全文获取类型
收费全文 | 644篇 |
免费 | 8篇 |
专业分类
教育 | 523篇 |
科学研究 | 20篇 |
体育 | 61篇 |
文化理论 | 11篇 |
信息传播 | 37篇 |
出版年
2023年 | 4篇 |
2022年 | 4篇 |
2021年 | 9篇 |
2020年 | 21篇 |
2019年 | 25篇 |
2018年 | 27篇 |
2017年 | 30篇 |
2016年 | 22篇 |
2015年 | 16篇 |
2014年 | 20篇 |
2013年 | 130篇 |
2012年 | 18篇 |
2011年 | 9篇 |
2010年 | 11篇 |
2009年 | 12篇 |
2008年 | 15篇 |
2007年 | 10篇 |
2006年 | 18篇 |
2005年 | 8篇 |
2004年 | 12篇 |
2003年 | 5篇 |
2001年 | 6篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 7篇 |
1997年 | 9篇 |
1996年 | 12篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 12篇 |
1990年 | 10篇 |
1988年 | 9篇 |
1987年 | 6篇 |
1986年 | 7篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1981年 | 4篇 |
1980年 | 13篇 |
1979年 | 5篇 |
1975年 | 3篇 |
1974年 | 9篇 |
1973年 | 7篇 |
1972年 | 3篇 |
1970年 | 4篇 |
1969年 | 3篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1966年 | 4篇 |
1962年 | 5篇 |
排序方式: 共有652条查询结果,搜索用时 31 毫秒
81.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
82.
83.
Irene Pütter Elaine Morrison 《International journal for the advancement of counseling》1986,9(2):189-196
The example of teachers not seeking counselling was used. Some reasons for this situation were given as well as one possible way to change it by providing early information and training during the students' regular studies. My hope is that if teachers have the necessary information, abilities and positive experiences, when they have problems, it should be easier for them to use counsellors than it is for other today.Teachers were used as an example of how one group could be encounraged to make use of counsellors. However, similar strategies could be used with other groups whose jobs involve high personal stress (for example social workers, medical doctors etc.). The example of teachers was also used to show how change can be introduced within a system. Here it might be useful to develop the ability to work with a counsellor during the regular education, so that it becomes part of their understanding of their professional role. 相似文献
84.
85.
86.
ABSTRACTThis article explores the conception of authority relations in the classroom that are implicit in some examples of related policy documentation in Scotland and England. We argue that the importance of the constitutive role of the micro-dynamics of face-to-face interaction in classroom settings is neglected in documentation of this type. We explore this claim with reference to examples of policy in two jurisdictions of the United Kingdom, namely The Donaldson Review and The Standards for Registration in Scotland, and policy-related guidance from England on improving discipline in schools and pupils’ behaviour. We also consider how authority relations are conceptualised in a recent article that has made a significant contribution to the literature in the field. Finally, we present a theoretical account that counterbalances prevailing approaches to authority relations in the classroom. We suggest that authority is continuously negotiated, challenged, accepted, defined and ultimately constituted in and through the dynamics of interaction amongst pupils (and between pupils and teachers). 相似文献
87.
Malcolm Maguire 《International Journal for Educational and Vocational Guidance》2004,4(2-3):179-192
This paper considers the importance of contextual factors which impinge on career guidance activities and their outcomes. It then seeks to identify and clarify definitional and measurement issues, and considers the types of outcomes which are considered desirable and can be identified. Following a discussion of the types of outcomes which are commonly addressed, and the criteria attached to those outcomes, it assesses the various methods of measuring outcomes which are, or might be, employed. It next reviews the existing evidence on the outcomes from career guidance. Finally, the implications of the discussion for both policy and future research agendas are addressed. 相似文献
88.
89.
90.
Ford Burles Irene Liu Chelsie Hart Kara Murias Susan A. Graham Giuseppe Iaria 《Child development》2020,91(3):e733-e744
Although much is known about adults’ ability to orient by means of cognitive maps (mental representations of the environment), it is less clear when this important ability emerges in development. In the present study, 97 seven- to 10-year-olds and 26 adults played a video game designed to investigate the ability to orient using cognitive maps. The game required participants to reach target locations as quickly as possible, necessitating the identification and use of novel shortcuts. Seven- and 8-year-olds were less effective than older children and adults in using shortcuts. These findings provide clear evidence of a distinct developmental change around 9 years of age when children begin to proficiently orient and navigate using cognitive maps. 相似文献