全文获取类型
收费全文 | 2699篇 |
免费 | 31篇 |
专业分类
教育 | 1932篇 |
科学研究 | 212篇 |
各国文化 | 24篇 |
体育 | 334篇 |
综合类 | 2篇 |
文化理论 | 51篇 |
信息传播 | 175篇 |
出版年
2023年 | 26篇 |
2022年 | 55篇 |
2021年 | 67篇 |
2020年 | 112篇 |
2019年 | 176篇 |
2018年 | 214篇 |
2017年 | 202篇 |
2016年 | 182篇 |
2015年 | 130篇 |
2014年 | 123篇 |
2013年 | 565篇 |
2012年 | 110篇 |
2011年 | 92篇 |
2010年 | 67篇 |
2009年 | 60篇 |
2008年 | 55篇 |
2007年 | 55篇 |
2006年 | 44篇 |
2005年 | 37篇 |
2004年 | 31篇 |
2003年 | 36篇 |
2002年 | 25篇 |
2001年 | 26篇 |
2000年 | 10篇 |
1999年 | 13篇 |
1998年 | 14篇 |
1997年 | 8篇 |
1996年 | 16篇 |
1995年 | 14篇 |
1994年 | 14篇 |
1993年 | 13篇 |
1992年 | 9篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 10篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 6篇 |
1983年 | 7篇 |
1981年 | 4篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 9篇 |
1971年 | 3篇 |
1970年 | 4篇 |
1965年 | 3篇 |
1960年 | 3篇 |
排序方式: 共有2730条查询结果,搜索用时 46 毫秒
951.
Dilek Yelda Ka?n?c? 《International journal for the advancement of counseling》2012,34(2):174-184
The study examined how particular demographic and multicultural personality variables might predict university adjustment
of international students in Turkey. One hundred and twenty-one international students from five geographical regions, including
Middle Central Asia, the Balkans, the Middle East, the Kafkasia Region, and the Russian Federations, studying in a main university
in İzmir, Turkey, participated in the study. The Multicultural Personality Questionnaire (Van der Zee and Van Oudenhoven,
2000) and a demographic information questionnaire were used to collect data, which were examined in regard to responses to the
University Life Scale (Aladağ, Kağnıcı, Tuna and Tezer, 2003). According to the results, while demographic variables did not significantly predict the university adjustment of international
students, multicultural personality variables did. Social initiative, emotional stability, open-mindedness and cultural empathy
were found to be significant predictors of university adjustment. 相似文献
952.
In this paper we analyze the role played by self-confidence, modeled as beliefs about one's ability, in shaping task choices. We propose a model in which fully rational agents exploit all the available information to update their beliefs using Bayes’ rule, eventually learning their true type. We show that when the learning process does not converge quickly to the true ability level, small differences in initial confidence can result in diverging patterns of human capital accumulation between otherwise identical individuals. If differences in self-confidence are correlated with socio-economic background (as a large body of empirical literature suggests), self-confidence can be a channel through which education and earning inequalities perpetuate across generations. Our theory suggests that cognitive tests should take place as early as possible, in order to avoid that systematic differences in self-confidence among equally talented people lead to the emergence of gaps in the accumulation of human capital. 相似文献
953.
954.
Research on masculinity has become an important area of gender and education that includes a wide range of empirical concerns and theoretical approaches. This article identifies a number of studies that are asking questions about the conceptual usefulness of masculinity within educational contexts. The first section explores how educational researchers are beginning to suggest alternative ways that hegemonic masculinity may be configured. The second section draws upon work that interrogates the disconnection of gender from sex. Such work considers the importance of understanding schooling worlds through an untethering of gender categories from physical bodies. The third section suggests the possibility of a post-masculinity position by exploring research that questions the viability of masculinity as a conceptual frame to understand gender. In conclusion, the paper argues that such developments can be used heuristically to inform the critical reflexiveness of future research in the area. 相似文献
955.
The framing of teaching standards within restrictive managerial or collaborative democratic ideologies impacts significantly on initial teacher education. Semi-structured interviews were used to explore teacher educators’ (n = 13) perspectives on beginning teacher standards for physical education teacher education in Ireland. Teacher educators favoured a standards-based approach to support consensus within the profession and clear expectations for beginning teachers. They suggested that provision of quality assurance through increased accountability and regulation could enhance the status of the profession based on a democratic ideology of teacher professionalism. The potential of standards to foreground a particular ideology of teacher professionalism is discussed. 相似文献
956.
Inclusive education policy, now the norm in many parts of the world including Iceland, is highly dependent on teachers for its successful implementation. Research on inclusion often attempts to identify teachers’ attitudes of inclusion (against/for). This article takes a different approach. It focuses on teachers’ perspectives of their professional practices; that is, how teachers understand what it means to be and practise as a teacher. We interviewed 10 Icelandic compulsory school teachers and also examined teaching logs and associated documents. The findings suggest that the teachers participating in this study have conflicting expectations towards their professional practice. They have unclear ideas about the inclusive ideology, and external factors influence teachers’ perception of their professional practice more than reflective practices. We suggest that these findings may well be applicable beyond the Icelandic context, and that they have implications for the overall in-service and pre-service education offered to teachers. 相似文献
957.
An experiment was carried out to compare the time course of the acquisition of two basic spelling mechanisms in Spanish, a shallow system, and French, a deep system. The first was lexical. It relies on the orthographic lexicon, a hypothetical structure containing the orthographic representations of words accessible for word spelling. To evaluate its contribution the participants were asked to spell words of high and low frequency containing phonemes which can take different graphemic values. The second mechanism relies on sub-lexical processes. Its contribution was evaluated asking the participants to spell words containing consistent phoneme-to-grapheme translation pairs which were identical in Spanish and French. Two contrasting predictions were considered, one derived from the Orthographic Depth Hypothesis (ODH, Frost, 2005) and the other from the Self-Teaching Hypothesis (STH, Share, 2004). According to the ODH, the orthographic lexicon should develop more rapidly in French than in Spanish because Spanish spellers can rely on phoneme-to-grapheme translation mechanisms to spell most words, meaning that they do not need to resort to the orthographic lexicon. In contrast, the STH suggests that effective identification of a word gradually generates its orthographic representation. The results revealed that both spelling mechanisms develop far faster in Spanish than in French. The fact that word frequency effects appeared earlier in Spanish than in French, indicating that the orthographic lexicon incorporates words more rapidly in a shallow than in a deep system, is clearly incompatible with the ODH and easier to handle in the context of the STH. 相似文献
958.
Belén García-Cabeza Ana Sánchez-Bello 《International Journal of Science Education》2013,35(10):1725-1755
Sex education is principally dealt with as part of the combined subject of Biology and Geology in the Spanish school curriculum. Teachers of this subject are not specifically trained to teach sex education, and thus the contents of their assigned textbooks are the main source of information available to them in this field. The main goal of this study was to determine what information Biology and Geology textbooks provide with regard to sex education and the vision of sexuality they give, but above all to reveal which perspectives of sex education they legitimise and which they silence. We analysed the textbooks in question by interpreting both visual and text representations, as a means of enabling us to investigate the nature of the discourse on sex education. With this aim, we have used a qualitative methodology, based on the content analysis. The main analytical tool was an in-house grid constructed to allow us to analyse the visual and textual representations. Our analysis of the combined Biology and Geology textbooks for Secondary Year 3 revealed that there is a tendency to reproduce models of sex education that take place within a framework of the more traditional discourses. Besides, the results suggested that the most of the sample chosen for this study makes a superficial, incomplete, incorrect or biased approach to sex education. 相似文献
959.
Hernán Cofré Emilia Cuevas Beatriz Becerra 《International Journal of Science Education》2013,35(16):2243-2260
ABSTRACTDespite the importance of the theory of evolution (TE) to scientific knowledge, a number of misconceptions continue to be found among biology teachers. In this context, the first objective of this study was to identify the impact of professional development programme (PDP) on teachers’ understanding of nature of science (NOS) and evolution and on the acceptance of this theory. Its second objective was to study the relationship among these variables. Three instruments were used to quantify these variables: the Views of the Nature of Science Version D (VNOS D+), the Assessing Contextual Reasoning about Natural Selection (ACORN), and the Measure of Acceptance of Theory of Evolution (MATE). The results indicate that the PDP had a positive impact on teachers, significantly improving their understanding of the NOS and natural selection, as well as their acceptance of the TE. Furthermore, a positive correlation between the understanding of the NOS obtained by teachers in the first part of the PDP and the understanding and acceptance of evolution that these teachers showed at the end of the programme was determined. However, no relationship between an understanding of the NOS and gains in the understanding and acceptance of evolution was found. 相似文献
960.
ABSTRACTThe aim of the present investigation was to analyse the role of academic self-efficacy and approaches to learning in general and in Physics and Chemistry academic achievements. The sample comprised 507 secondary school students of two Spanish schools and the study was conducted in the context of a Physics and Chemistry subject. Structural equation models showed that surface motive was the only type of learning approach directly related to performance. Besides, our models revealed that self-efficacy plays an important role as a mediating variable between the surface strategy and the deep motive learning approaches and academic achievement. Gender effects were also studied as girls showed higher levels of achievement both in general performance and in Physics and Chemistry. Implications for science education and suggestions for future research of these findings are also discussed. 相似文献