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OBJECTIVE: This study aimed to examine the level of sexual abuse knowledge and self-protection skills in a sample of female Chinese adolescents with mild mental retardation. It was hypothesized that the participants would exhibit impoverished knowledge on sexual abuse and related self-protection strategies. METHOD: A total of 77 female Chinese adolescents aged from 11 to 15 years old who met the inclusion criterion of the study were recruited from four special schools for mental retardation. The Chinese versions of the Personal Safety Questionnaire and the "What If' Situation Test (Wurtele, 1990) were administered orally to the participants during individual interviews. RESULTS: Participants were more able to accurately recognize inappropriate than appropriate touches and sexual requests, and possessed limited information about sexual abuse. They were also inadequate in protecting themselves against sexual abuse, and had the most difficulty in reporting the sexually abusive incident and characteristics of the offender. Regression analyses also showed that their sexual abuse knowledge was the best predictor for self-protection skills. CONCLUSION: The present findings provided strong cross-cultural support to previous Western studies that found females with mild mental retardation of high risk to sexual abuse and in need of specially designed prevention program to enhance their competency against sexual victimization and exploitation. With modification and refinement, measurement scales used in the Western general population could be extended to Chinese adolescents with mental retardation. Suggestions on the design of the sexual abuse prevention programs, limitations of the present study, and recommendations for future studies were also discussed. 相似文献
224.
Following the recommendations of Lent, Brown and Hackett's Social Cognitive Career Theory (2000), we measured eighth grade boys' and girls' perception of the proportion of men and women employed in occupations and their level of interest and self-efficacy for those occupations. Results indicated that eighth grade boys and girls expressed stronger career interest in and higher self-efficacy for those occupations that they rated as employing more of their own gender. The study highlights how career practitioners can work with adolescents to widen their perceived range of occupational choices. 相似文献
225.
Susan Y. H. Sun 《Distance Education》2016,37(3):349-365
This study reports on a teacher’s ongoing design activities in a fully online language course when the class was in progress. The aims were, firstly, to provide first-hand experience and insight into a teacher’s design work in a real-life, technology-enhanced learning (TEL) classroom; and secondly, to facilitate reflective analysis of the emerging design events. A hermeneutic phenomenological approach was adopted for data collection, and the analysis of data was further aided by the framework of forward-oriented design for learning (Goodyear & Dimitriadis, 2013), which considers educational design as a continuing and forward-looking practice including processes of orchestration, configuration, reflection and re-design. Fifteen design events were collected, which provided a snapshot of how and what design activities emerged from a complex, constantly evolving TEL classroom. The interpretation and analysis reveal insights related to various design processes. The findings highlight the forward-looking, ongoing, process-oriented and cyclical nature of TEL design. 相似文献
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A. W. E. A. Bakx J. M. M. Van der Sanden K. Sijtsma M. A. Croon Y. J. M. Vermetten 《Higher Education》2006,51(1):71-104
An important purpose of higher social work education is to guide students to acquire and develop social-communicative competencies.
The purpose of this study was to investigate the role students’ personality characteristics, self-perceived communicative
competence and learning conceptions play in the acquisition and development of social-communicative competencies. We designed
and tested a hypothetical model on the student-related variables – self-perceived communicative competence, learning conceptions
and reported learning activities regarding communication – in relation to performance scores. We were interested in developmental
trends in the above mentioned variables. We also wanted to gain insight into the relationships among the variables. The study
was set up according to a longitudinal, within-subjects design in order to study intra-individual changes. One-hundred and
twenty-three first-year social-work students participated in this study. Many changes were found in students characteristics,
reported deployed learning activities and study results during their first academic year. Except for confidence in “showing
sympathy”, which was already relatively high at the beginning of the study, all scores on aspects of students’ self-perceived
social-communicative competence increased. Assessment scores on comparable communication tests also increased significantly.
Extraversion and emotional stability were the only two personality characteristics, which seemed rather stable. Agreeableness
decreased while autonomy increased continuously during the first academic year. It seemed to be possible to set up a model, which may
serve as a starting point for further research into the development of social-communicative competence. 相似文献
228.
Ajit K. Das Stephen Y. Chow Bruce Rutherford 《International journal for the advancement of counseling》1986,9(2):167-174
This paper reports the findings of three studies of the counseling needs of international students at a medium sized University in the Midwestern region of USA. The studies were conducted over a period of five years (1977–83), and provide an historical perspective on the changes in student needs as well as in the programs designed to respond to these needs. 相似文献
229.
The authors wish to express appreciation for the statistical help provided by James Wardrop and Ya-Mei Chen; and for the support provided by the Bureau of Educational Research and the Campus Research Board, University of Illinois. Also several persons helped with the development of the measures and data collection including Carole Ames, Mary Z. Anderson, Cindy Glidden, Fu-lin Y. Lee, Kirsten Peterson, and Barbara Powell. Requests for reprints may be addressed to the first author at the Educational Psychology Department, University of Illinois, 1310 South Sixth St., Champaign, IL 61820. 相似文献
230.
Poverty, Social Support, and Parental Behavior 总被引:9,自引:0,他引:9
The associations among poverty, measures of social support, and parents' reports of punitive and unsupportive behaviors were examined using the National Survey of Families and Households. Analyses revealed a significant interaction between perceived social support and household income: perceived social support was negatively associated with parents' reports of punitive behavior, but mainly when income was low. The amount of help received from others was negatively associated with parents' reports of unsupportive behavior. The study suggests that some forms of social support lower levels of problematic behavior among all parents, whereas other forms of social support are particularly beneficial to parents living in poverty. 相似文献