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991.
Telling the Tale and Living Well: Adolescent Narrative Identity,Personality Traits,and Well‐Being Across Cultures 下载免费PDF全文
Elaine Reese Ella Myftari Helena M. McAnally Yan Chen Tia Neha Qi Wang Fiona Jack Sarah‐Jane Robertson 《Child development》2017,88(2):612-628
This study explored links between narrative identity, personality traits, and well‐being for 263 adolescents (age 12–21) from three New Zealand cultures: Māori, Chinese, and European. Turning‐point narratives were assessed for autobiographical reasoning (causal coherence), local thematic coherence, emotional expressivity, and topic. Across cultures, older adolescents with higher causal coherence reported better well‐being. Younger adolescents with higher causal coherence instead reported poorer well‐being. Personal development topics were positively linked to well‐being for New Zealand European adolescents only, and thematic coherence was positively linked to well‐being for Māori adolescents only. Negative expressivity, neuroticism, conscientiousness, and openness were also linked to well‐being. Implications of these cultural similarities and differences are considered for theories of narrative identity, personality, and adolescent well‐being. 相似文献
992.
Jane Barford & Colin Weston 《British journal of educational technology : journal of the Council for Educational Technology》1997,28(1):40-50
This paper reports on a survey of the use of video as a teaching resource within one British University, drawing on evidence gathered during 1995 from fourteen Schools within its four Faculties. It identifies the factors and issues which influence the use of video in teaching, including management of video resources within the Schools; how video is used to support teaching strategies; and its perceived usefulness as a teaching resource. Findings note the extent to which video is used across the University; the factors that support or discourage its use; and the awareness and expectations that teaching staff have of video as a teaching tool. The discussion offers some recommendations as to how video use may be supported and improved within the University. The research could form the basis for a larger study to establish whether the findings from this survey may be typical of the picture in higher education generally. 相似文献
993.
Computer‐aided learning (CAL) is an integral part of many medical courses. The neuroscience course at Oxford University for medical students includes CAL course of neuroanatomy. CAL is particularly suited to this since neuroanatomy requires much detailed three‐dimensional visualization, which can be presented on screen. The CAL course was evaluated using the concept of approach to learning. The aims of university teaching are congruent with the deep approach—seeking meaning and relating new information to previous knowledge—rather than to the surface approach of concentrating on rote learning of detail. Seven cohorts of medical students (N = 869) filled in approach to learning scale and a questionnaire investigating their engagement with the CAL course. The students' scores on CAL‐course‐based neuroanatomy assessment and later university examinations were obtained. Although the students reported less use of the deep approach for the neuroanatomy CAL course than for the rest of their neuroanatomy course (mean = 24.99 vs. 31.49, P < 0.001), deep approach for CAL was positively correlated with neuroanatomy assessment performance (r = 0.12, P < 0.001). Time spent on the CAL course, enjoyment of it, the amount of CAL videos watched and quizzes completed were each significantly positively related to deep approach. The relationship between deep approach and enjoyment was particularly notable (25.5% shared variance). Reported relationships between deep approach and academic performance support the desirability of deep approach in university students. It is proposed that enjoyment of the course and the deep approach could be increased by incorporation of more clinical material which is what the students liked most. Anat Sci Educ 10: 560–569. © 2017 American Association of Anatomists. 相似文献
994.
The older clients of the British highereducation system are both extremely numerousand extremely diverse. In this paper we drawupon the results of a national survey ofgraduates to show how this diversity in termsof age and mode of study, and by implication interms of motivation, gender and subject ofstudy, directly impacts upon the types ofoutcome measurements that are appropriate andupon the levels of outcome that are achieved. 相似文献
995.
Is it ‘all about having an opinion’? Challenging the Dominance of Rationality and Cognition in Democratic Education via Research in a Gallery Setting 下载免费PDF全文
Jane McDonnell 《The International Journal of Art & Design Education》2018,37(2):233-243
This article reports on findings from a research study exploring the potential for democratic learning in a gallery education project which took place in the UK in 2006–7. In doing so, it also explores a pressing issue for education today: the question of young people's democratic education in a time of political crisis in Europe. The focus of the article lies in a critique of the primacy of rational thought, cognitive skills and verbal discussion within democratic education, and an exploration of the potential role of the arts and art education in challenging this. Specifically, the article argues that there has been an affective and corporeal deficit in democratic education, and that some forms of gallery education are well placed to address this. Although the data discussed derive from a particular time and place (the UK in the latter days of a government that rigorously pursued an agenda of social and economic inclusion through both education and cultural policy), they also have relevance beyond their immediate context, illuminating the nature and dynamics of the process of democratic learning, and its aesthetic and artistic dimensions. 相似文献
996.
Brady Melanie Rosenthal Jane L. Forest Christopher P. Hocevar Dennis 《Educational technology research and development : ETR & D》2020,68(6):2853-2872
Educational technology research and development - The aim of this repeated measures study was to examine an anonymous student feedback system (delivered using clickers) versus a public student... 相似文献
997.
A developmental model involving four response levels is proposed concerning how students arrange pictures to represent data
in a pictograph, how they interpret these pictographs, and how they make predictions based on these pictographs. The model
is exemplified by responses from three related interview-based studies. In Study 1, examples of each response level are provided
from 48 preparatory- to tenth-grade students. Students from higher grades were more likely to respond at higher levels. In
Study 2, 22 students were interviewed longitudinally after a three-year interval; many improved in response level over time,
although a few responded at lower levels. In Study 3, 20 third-grade students were interviewed and then prompted with conflicting
responses of other students on video; many improved their initial responses to higher levels after exposure to the conflicting
prompts. Associations among levels of representing, interpreting, and predicting were explored. Educational implications are
discussed concerning reasonable expectations of students and suggestions to develop these skills in students at different
grades.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
998.
Wellness scores of 1,249 traditional and 318 nontraditional undergraduate college students revealed low levels of wellness in multiple areas in comparison with non‐student adults and within‐group differences according to demographic variables. Profiles of wellness for traditional‐ and nontraditional‐age students revealed significant differences on 4 subscales. Nontraditional students of color scored lower than traditional Caucasian students on Total Wellness and several component indices. Implications for student development and counseling programs are discussed. 相似文献
999.
Carla Jane Kennedy Mary Keeffe Fiona Gardner Cathleen Farrelly 《Pastoral Care in Education》2017,35(2):111-123
Death can be considered a social taboo, a common source of fear and public avoidance. School communities are not immune to this, as the topic of death is constantly avoided. It is vital to understand how we can socially and culturally cultivate a positive regard for death, dying and bereavement in our school communities. Community members need to discuss these difficult issues and use strategies to enhance compassion, connectedness and support. In this literature review we reason that death is specifically not ‘part of life’ in school communities. Due to the dearth of school community-based literature on this issue and the progressive literature residing in palliative care, we aim to coalesce palliative care and school-based research, evaluate it and highlight compassion and partnership as a way forward for school communities. Essentially, our societal attitudes about death and dying have been profoundly altered and our community ownership of these normal life events has largely disappeared. This is demonstrated for example, by palliative care moving from the social grass roots ‘modern hospice movement’ formed in the 1960s and being reintegrated into the mainstream health care system by the end of the 1990s, resulting in an overall medicalised morphing of death, dying and bereavement issues. Therefore, we recommend that further research be conducted in how to develop compassionate schools to inform us how death may be continually made ‘part of life’ in school communities, for the benefit of students, teachers and families alike. 相似文献
1000.
Business Driven Action Learning (BDAL), as a learning philosophy that attempts to create real value for business is often used by executive education providers in their management development programmes. As the action learning facilitator, I found that the learning that took place during such a management development programme resulted in participants experiencing stress, anxiety and high levels of frustration, which threatened the learning process. The resulting paradox in the learning environment is that the same anxiety that is necessary to ensure that learning took place has the propensity, if too high to hamper learning. Utilising the findings from this research, this account of practice makes recommendations for the action learning facilitator to consider while guiding action learning sets (groups). The facilitator can alleviate many of the fears by emphasising that anxiety is necessary in the learning process. The facilitator can mediate the learning relationship between the individual participant and the learning environment as depicted in the model at the end of the article. 相似文献