全文获取类型
收费全文 | 663篇 |
免费 | 10篇 |
国内免费 | 1篇 |
专业分类
教育 | 490篇 |
科学研究 | 34篇 |
各国文化 | 15篇 |
体育 | 58篇 |
文化理论 | 8篇 |
信息传播 | 69篇 |
出版年
2021年 | 3篇 |
2020年 | 20篇 |
2019年 | 22篇 |
2018年 | 22篇 |
2017年 | 24篇 |
2016年 | 23篇 |
2015年 | 16篇 |
2014年 | 22篇 |
2013年 | 151篇 |
2012年 | 17篇 |
2011年 | 22篇 |
2010年 | 16篇 |
2009年 | 18篇 |
2008年 | 24篇 |
2007年 | 17篇 |
2006年 | 17篇 |
2005年 | 20篇 |
2004年 | 11篇 |
2003年 | 14篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 15篇 |
1999年 | 6篇 |
1998年 | 3篇 |
1997年 | 10篇 |
1996年 | 4篇 |
1995年 | 6篇 |
1994年 | 3篇 |
1991年 | 9篇 |
1990年 | 9篇 |
1989年 | 6篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1975年 | 5篇 |
1974年 | 9篇 |
1972年 | 4篇 |
1970年 | 3篇 |
1955年 | 4篇 |
1954年 | 4篇 |
1912年 | 2篇 |
1857年 | 2篇 |
1852年 | 2篇 |
1843年 | 2篇 |
1841年 | 6篇 |
排序方式: 共有674条查询结果,搜索用时 0 毫秒
91.
Walter Peter Vispoel Carrie Ann Morris Linan Sun 《Journal of Experimental Education》2019,87(3):384-399
In two independent studies of questionnaire administration, respondents completed multidimensional self-concept inventories within four randomized research conditions that mirrored the most common administration formats used in practice: paper booklets with and without answer sheets and computer questionnaires with single versus multiple items per screen. Strong differences among conditions emerged for completion time, but not for psychometric properties of scores (means, variances, reliability coefficients, concurrent validity coefficients). Answer sheets increased completion time by 24% to 34%, single-item displays by 20% to 25%, and computerization by 13% to 17%. Completion time was longer for multiple-alternative than for rating-scale items, but relative effects of answer sheets, single-item displays, and computerization remained consistent. We discuss implications for questionnaire construction and administration. 相似文献
92.
Libby V. Morris 《Innovative Higher Education》2009,34(4):201-202
93.
Andrew M. Terranova Paul Boxer Amanda Sheffield Morris 《Psychology in the schools》2009,46(4):333-347
Youth exposed to disasters experience stress and adjustment difficulties, which likely influence their interactions with peers. In this study, we examined changes in bullying and peer victimization in two cohorts of children. Youth from an area affected by Hurricane Katrina were assessed pre‐ and postdisaster (n = 96, mean [M] = 10.9 years old, 53% female), and a comparison group from a nearby area was assessed over the same time interval 1 year prior (n = 120, M = 10.2 years old, 52% female). Within the hurricane group, relations between symptoms of post‐traumatic stress disorder (PTSD) with bullying and victimization also were examined. Following the hurricane, the hurricane group reported increased relational and overt bullying relative to the nonhurricane group, and PTSD symptoms predicted increased victimization. Thus, school personnel should be vigilant and prepared to respond to increased bullying following disasters and for increased victimization in youth experiencing PTSD symptoms. © 2009 Wiley Periodicals, Inc. 相似文献
94.
Julia E. Morris 《The Australian Educational Researcher》2018,45(4):455-472
This study draws on student engagement factors to examine the relationship between students’ non-school-based arts experiences on their intrinsic motivation and self-efficacy to participate in visual arts responding tasks. Visual arts responding in the curriculum includes learning about artists and artworks, decoding art and making critical judgements, and is important in building twenty-first century learning skills such as critical thinking and communication. A total of 266 Year 10 to 12 students from 18 schools in Western Australia (WA) participated in the quantitative research, which explored outside-school arts engagement as well as cognitive and psychological engagement factors in their current year of secondary schooling. The findings showed that while being an art consumer appears to impact on intrinsic motivation and self-efficacy, producing art as a hobby outside of school does not appear to do so. The research raised questions about links between practice and theory, and how to promote students’ engagement in responding. 相似文献
95.
Abstract Past research has shown that success is predominantly attributed to internal factors and failure attributed to external factors. The purpose of the present experiment was to determine whether this attributional pattern was also found when subjects were performing a motor task. The degree of ego involvement in the task (evaluation) and the effect of prior practice (novelty) were also investigated in order to determine the extent to which these variables affect subjects' self-attributions. Thus, the effects of ego involvement and past experience following success and failure on causal attributions were investigated in a 2 × 2 × 2 (evaluation × novelty × outcome) factorial design with 80 college undergraduates. The task was a motor maze. Consistent with past research, subjects showed a relative tendency toward internal attributions over external attributions and a tendency toward stable attributions over unstable attributions. Moreover, success increased the relative bias toward internal attributions. However, evaluation apprehension and experience with the motor task did not interact with outcome to affect internal and external attributions. 相似文献
96.
Arlene M. Morris Jean M. Williams Anne E. Atwater Jack H. Wilmore 《Research quarterly for exercise and sport》2013,84(3):214-221
Abstract This study examined the relationship of age and sex to the performance of 3, 4, 5, and 6 year olds on seven motor performance test items. Although significant age and sex differences were found on most of the motor tests, it appears that age generally was related more to performance than was gender. Overall, change with age was fairly linear except perhaps for balancing and a general tapering in improvement in the 5 to 6 year old category. On the tests of throwing and balancing, gender was as important as age, or more so, in its relationship to performance. Boys were superior to girls at all ages on the throwing tests; girls were superior to boys at age 6 on the Balance test. Gender differences of a lesser magnitude were found on the Speed Run and Standing Long Jump tests with the performance of boys generally being superior to the performance of girls. Thus, it appears that gender differences in motor performance occur as early as the preschool years. Interestingly, except for the Balance test, on all the tests the 3 and 4 year old boys performed similarly and the 5 and 6 year old boys performed similarly. For the girls there were more significant differences from year to year in performance, with the data generally indicating at least three distinct skill groups for girls from age 3 to 6. 相似文献
97.
Paul Morris 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1990,36(1):21-41
This paper examines an attempt to promote a school centred innovation strategy within a highly centralized educational system.The School Based Curriculum Project Scheme, which was introduced into Hong Kong in 1988, is analysed in terms of a professional-bureaucratic dichotomy. It is argued that the operational details of the scheme are designed to satisfy a range of bureaucratic concerns and these are not conducive to promoting the professional work ethic which is required for school centred innovation. Finally the paper identifies the implications which arise for policies designed to promote curriculum innovation.
Zusammenfassung In diesem Artikel wird ein Versuch geprüft, der eine schulzentrierte Innovationsstrategie innerhalb eines hochzentralisierten Erziehungssystems fördern soll.Das School Based Curriculum Project Scheme, das 1988 in Hong Kong eingeführt wurde, wird in Form einer professionellen-bürokratischen Dichotomie analysiert. Es wird dargelegt, daß Arbeitsdetails der Konzeption dazu dienen, Bereiche bürokratischer Belange zufrieden zu stellen; diese sind einer professionellen Arbeitsethik, die für eine schulzentierte Innovation nötig sind, nicht förderlich. Schließlich werden in diesem Artikel Folgerungen gezogen, die sich aus der Förderung der Curriculumsinnovation ergeben.
Résumé Cet article examine une tentative faite pour promouvoir une stratégie d'innovation de centres scolaires au sein d'un système éducatif hautement centralisé.Le Projet de curriculum fondé sur l'école, qui a été introduit à Hong Kong en 1988, est analysé sur la base d'une dichotomie professionnelle-bureaucratique. On affirme que les détails opérationnels de ce projet sont conçus pour satisfaire certains intérêts bureaucratiques et que ces derniers ne mènent pas à la promotion d'une éthique de travail professionel qui est indispensable pour l'innovation d'un centre scolaire. Enfin, cet article définit les conséquences qui s'ensuivent pour les politiques conçues pour promouvoir une innovation du curriculum.相似文献
98.
OBJECTIVE: The aim of this study was to determine whether reported childhood sexual abuse is related to the severity of symptoms in patients who experience auditory hallucinations. METHOD: A sample of 26 adult male and females with psychotic disorders involving auditory hallucinations were interviewed and were asked to complete three self-report measures: the Dissociative Experiences Scale (DES-II and DES-taxon versions); the Beck Depression Inventory (BDI); and the Beliefs About Voices Questionnaire (BAVQ). They were also asked about any history of sexual abuse in childhood. RESULTS: A history of childhood sexual abuse was reported by 10 of the 26 patients (38.5%), and was associated with higher levels of depression and dissociation, as well as being linked to a tendency to regard the voices as more malevolent. The same three features were all associated with the age at first reported abuse, with a younger age of first experience being related to higher levels of psychopathology in all instances. CONCLUSIONS: These results require replication and refinement in future research, but indicate a need for greater attention to be paid to the possible role of childhood sexual abuse when understanding and treating auditory hallucinations. 相似文献
99.
Teachers’ efficacy beliefs are thought to influence not only their motivation and performance but also the achievement of their students. Scholars have therefore turned their attention toward the sources underlying these important teacher beliefs. This review seeks to evaluate the ways in which researchers have measured and conceptualized the sources of teaching self-efficacy across 82 empirical studies. Specifically, it aims to identify what can be inferred from these studies and what important questions still remain about the origins of teachers’ efficacy beliefs. Results indicate that a number of methodological shortcomings in the literature have prevented a clear understanding of how teachers develop a sense of efficacy. Nonetheless, insights gleaned from existing research help to refine, and to expand, theoretical understandings of the sources of self-efficacy and their influence in the unique context of teaching. Implications for future research and practice are addressed. 相似文献
100.