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61.
In this, as in two prior experiments, goldfish trained with small reward for response to one color and large reward for response to another color performed less well for the small reward than control animals trained with small reward for response to both colors. The results obtained in the present experiment (with liquid food as reward) cannot be explained in terms of postingestive inhibition (evidence from the prior experiments withTubifex worms as reward being inconsistent on this point) or in terms of within-sessions decrement in drive. The results bear on the phyletic generality of simultaneous contrast and on the relation of simultaneous to successive contrast, a phenomenon that has thus far failed to appear in goldfish.  相似文献   
62.
The Wechsler Intelligence Scale for Children–Third Edition (WISC‐III) and the Stanford‐Binet Intelligence Scale–Fourth Edition (SB‐IV), were administered to 20 gifted children and 20 non‐gifted children to examine the extent of the difference in IQ scores obtained on the two tests and whether order effects were present. Results show that the SB‐IV Composite Score was significantly higher than the WISC‐III Full Scale IQ for both groups. However, for the gifted group, unlike the non‐gifted group, this difference achieved significance only when the SB‐IV was administered first. When either IQ test was administered to the gifted students for the first time, without the confound of a learning influence, there was no significant difference in mean scores. However, when both tests were administered, it was found that the SB‐IV influenced the WISC‐III Full Scale IQ in a downward direction whereas the WISC‐III influenced the SB‐IV Composite Score in an upward direction. © 2002 Wiley Periodicals, Inc.  相似文献   
63.
A hierarchical and multi-dimensional model of self-concept is well-validated. Despite increasing evidence that self-concept comprises two latent factors related to perceptions of ‘competence’ and ‘affect’, many researchers continue to examine the impact of a unitary self-concept on educational outcomes. This study explores evidence for a 2-factor academic subject-specific self-concept factor structure and examines the association between these factors with self-efficacy in a sample of higher education students. Participants from two studies (N?=?314; N?=?475) were enrolled in introductory psychology courses. Exploratory (EFA) and confirmatory (CFA) factor analysis examined and confirmed the factor structure of two oblique self-concept factors, reflecting affect and competence, in both studies. Temporal invariance of the 2-factor model was supported. Despite a substantial literature that discriminates between self-concept and self-efficacy, self-efficacy appears to be itself a facet of competency self-concept.  相似文献   
64.
This study explores how two language teachers constructed and reconstructed their professional identities through their action research (AR) facilitated by university researchers in China. Informed by the theory of ‘community of practice’, the findings of the study show that AR exerted a transformative impact on the teachers’ identity development. Four distinctive routes of identity change were noted, namely their transformation from ‘fisherman’ to ‘fishing coach’, from ‘craftsman’ to ‘teacher researcher’, from ‘lonely fighter’ to ‘collaborator’, and from ‘housekeeper’ to ‘change agent’. Such change can be attributed to their engagement and practice in different communities of practice. However, the participants’ identity development also encountered some contextual obstacles, including the rigid school curriculum, lack of research knowledge, as well as the power dynamics between them and the researchers. Several implications can be drawn for teachers, teacher educators, and school leaders to help teachers construct a solid and robust professional identity in seeking their continuing professional development through AR.  相似文献   
65.
A university student sample was used to compare school-specific (i.e., personality at school) and general personality (i.e., personality across all life domains) over eight weeks. School-specific and general personality incrementally predicted change in school-specific criteria (i.e., school satisfaction and school citizenship behaviors). Less consistent results were found for general criteria. Specifically, school-specific and general personality incrementally predicted change in general mental health, but failed to incrementally predict change in life satisfaction. In addition, we examined the school-specific–general personality relationship over time. Contrary to expectations, a unidirectional relationship was found in which school-specific personality predicted change in general personality, but general personality did not predict change in school-specific personality. Theoretical and practical implications are discussed.  相似文献   
66.
We studied a group of fourth grade students identified by their classroom teachers as having above average ability in mathematics who were participating in pull-out enrichment sessions. We sought to test, using observational and microgenetic methods, hypotheses regarding students' measurement strategies that have been generated post hoc by other research teams. These above-average mathematics students did not show initial difficulties with turn commands previously reported in mixed populations. They created strategies to accurately determine the correct direction of turn and to estimate the amount of turn. They did follow a similar developmental order as students in previous work: They synthesized and integrated two schemes, turn as body movement and turn as number. Analyses extending this work revealed a process of psychological curtailment in which students gradually replace full rotations of their bodies with smaller rotations of an arm, hand, or finger.This revised version was published online in September 2005 with corrections to the Cover Date.  相似文献   
67.
This paper reviews the ways in which contributors to the International Review of Education have discussed the role of education in social change. It asserts that education is seen as a major vector in society, but that it is largely allocated a conservative role, since its main function is in the socialisation of the young and the maintenance of the social order. During times of rapid social change, such as the second half of the 20th century, the role of education in the service of the nation is emphasised. When things are going well, especially economically, more experimentation with education is supported, and more idealistic goals are pursued, such as equity of educational opportunity. It is in the ideological and moral spheres, however, that education is most clearly expected to play a leading role. The author traces the relationship between education and social change as reflected in the journal since the 1930s.  相似文献   
68.
Universities were mandated in 1972 to expand their recruitment and hiring efforts with the intent of employing more individuals from underrepresented populations. This study presents data relating to the hiring of academic administrators over the period 1972–1979. While there appear to be substantial changes in the hiring process and in the costs of hiring, there is little evidence to support the intent of the legislation to involve more minorities in the academic leadership and management of higher education institutions.  相似文献   
69.
The terminal examination of post-primary education in Ireland, the Leaving Certificate, is often criticised for the reliance on memory recall over higher order thinking skills in the assessment process. In order to examine the evidence base for these critiques, this article presents an empirical investigation of the intellectual skills and knowledge domains implicit in the tasks in the written examination papers of 23 subjects in the Leaving Certificate in Ireland from 2005 to 2010. Data were collected from two sources: examination papers and student interviews. In an in-depth document analysis of the examination papers, 14,910 occurrences of command verbs were coded for the intellectual skill and knowledge domains required by the assessment task. As the same verb can require different intellectual skills in different subjects and in different tasks, each occurrence of every verb was assigned a specific value depending on its context. The article presents the frequencies and distributions of intellectual skills and knowledge domains within and across subjects. In light of key points in the literature search, the findings indicate concern regarding the level of challenge and stimulation for the development of students of the Leaving Certificate.  相似文献   
70.
Participation of people with disabilities in producing and using research is critical for monitoring the implementation of the United Nations Convention on the Rights of Persons with Disabilities (CRPD). The Research Active Programme (RAP) is a module designed to build research capacity of students with intellectual disabilities. RAP was implemented over 11 weeks in 2 Irish universities. The mixed methods programme evaluation was completed from the students' perspectives, attending to curriculum content, pedagogical approach, the research knowledge and skills acquired by students. Twenty-five students completed interviews before and after engaging in RAP. Focus groups and quizzes were held after sessions to assess learning outcomes. Content analysis was used to interpret student perspectives. RAP was an effective approach for supporting students with intellectual disabilities to develop introductory research knowledge and skills; however, across the cohort, there were differences in demonstrated learning. Student expectations with respect to overall curriculum design, learning outcomes and delivery were reviewed. Specifically, learning outcomes, module delivery and assessment strategies were critiqued. Overall, the RAP curriculum supported research skill development in students. This module prepared people with intellectual disabilities to engage more fully as research partners in monitoring the implementation of the CRPD.  相似文献   
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