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51.
Considering a company’s limited time and resources, an effective training method that improves employees’ ability to make ethical decision is needed. Based on social cognitive theory, this study proposes that employing games in an ethics training program can help improve moral reasoning through actively engaging learners. The experimental design with an ethic board game as the experimental group and ethics instructions as the comparison group was conducted to examine the effectiveness of a game-based ethic training method on improving moral reasoning. Results show that using games in an ethics training program significantly decreases respondents’ importance rating on issues associated with lower stages of an individual’s cognitive moral development (CMD) and increases their importance rating on issues associated with the highest stage of CMD. In addition, a game-based ethics training program was found to produce significantly greater change on the importance rating towards issues associated with the middle stage of CMD than a non-game based ethics training program. These findings suggest that a game-based ethics training program could effectively develop moral reasoning, and shape moral views better than a non-game-based training program. Discussions and suggestions for future research were included to conclude this study. 相似文献
52.
Standard evolutionary theory sees little beyond the natural selection of random variation. Yet there is more to life. 相似文献
53.
当前世界各国及地区的偏乡教育面临发展困境,存在偏乡小规模学校裁并、偏乡小规模学校校本课程开发、应试主义主导的偏乡学校文化取向、偏乡学校教师角色及偏乡学校与社区互动等现实问题,陶行知先生的偏乡教育思想对于当今世界各国及地区的偏乡教育实践仍然具有很强的现实指导意义:即偏乡教育需要与社区融合打造社区文化中心并演绎为基于当地生活的活教育,让偏乡教育成为有根的教育,引导偏乡学校的学生建立对在地文化与环境的认同. 相似文献
54.
55.
Irene T. Ho 《教育心理学》2004,24(3):375-391
The present study compared Australian and Chinese teachers' causal attributions for student behavior. A total of 204 Australian teachers and 269 Chinese teachers rated the importance of four causes (ability, effort, family, teacher) of six student problem behaviors. Results showed that both groups of teachers attributed misbehaviors most to student effort and least to teacher factors. Chinese teachers emphasized family factors more while Australian teachers placed greater importance on ability. There was significant variation in attribution patterns for different types of problems, with effort attribution being equally and strongly emphasized across cultural contexts and behavior types. The results are interpreted in the light of how individualistic and collectivistic values influence teacher thinking, and implications for school‐based interventions for behavior problems are discussed. 相似文献
56.
Chinese students at an English-Language university: Prediction of academic performance 总被引:1,自引:0,他引:1
There is a paucity of systematic research on prediction of success at the tertiary education level for Asian students, despite the important role that universities play in Asian communities, and despite the increasing numbers of such students who are coming to the West to study. This study reviews evidence collected over the past ten to fifteen years, which relates to the issue of prediction of academic performance of Chinese students at an English-Language and Western-oriented university - the University of Hong Kong. This review is complemented by an analysis of data collected longitudinally over a five year period, using multiple regression, multiple correlation, path analysis and canonical correlation analyses. The results provide evidence of factors which are important in determining the ability of a student to adapt to the foreign cultural and language barriers that exist at this university. In particular, ability in English language and mathematics provides good and reasonably independent predictors of success. The data show the importance of considering the cultural background of students when assessing their aptitude for study, and offer information for Western universities regarding their admissions procedures for Chinese students. 相似文献
57.
This paper consists of three studies. The first study aimed to identify sub-types of students with learning disabilities in reading. Based on the dual-route model of reading, words may be read using either a lexical (words are recognized as wholes) or a sub-lexical (words are recognized through grapheme-phoneme correspondence) procedure. Castles and Coltheart (1993) provided evidence for the existence of these two mechanisms in English reading. They suggested that deficits in one and/or the other mechanism would lead to different patterns of reading disability. Surface dyslexia results from an impairment of the lexical procedure with an intact phonological route to reading. Phonological dyslexia results from a deficit in the grapheme-phoneme transformation mechanism. A higher percentage of surface dyslexia was identified in the present study. The aim of the second study was to analyze reading errors to support the existence of surface and phonological dyslexic patterns in Chinese reading. The results showed that students with surface dyslexic pattern made more phonological errors, whereas students with phonological dyslexic pattern made more semantic errors. These two studies indicate that students with learning disabilities could have different strengths and weaknesses and could have different preferences for recognizing Chinese characters and different responses to instructional methods. The third study was designed to test the effects of different teaching methods and different kinds of Chinese characters on students with learning disabilities. In general, the analytic method was found more effective for students with surface dyslexic pattern and the whole-word method for those with the phonological dyslexic pattern. The findings of this study showed the importance of identifying the strengths of the different sub-types of readers and the need to choose appropriate instructional methods accordingly. 相似文献
58.
59.
JE Swain S Konrath SL Brown ED Finegood LB Akce CJ Dayton SS Ho 《Parenting, science and practice》2012,12(2-3):115-123
Interpersonal relationships constitute the foundation on which human society is based. The infant-caregiver bond is the earliest and most influential of these relationships. Driven by evolutionary pressure for survival, parents feel compelled to provide care to their biological offspring. However, compassion for non-kin is also ubiquitous in human societies, motivating individuals to suppress their own self-interests to promote the well-being of non-kin members of the society. We argue that the process of early kinship-selective parental care provides the foundation for non-exclusive altruism via the activation of a general Caregiving System that regulates compassion in any of its forms. We propose a tripartite structure of this system that includes (1) the perception of need in another, (2) a caring motivational or feeling state, and (3) the delivery of a helping response to the individual in need. Findings from human and animal research point to specific neurobiological mechanisms including activation of the insula and the secretion of oxytocin that support the adaptive functioning of this Caregiving System. 相似文献
60.
The Taiwan Government launched the Hand-in-Hand After-School Care Program in 2006 with several goals: In addition to providing disadvantaged students with supplemental learning opportunities, this highly ambitious government program hopes to provide increased employment opportunities for substitute teachers and low-income college students, and also make good use of the abilities of retired teachers and private individuals. However, the results seem to be much lower than what was expected, which can mainly be attributed to the lofty but unrealistic ideals of its recruitment design. This research is thus aimed at analyzing the criteria that used for recruiting teachers, calculating the relative weight for each criterion, and determining the instructional strengths of each of the five teacher sources. Suggestions are given for improving the teacher recruitment process of the Hand-in-Hand Program. 相似文献