全文获取类型
收费全文 | 360篇 |
免费 | 0篇 |
国内免费 | 2篇 |
专业分类
教育 | 246篇 |
科学研究 | 3篇 |
各国文化 | 1篇 |
体育 | 8篇 |
信息传播 | 104篇 |
出版年
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 2篇 |
2013年 | 16篇 |
2010年 | 2篇 |
2008年 | 10篇 |
2007年 | 5篇 |
2006年 | 8篇 |
2005年 | 2篇 |
2003年 | 17篇 |
2001年 | 3篇 |
2000年 | 4篇 |
1999年 | 5篇 |
1998年 | 5篇 |
1997年 | 6篇 |
1996年 | 16篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 11篇 |
1992年 | 19篇 |
1991年 | 16篇 |
1990年 | 10篇 |
1989年 | 13篇 |
1988年 | 18篇 |
1987年 | 11篇 |
1986年 | 9篇 |
1985年 | 13篇 |
1984年 | 8篇 |
1983年 | 9篇 |
1982年 | 13篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 7篇 |
1978年 | 6篇 |
1977年 | 6篇 |
1976年 | 9篇 |
1975年 | 3篇 |
1973年 | 9篇 |
1972年 | 6篇 |
1971年 | 2篇 |
1970年 | 3篇 |
1969年 | 8篇 |
1966年 | 2篇 |
1964年 | 2篇 |
1963年 | 2篇 |
1962年 | 2篇 |
1961年 | 1篇 |
1960年 | 1篇 |
1958年 | 2篇 |
1957年 | 1篇 |
排序方式: 共有362条查询结果,搜索用时 0 毫秒
91.
It was hypothesized that explicit instruction in the use of a conceptual framework would be more effective than feedback about behavior in teaching the conceptual skills of problem definition and goal formulation to beginning practicum students. Counseling trainees received one of two kinds of supervision, instruction or feedback, in written form following an interview with a role-play client. They subsequently interviewed two more role-play clients. After each interview, trainees formulated problem definitions, short-term goals, and outcome goals for the case. At the end of the experiment, they rated the supervision they received and their own counseling performance in the three interviews. Results did not support the hypothesis, but rather the reverse. Feedback was found to be more effective in teaching goal formulation and was perceived by trainees to be more effective. 相似文献
92.
相似文献
93.
94.
95.
96.
97.
DAVID CARR 《Journal of Philosophy of Education》1992,26(2):215-225
ABSTRACT Recent educational theorising about the nature of teaching, learning and assessment has made much of a distinction between processes and products and of so-called process models of education und curriculum. Following on from reflections on the historical provenance and subsequent evolution of process talk in psychology and the philosophy of mind it is argued in this article that such talk can only import serious conceptual confusion and ambiguity into our attempts to understand clearly and adequately the business of human learning. In the light of this it would be altogether better for us to expunge the language of process from the discourse of education. 相似文献
98.
99.
DAVID SCOTT 《Journal of Philosophy of Education》2005,39(4):633-646
In the light of recent writings of Richard Pring, and in relation to the application of empirical research methods in education, this paper offers a corrective to a neo-realist viewpoint and develops a critical realist perspective. The argument is made that the deployment of empirical research methods needs to be underpinned by a meta-theory embracing epistemological and ontological elements; that this meta-theory does not commit one to the view that absolute knowledge of the social world is possible; and that critical realism is the most appropriate meta-theory to underpin the use of empirical research methods. Further to this, unhelpful dualisms between quantitative and qualitative methodologies, and between structure and agency, are discussed in relation to neo-realist and critical realist perspectives. 相似文献
100.