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排序方式: 共有160条查询结果,搜索用时 31 毫秒
81.
Gillian M. Boulton-Lewis M. Tam Laurie Buys Ernest Wing-tak Chui 《Educational gerontology》2013,39(11):758-770
ABSTRACTThis article reports on the findings of qualitative, semistructured interviews conducted with 40 older Australian participants and 39 participants in Hong Kong who either did or did not engage in organized learning in the last 6 months. Phenomenology was used to guide the interviews and analysis to explore the experiences and perspectives of these older people. The meaning older people attribute to aging and learning and their possible relationship in their lives in both societies is described and compared. 相似文献
82.
针对当前我国大学生以及中老年知识分子的多发病,结合气功和按摩理疗原理,创编了一套终身健康保健方法,经过对5所院校254名大学生的教学实验,证明对遏制、减轻和减少知识分子的多发病,全面提高身体素质,有着显著的作用。 相似文献
83.
Hiu Wo Chan Daniel Fu Keung Wong Sylvia Lai Yuk Ching Kwok Herman Hay Ming Lo Ting Kin Ng 《Journal of Research in Special Educational Needs》2023,23(3):228-243
This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed. 相似文献
84.
Awang-Hashim Rosna Kaur Amrita Yusof Norhafezah Shanmugam S. Kanageswari a/p Suppiah Manaf Nor Aziah Abdul Zubairi Ainol Madziah Voon Angelina Yee Seow Malek Marzura Abdul 《Higher Education》2022,83(3):635-654
Higher Education - The shift in contemporary workplaces has caused higher education institutions to place importance on developing non-academic attributes along with academic success to help... 相似文献
85.
论现代心身疾病与古代传统体育疗法 总被引:2,自引:0,他引:2
根据现代人的生活方式、人际关系所构成紧张状态的复杂因素,以及现代心身疾病所产生的心理应激,导致个体脆弱器官心身病患,充分地表现在现代工作辛劳过度、情绪紧张、不良生活习惯和极不平衡的心态等应激源。因此,本文根据古代传统体育疗法的特点,探讨古代中华传统养生方法对现代病的治疗疗效,以提高人类的健康水平。 相似文献
86.
Engaging undergraduate students in research has become increasingly important due to its potential benefits (for example, increased intention to pursue postgraduate study and enhanced understanding of theoretical knowledge). This study investigated whether a comprehensive food science research project that was incorporated into the laboratory component of an Experimental Study of Foods course would enhance student knowledge, confidence, and interest in research. A total of 84 students participated in two sections of the laboratory (2016, n = 39; 2017, n = 45). Scores for pre and posttests and questionnaires were used to determine if the differences in knowledge scores and ratings for confidence in doing research were significant. Knowledge scores indicated that participants were knowledgeable about research at baseline (2016, 7.31 ± 1.15; 2017, 6.89 ± 0.1.21; maximum of 10 points). Results of the t‐tests showed that the change in knowledge scores before and after the project was not statistically significant; however, the level of confidence in performing various research skills (for example, identify research questions, formulate hypotheses, design an experiment) significantly increased upon project completion. In general, students demonstrated favorable attitudes toward the research project at the end of this project. Qualitative responses were organized into three themes that related to the “input” (elements that made the project successful), “process” (how the project was conducted), and “outcomes” (reported gains or benefits) of the project. Recommendations were made in terms of mentorship, research guidelines and topics, and group culture to improve future projects. 相似文献
87.
We investigated the effects of enhancing orthographic knowledge on the spelling of Chinese characters and words in 131 eight-year-old
Chinese children at risk for dyslexia. The traditional approach (37 children) emphasizing memory and repeated writing was
the control condition. The analytic and synthetic approach (ASA, 33 children) stressed insight into character structure. The
integrated analytic and synthetic approach added to ASA self-correction and metacognitive activities (INA, 61 children). The
children were first asked to write down as many words as possible associated with pictures of home, school, and community;
the correctly written words formed the baseline information. The children were then instructed by their classroom teachers
in six especially designed short texts and assessed in eight measurable bujian or radical tasks subserving three constructs: morpheme completion, bujian analysis and synthesis and bujian compounding.
Multivariate analyses of variance showed that the children in the INA condition outperformed those in the other conditions
in three of the measurable bujian tasks. A confirmatory factor analysis verified the stability of the eight tasks and their
clustering into three constructs. From these results, we tentatively propose a “bujian sensitivity hypothesis” as a means
of helping young Chinese children at risk for spelling disorders. 相似文献
88.
Past studies have shown that distinct yet highly correlated sub-constructs of three broad mathematics affective variables: (a) motivation, (b) attitudes and (c) anxiety, have varying degree of correlation with mathematics achievement. The sub-constructs of these three affective constructs are as follows: (a) (i) amotivation, (ii) external regulation, (iii) introjection, (iv) identification, (v) intrinsic motivation; (b) (i) enjoyment of mathematics, (ii) self-confidence in mathematics, (iii) perceived value of mathematics; (c) (i) anxiety with mathematics and (ii) ease with mathematics. This study identifies, both within and across these three affective variables, the key sub-constructs that educators should focus upon when selecting learning process variables for mathematics achievement. Results were analysed using a series of stepwise regression analyses using data from 1018 Grade 12 students enrolled in a top pre-tertiary institution in Singapore, both for concurrent and predictive relationships, and also for both genders. Results of this study showed that after taking into account self-confidence in mathematics and ease with mathematics, all other sub-constructs of mathematics motivation, attitudes and anxiety were not significantly correlated with mathematics achievement. This is true for both concurrent and predictive relationships, and for both genders. Implications of the results of this study are twofold. First, results of this study provide educators with priority affective variables to focus upon in their efforts to enhance performance in mathematics via the affective domain. Second, in situations where administration time is limited, it may be possible to consider only self-confidence and ease with mathematics when investigating relationships between affect and mathematics achievement. 相似文献
89.
现代社区治理中NGO的角色 总被引:1,自引:0,他引:1
社区自治是指社区作为一个自组织体系不断发展和构建的过程,作为行动主体之一的社区非政府组织(NGO)自身所具有的特性满足了这个场域的基本生态要求,并将继续扮演重要的角色。在中国独特的生态环境中,NGO在社区治理中角色的全面发挥受到制度和资源等因素的制约。 相似文献
90.
Pattie Yuk Yee Luk‐Fong 《Globalisation, Societies & Education》2005,3(1):83-100
Hong Kong’s 150 years of colonisation by the British is a classic example of how globalisation comes into direct contact with a local Chinese culture and creates cultural hybridities. The paper presents a framework for developing a hybrid guidance curriculum, drawing together western traditions of developmental contextualism in guidance and Chinese traditions of Confucian humanism in moral education. The core of the framework is a hybrid self, integrating the individualist and the embedded self. The paper highlights the importance of culture and context in considering school guidance and the ‘fluid’ and dynamic nature of ‘glocalisation’ working towards integration. 相似文献