physiology students at the metropolitan campus (team-taught) improved their final marks (53.5 ± 1.1%) compared to a slight decrease for the regional (sole-taught) campus (44.8 ± 1.4%) (P < 0.01). There were no differences between campuses for physiotherapy students in 2018. Student engagement with online content did not contribute to the improvement in marks for exercise science/physiology students. Introduction of a team-teaching format improved student marks, particularly for the lower academically credentialed students. Team-teaching should be considered as the preferred format for anatomy practical classes, particularly in courses involving students with diverse academic credentials. 相似文献