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141.
Michael Slater David Karan Donna Rouner Denise Walters 《Journal of Applied Communication Research》2013,41(1):27-49
This study examined threatening background visuals and voice-over differences in televised alcohol warnings. Participants ( N v = v 401) viewed four television adwarning pairs embedded in sports programming. Between-subjects conditions included a threatening visual behind the warning, a non-threatening visual, a plain background, and a no-warning control. Use of a male or female announcer, each using a relatively warm or imperative voice quality, were manipulated within-subject factors. Outcomes included knowledge, cognitive responses regarding warning content and presentation, and perceptions of the risk of the product (beer) shown in the ad. All warnings increased post-test knowledge of alcohol risks relative to control; the largest increase resulted when warnings were accompanied by the threatening visual. Threatening visuals also increased positive thought elaborations about the warning message content and presentation. However, the threatening visuals did not reliably impact perceived risk of beer use, suggesting that threatening visuals influenced responses and knowledge by increasing attention to the warning rather than by increasing perceived threat. These findings are consistent with the EPPM's proposed initial threat appraisal mechanism (Witte, 1992), and further suggest that threatening visuals serve as a heuristic cue motivating increased processing of message content (see Eagly & Chaiken, 1993), rather than an influence via a peripheral route as suggested by the ELM (Petty & Cacioppo, 1986). Interactions between drinking level and announcer gender and vocal quality variables were also found, but contributed only trivially to explained variance. 相似文献
142.
ABSTRACTMotivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students’ performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic factors (e.g., marital status, employment status). Motivation was found to be significantly correlated with both semester and cumulative grade point average (GPA), while associations between self-regulation and performance were more limited. Further, motivation was found to be a significant predictor of semester GPA in a model controlling for sociodemographic factors and prior achievement. Motivation and self-regulation were also found to differ according to students’ sociodemographic status. For instance, transfer students with children under 18 were found to have significantly higher levels of motivation than nonparents. Those employed full-time had lower levels of self-regulation than did their nonemployed peers. Implications for further research on community college transfer students and online learning are discussed. 相似文献
143.
Previous studies have shown the relevance of the syllable as a programming unit in handwriting production, both in adults and elementary school children. This longitudinal study focuses on the acquisition of writing skills in a group of preschoolers. It examines how and when the syllable structure of the word starts regulating motor programming in handwriting. Eighteen five year old preschoolers copied six-letter Catalan words (disyllabic and trisyllabic) on a digitiser at three different times over the academic year (January, March, and May). The words were written in uppercase letters. We measured the duration of the inter-letter intervals (ILI) to gather information on the timing of motor programming. The results indicated that from January to March the children were mostly focused on movement proficiency. The results also showed different profiles of ILI duration for the two types of words over the three sessions. For disyllabic words, the syllable regulated movement programming in January; for trisyllabic words, this happened in March. This suggests that the syllable already plays a role in the programming of handwriting movements in kindergarten. 相似文献
144.
ABSTRACT This qualitative study focuses on Portage home visiting. In‐depth interviews were conducted with 12 Portage home visitors which were transcribed and analysed according to the procedures of Grounded Theory. The following three main themes were identified: the ethos of the Portage model of early intervention; the process of Portage home visiting; and the Portage home visitor as a family supporter. A proposed model of the factors that influence the Portage practice of family support is derived from the data. The discussion addresses the relationship of these findings to the management of Portage home visiting and highlights the use of qualitative methodology in researching the early education of children with special needs. 相似文献
145.
During stress, teachers undergo an identity passage. In the first phase, many cherished aspects of the self are attacked and become separated from the personal identity until the individual becomes completely disorientated. During transition, rock bottom is reached, but also the beginnings of redemption appear through 'cocooning' and the influence of significant others. Self-renewal follows during which, for some, a new personal identity is constructed, mostly through relocating and modifying the teacher role, or through re-routeing out of teaching altogether. Using evidence derived from a series of detailed, longitudinal interviews with a group of 21 secondary school teachers, all clinically diagnosed as suffering from stress, the authors examine the structure and process of this identity passage and explore how the extreme emotions involved are socially structured. 相似文献
146.
In his American University address, Kennedy employed epideictic progression, a pedagogical process drawing upon dissociation and epideictic norms to convince listeners, gradually, to embrace a new vision—in this case, a world in which a test-ban treaty with the U.S.S.R. was possible. To do so, Kennedy's words: (1) united the audience behind the value of “genuine peace”; (2) humanized the Soviets as worthy partners in genuine peace; (3) established the reality of the Cold War and the credibility of U.S. leadership; and (4) connected lessons on genuine peace to domestic civil rights. 相似文献
147.
Denise M. Bostdorff 《Quarterly Journal of Speech》2013,99(4):293-319
The appeal of Bush's post-September 11 discourse lies in its similarities with the Puritan rhetoric of covenant renewal by which ministers brought second- and third-generation Puritans into the church. Through this epideictic discourse, Bush implored younger Americans to uphold the national covenant of their “elders,” the World War II generation, through support of the war on terrorism, and he revitalized the faith of the older generation. Bush's covenant renewal rhetoric in the context of September 11 inaugurated him into the presidency. It also explains his predilection for unilateral and/or pre-emptive action and his call for acts of local community service. 相似文献
148.
I. L. Kandel 《The Educational forum》2013,77(1):105-108
BIOGRAPHY: Alexander Hamilton by Nathan Schachner. D. Appleton-Century Company, 488 pp., 35 pp. of copious notes, 8 pp. of references to original and secondary sources. $4.00. On the Edge of Evening by Cornelius Weygandt. G. P. Putnam's Sons, 217 pp. $3.00. Democratic Education In Practice by Rose Schneideman, Harper and Brothers. 534 pp. Price 3.00. Developing The Secondary School Curriculum by J. Paul Leonard. Rinehart &; Company, Inc. 552 pp. $3.50. Educating America's Children by Fay Adams. The Ronald Press Company. 490 PP. $3.75. State Programs For The Improvement of Teacher Education by Charles E. Prall. American Council on Education. 379 pp. $3.00. The Elementary School Subjects by Luella Cole. Rinehart and Company, 455 PP. $3.25. Toward Improving Ph.D Programs by Ernest V. Hollis. XII + 204 pp. American Council on Education; Washington, D.C. 1945. $2.50. GENERAL LITERATURE: Many Mexicos by Lesley Byrd Simpson. G. P. Putnam's Sons. 322 pages. $3.50. My Africa by Mbonu Ojike. The John Day Company. 345 PP- $3.75. MATHEMATICS: Making Sure of Arithmetic by Robert L. Morton, Merle Gray, Elizabeth Springstun, and William L. Schaaf. Silver Burdett Company. 348 pp. $1.04. PSYCHOLOGY: Psychology For Nurses by Bess V. Cunningham. D. Appleton-Century Company. 322 pp. $3.00. The Psychology of Teaching by Asahel D. Woodruff. Longmans, Green &; Co., Inc. 175 pp. $1.75. SCIENCE: Fishes and Shells of The Pacific World by John T. Nichols and Paul Bartsch. The Macmillan Company, 196 pp. $2.50. The Story of The Helicopter by Devon Francis. Coward-McCann, Inc. Pp. X+ 175. $3.00. SOCIAL STUDIES: A Negro's Faith In America by Spencer Logan. The Macmillan Company. 88 PP. $1.75. Democratic Human Relations, edited by Hilda Taba and William Van Til. The National Council for the Social Studies, a department of the N.E.A. Washington, 366 pages. $2.00. Learn and Live by Clara M. Olson and Norman D. Fletcher. Pp. 101. Alfred P. Sloan Foundation, Inc. 30 Rockefeller Plaza, New York, 101 pp. $1.50. 相似文献
149.
The study reported in this paper investigated the usefulness of different instructions for guiding inexperienced older adults through interactive systems. It was designed to compare different media in relation to their social as well as their motivational impact on the elderly during the learning process. Precisely, the video was compared with textual help and the impact of model age (young versus old) on knowledge acquisition was explored. As a research object, a simulated ticket-vending machine was used. Results show that video-supported knowledge acquisition is better than text, but in relation to model age, no significant differences were found. 相似文献
150.
Classroom level data driven decision-making (DDDM) involves the use of data to identify patterns of performance that reveal students’ academic strengths and weaknesses relative to established learning goals, and the planning of instructional practices to support academic success for all students. Although DDDM is not a new paradigm in education, little is known about what variables facilitate teacher adoption of DDDM practices. The aim of this work was to introduce two such variables, DDDM efficacy and DDDM anxiety, and a measure of these constructs, the DDDM efficacy and anxiety (3D-MEA) inventory. The 1728 participants in this study were K-12 teachers who had experienced varying levels of DDDM professional development in a Pacific Northwestern state. Exploratory factor analysis (EFA) (n = 864) and confirmatory factor analysis (CFA) (n = 864) were utilized to evaluate the psychometric properties of the 3D-MEA Inventory. Results supported a five-factor model. A discussion of the results and their implications ensue. 相似文献