全文获取类型
收费全文 | 599篇 |
免费 | 11篇 |
专业分类
教育 | 426篇 |
科学研究 | 27篇 |
各国文化 | 11篇 |
体育 | 73篇 |
文化理论 | 3篇 |
信息传播 | 70篇 |
出版年
2023年 | 5篇 |
2022年 | 2篇 |
2021年 | 9篇 |
2020年 | 12篇 |
2019年 | 20篇 |
2018年 | 24篇 |
2017年 | 25篇 |
2016年 | 31篇 |
2015年 | 16篇 |
2014年 | 23篇 |
2013年 | 142篇 |
2012年 | 12篇 |
2011年 | 13篇 |
2010年 | 12篇 |
2009年 | 16篇 |
2008年 | 16篇 |
2007年 | 9篇 |
2006年 | 13篇 |
2005年 | 4篇 |
2004年 | 8篇 |
2003年 | 13篇 |
2002年 | 10篇 |
2001年 | 9篇 |
2000年 | 12篇 |
1999年 | 10篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 10篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 9篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 10篇 |
1983年 | 5篇 |
1982年 | 9篇 |
1981年 | 11篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 4篇 |
1976年 | 3篇 |
1975年 | 3篇 |
1974年 | 5篇 |
1882年 | 1篇 |
排序方式: 共有610条查询结果,搜索用时 15 毫秒
111.
Cecil Meeusen 《The Journal of environmental education》2013,44(2):77-90
This article reports on the intergenerational transmission of environmental concern and the explanatory power of communication patterns within the family. Using representative data from the Parent-Child Socialization Study in Belgium (PCSS, 2012), this article focuses on the relative influence of the mother and the father, and gender-specific patterns in the transmission of environmental attitudes. The results clearly confirm the transmission hypothesis: both the mother and the father have a significant influence on the environmental concern of their offspring. No gender-specific transmission mechanisms were found. In families that communicate regularly about the environment, transmission was more effective. Nevertheless, the transmission effects were only moderate, indicating that environmental concern may not be a core attitude within Belgian families. 相似文献
112.
113.
Jeffrey Morgan 《Educational Philosophy and Theory》2013,45(3):291-304
This article argues that Buddhist philosophy offers a plausible theory of the education of the emotions. Emotions are analyzed as cognitive feeling events in which the subject is passive. The education of the emotions is possible if and only if it is possible to evaluate one’s emotional life (the normative condition) and it is possible to satisfy the normative condition through learning (the pedagogical condition). Drawing on the Four Noble Truths of Buddhism, as well as the concepts of conditioned arising, emptiness and anattā, the article presents a view of the education of the emotions that rejects craving for permanence. 相似文献
114.
Julie G. Kosteniuk Debra G. Morgan Megan E. O’Connell Vanina Dal Bello-Haas Norma J. Stewart 《Educational gerontology》2013,39(9):608-620
ABSTRACTHome care staff who provide housekeeping and personal care to individuals with dementia generally have lower levels of dementia care training compared with other health care providers. The study's purposes were to determine whether the professional role of home care staff in a predominantly rural region was associated with preferences for delivery formats of dementia-specific continuing education (CE) programs, and challenges and catalysts to attending CE on any topic. From January through March, 2014, 82 of 111 eligible home care staff in one Saskatchewan health region completed a cross-sectional postal survey (73.9% response rate). The survey included 41 nurses/case managers (client care coordinators, assessors, and team managers) and 41 continuing care aides (home health aides). Nurses/case managers and aides were equally likely to report moderate to high interest in locally delivered CE and low interest in Internet-based and computer-based CE. Compared with nurses/case managers, aides were more likely to report challenges to CE attendance due to CE not being a requirement of their position or relevant to their work. Low staffing levels were the top challenge regardless of professional role. Nurses/case managers and aides were equally likely to identify locally offered programs and paid time off as the top two catalysts of CE attendance. Given the growing number of individuals with dementia receiving home care services, the current study suggests that continuing education should be offered locally and included in rural staff’s paid time in order to encourage attendance. 相似文献
115.
This paper addresses the call for evidence-based practice by describing an initiative in school-university partnership that has led to the establishment of a community of teacher researchers whose investigations provide the evidence upon which they make decisions to improve their teaching. This is a new way of approaching the idea of evidence-based practice, where the evidence comes through personal testimony that 'rings true'. In this mode of research the processes of research are shared so that the outcomes of the research may be disseminated through 'transferability' rather than 'generalisability'. The first part describes the partnership, which involved the adaptation of existing structures in the school (staff development) and the university (accreditation) to create a new more democratic, more productive relationship. The second part of the paper describes the work of one teacher who applied the principles from her own learning within the teacher group to her management of her students' learning in such a way that the excitement of independent learning that had been a feature of the teacher group was transferred to the students. The third part of the paper addresses the politics of such research and makes a case for including teachers' and students' knowledge of their own practice as evidence to inform policy development. 相似文献
116.
With the recent adoption of the Common Core standards in many states, there is a need for quality information about textbook alignment to standards. While there are many existing content analysis procedures, these generally have little, if any, validity or reliability evidence. One exception is the Surveys of Enacted Curriculum (SEC), which has been widely used to analyze the alignment among standards, assessments, and teachers’ instruction. However, the SEC can be time‐consuming and expensive when used for this purpose. This study extends the SEC to the analysis of entire mathematics textbooks and investigates whether the results of SEC alignment analyses are affected if the content analysis procedure is simplified. The results indicate that analyzing only every fifth item produces nearly identical alignment results with no effect on the reliability of content analyses. 相似文献
117.
The study examined the moderating role of children's affect-biased attention to angry, fearful, and sad adult faces in the link between interparental conflict and children's distinct forms of involvement. Participants included 243 preschool children (Mage = 4.60 years, 56% female) and their parents from racially (48% African American, 43% White) and socioeconomically (median annual household income = $36,000) diverse backgrounds. Data collection took place in the Northeastern United States (2010–2014). Utilizing a multi-method, multi-informant, longitudinal design, attention away from anger selectively amplified the link between interparental conflict and children's subsequent coercive involvement (β = −.15). Greater attention to fear potentiated the pathway between interparental conflict and children's later cautious (β = .14) and caregiving involvement (β = .15). Findings are interpreted in the context of environmental sensitivity models. 相似文献
118.
Edward E. Morgan Jr. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(2):207-215
American students participating in a study abroad program in Switzerland were studied over a three-year period (1968–1970) using the methods of participant observation and written questionnaires. The researcher developed a typology of five unique types of student adaptation. From this typology recommendations are made to increase the educational impact of study abroad on participants. 相似文献
119.
The purpose of this study was to determine whether criminal thinking interacts with the rational requirements of human decision-making in a group of college students. A convenience sample of 315 undergraduates (114 males, 201 females) completed self-report measures of criminal thinking and estimated their likelihood of cheating on an exam given different levels of certainty of apprehension. A repeated-measures analysis of covariance revealed that students were significantly more likely to seize on the opportunity to cheat when the certainty of getting caught was 10% than when it was 50% and that students with higher levels of criminal thinking were more likely to take the opportunity to cheat than students with lower levels of criminal thinking. In addition, students exhibiting moderate proactive criminal thinking and moderate to high reactive criminal thinking were significantly less likely to be deterred from cheating when the odds of getting caught were low. 相似文献
120.