全文获取类型
收费全文 | 618篇 |
免费 | 1篇 |
专业分类
教育 | 494篇 |
科学研究 | 32篇 |
各国文化 | 15篇 |
体育 | 5篇 |
信息传播 | 73篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 8篇 |
2017年 | 17篇 |
2016年 | 13篇 |
2015年 | 12篇 |
2014年 | 12篇 |
2013年 | 121篇 |
2012年 | 20篇 |
2011年 | 13篇 |
2010年 | 23篇 |
2009年 | 15篇 |
2008年 | 17篇 |
2007年 | 13篇 |
2006年 | 5篇 |
2005年 | 14篇 |
2004年 | 14篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 5篇 |
2000年 | 7篇 |
1999年 | 10篇 |
1998年 | 8篇 |
1997年 | 6篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1993年 | 11篇 |
1992年 | 7篇 |
1991年 | 8篇 |
1990年 | 12篇 |
1989年 | 8篇 |
1988年 | 5篇 |
1987年 | 6篇 |
1984年 | 9篇 |
1983年 | 10篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 8篇 |
1979年 | 16篇 |
1978年 | 9篇 |
1976年 | 8篇 |
1975年 | 10篇 |
1974年 | 5篇 |
1972年 | 3篇 |
1971年 | 3篇 |
1968年 | 4篇 |
1866年 | 3篇 |
排序方式: 共有619条查询结果,搜索用时 7 毫秒
71.
The longitudinal contributions of emotion regulation and emotion lability‐negativity to internalizing symptomatology were examined in a low‐income sample (171 maltreated and 151 nonmaltreated children, from age 7 to 10 years). Latent difference score models indicated that for both maltreated and nonmaltreated children, emotion regulation was a mediator between emotion lability‐negativity and internalizing symptomatology, whereas emotion lability‐negativity was not a mediator between emotion regulation and internalizing symptomatology. Early maltreatment was associated with high emotion lability‐negativity (age 7) that contributed to poor emotion regulation (age 8), which in turn was predictive of increases in internalizing symptomatology (from age 8 to 9). The results imply important roles of emotion regulation in the development of internalizing symptomatology, especially for children with high emotion lability‐negativity. 相似文献
72.
Fred J. Hanna 《Counselor Education & Supervision》2012,51(3):222-234
The proposed freedom paradigm is briefly reviewed as an overarching framework that may provide a structure for integrating the counseling profession and counseling theories. Freedom is defined and discussed in terms of four modalities: freedom from, freedom to, freedom with, and freedom for. This is followed by a response to comments on Hanna's (2011) article and addresses such topics as the nature of practice, the value of techniques, hypnotherapy, and the applicability of the paradigm for mental health professionals in general. A further clarification of counseling toward object orientation and internal control is also included. 相似文献
73.
Fred Nickols 《Performance Improvement》2015,54(3):6-8
We all know we are not supposed to rest on our laurels but there is great benefit to be had from reflecting on them. This essay lays out a tool known as The Goals Grid. It can be used to examine how you got to where you are and to set directions for where you want to go from here. Its four quadrants—Achieve, Preserve, Avoid, and Eliminate—will accommodate all goals and objectives. 相似文献
74.
IPv4/IPv6的共存与过渡 总被引:1,自引:0,他引:1
Fred Baker 《中国教育网络》2009,(5):28-29
因特网正面临从传统1Pv4到IPv6的转变以及一段时期的共存。本文是一个技术人员结合IETF的工作对IP和IP网络的发展道路的看法。 相似文献
75.
Bob Koster Jurriën Dengerink Fred Korthagen Mieke Lunenberg 《Teachers and Teaching》2013,19(5-6):567-587
This article reports on the professional development of teacher educators within the context of a national project, ‘Professional Quality of Teacher Educators,’ where a professional standard and a standards‐based procedure of (self‐)assessment and professional development have been created and effectively implemented. This project offered a unique opportunity to analyze the goals, activities and outcomes of the process of professional development of teacher educators in a situation in which this development is promoted by the professional group as a whole. In our research, we used 25 completed portfolio's made by teacher educators participating in the standards‐based procedure of (self‐)assessment and professional development. We found that teacher educators, participating in this procedure, prefer the development of their knowledge and skills over the development of their attitudes and beliefs. For their professional development, the teacher educators experiment with new activities within the work‐situation and interact with colleagues within their professional community, more than that they study theory or reflect on their work. The participating teacher educators experience a positive impact at the personal level (change in cognition and behavior). More than one‐third of them share outcomes with others. Above, they report a more positive self‐esteem and more enthusiasm for teacher education. This article may motivate other countries or institutions to invest in the professional development of teacher educators. Further research is necessary on the essence of the professional qualities of teacher educators and the relation of their professional development with student learning. 相似文献
76.
77.
78.
Fred S. Goodman 《Religious education (Chicago, Ill.)》2013,108(6):417-420
79.
This special issue consists of six theoretical papers and an introduction. Each paper describes a current advance to the applications
and focus of cognitive load theory (CLT). Four of the papers use an interdisciplinary approach outside of educational psychology
by combining CLT with elements of evolutionary biology, mirror neuron research, cognitive brain science, and the philosophy
of science. The remaining two papers use an intradisciplinary approach within educational psychology by applying CLT to self-regulation
and heuristic learning. This paper introduces CLT, overviews each contribution, and summarizes the main themes. 相似文献
80.
Fred J. J. M. Janssen Dineke E. H. Tigelaar Nico Verloop 《Journal of Science Teacher Education》2009,20(1):1-20
Teaching for understanding requires teachers to organize thought-demanding activities which continually challenge students
to apply and extend their prior knowledge. Research shows that student teachers often are unable to develop lessons in teaching
for understanding. We explored how a domain-specific heuristic can assist student biology teachers in developing problem-posing
lessons according to teaching for understanding. Worksheets of lesson plans were analyzed according to criteria for problem-posing
lessons. Furthermore, student teachers’ perceptions of the design heuristic’s usefulness were categorized in a cyclical process.
In general, the heuristic appeared helpful to most student teachers for designing problem-posing lessons satisfactory according
to the criteria. Furthermore, teachers indicated that using the heuristic deepened their subject matter knowledge and their
awareness of pupils’ prior knowledge. 相似文献