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491.
In this study, we explore what happens to young people labelled as having attention deficit hyperactivity disorder (ADHD) after they have been excluded from mainstream class and placed in a special class. More specifically, we focus on how a specific disability identity is locally accomplished and ascribed to a girl placed in an ADHD class containing only boys. Data are drawn from the communication books that regularly passed between the parents and teachers, and from ethnographic work in a special class for children aged 7–12 years diagnosed with ADHD, during a period of one school year. We draw on ethnomethodology, especially membership categorisation analysis, when investigating unfolding trajectories of shifting identifications during a school year. The detailed analysis reveals that the girl is accomplished as capable of managing her life in school at the beginning of the year, but by the end is constructed as disabled and identified as a typical ADHD girl in very subtle ways in the teacher's communication with the parents. Furthermore, our analysis highlights how the process of exclusion and social identification of the girl as a typical ADHD girl is mutually constructed and achieved across classroom activities in everyday schooling contexts. 相似文献
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494.
Ethics and Information Technology - Interactions between humans and machines that include artificial intelligence are increasingly common in nearly all areas of life. Meanwhile, AI-products are... 相似文献
495.
In Continuous Education curricula in Spain, the programs on sciences of the environment are aimed toward understandings of
sustainability. Teaching practice rarely leaves the classroom for outdoor field studies. At the same time, teaching practice
is generally focused on examples of how human activities are harmful for ecosystems. From a pedagogic point of view, it is
less effective to teach environmental science with negative examples such as catastrophe, tragedy, and crisis. Rather, teaching
environmental sciences and sustainable development might be focused on positive human-environment relationships, which is
both important for the further development of students and educators. Within rural settings, there are many such examples
of positive relationships that can be emphasized and integrated into the curriculum. In this article, we propose teaching
environmental sciences through immersion in rural cultural life. We discuss how fieldwork serves as a learning methodology.
When students are engaged through research with traditional cultural practices of environmental management, which is a part
of the real and traditional culture of a region, they better understand how positive pedagogy instead of pedagogy structured
around how not-to-do examples, can be used to stimulate the interactions between humans and the environment with their students.
In this way, cultural goods serve as teaching resources in science and environmental education. What we present is authentic
cases where adults involved in a course of Continuous Education explore ‘environmentally-friendly’ practices of traditional
agriculture in Asturias (north of Spain), employing methodologies of cultural studies. 相似文献
496.
In our continuously changing society, a need for updating one’s skills and knowledge puts pressure on safeguarding the labour
market position of low-qualified employees. However, prior research and official statistics show that employees with a lower
level of education tend to participate less in training than highly-educated individuals. This limited participation is associated
with employers offering fewer opportunities to low-qualified employees, but also with the fact that low-qualified employees
themselves might be less willing to participate. In other words, their learning intentions are assumed to be weaker and more
restricted than the learning intentions of highly-educated employees. The article reports on a quantitative survey research
on the learning intentions of 406 low-qualified employees. The results showed that employees who participated in formal job-related
learning activities during the last 5 years had a stronger learning intention than those who did not. Next, the results of
the stepwise regression showed that self-directedness, financial benefits, self-efficacy, and autonomy were significant positive
predictors of the learning intentions of low-qualified employees. Also, the limited number of possibilities or opportunities
to learn was not significant. The results indicated that a learning intention can lead towards the participation in learning
activities, but participation is not merely initiated by offering opportunities for learning. Organisational aspects such
as job autonomy and financial benefits can stimulate the learning intention of an employee. Finally, regarding the socio-demographic
variables, only limited differences were found. In short, employees with no educational qualifications and a full-time contract
had the lowest intention to learn. 相似文献
497.
Fedrigo Laurence Udayar Shagini Toscanelli Cecilia Clot-Siegrist Eva Durante Federico Masdonati Jonas 《International Journal for Educational and Vocational Guidance》2022,22(2):407-428
International Journal for Educational and Vocational Guidance - A major challenge for refugees and asylum seekers is social and professional integration. Using constructivist and capability... 相似文献
498.
Both talent and effort are considered essential sources of achievement, but past research suggests a preference for people who appear to achieve through talent. This research examined the potential naturalness preference in 306 Chinese children (Mage: 6.12 years; 164 girls) and 352 adults (Mage: 19.87 years; 182 women) in 2019. In Study 1, participants evaluated a natural or striver protagonist of equal achievement. Children attributed greater competence and warmth to naturals than strivers; adults exhibited this preference only when attributing competence. In Study 2, participants indicated their behavioral preferences between the two protagonists. Children, but not adults, interacted more with naturals than strivers. These findings indicate the naturalness preference emerges early (ds ≥ .27) but declines in strength over time. 相似文献
499.
Haina H. Modi Megan M. Davis Wendy Troop Gordon Eva H. Telzer Karen D. Rudolph 《Child development》2023,94(2):529-543
To examine whether need for approval (NFA) and antisocial behavior (ASB) moderate the effects of socioemotional stimuli on cognitive control, 88 girls (Mage = 16.31 years; SD = 0.84; 65.9% White) completed a socioemotional Go/No-go and questionnaires. At high approach NFA, girls responded more slowly during appetitive than control (b = −8.80, p < .01) and aversive (b = −5.58, p = .01) trials. At high ASB, girls responded more slowly (b = −6.12, p = .02) and less accurately (OR = 1.11, p = .03) during appetitive than aversive trials; at low ASB, girls responded more slowly during aversive than control trials (b = −4.42, p = .04). Thus, both context and individual differences influence adolescents' cognitive control. 相似文献
500.
Learning Environments Research - Changes in learning environments are pivotal when schools and local organizations embark on educational partnerships. Local organisations offer specialized... 相似文献