全文获取类型
收费全文 | 3104篇 |
免费 | 46篇 |
国内免费 | 5篇 |
专业分类
教育 | 2267篇 |
科学研究 | 212篇 |
各国文化 | 46篇 |
体育 | 361篇 |
综合类 | 7篇 |
文化理论 | 69篇 |
信息传播 | 193篇 |
出版年
2023年 | 24篇 |
2022年 | 57篇 |
2021年 | 88篇 |
2020年 | 127篇 |
2019年 | 178篇 |
2018年 | 234篇 |
2017年 | 232篇 |
2016年 | 193篇 |
2015年 | 144篇 |
2014年 | 149篇 |
2013年 | 662篇 |
2012年 | 181篇 |
2011年 | 113篇 |
2010年 | 85篇 |
2009年 | 71篇 |
2008年 | 71篇 |
2007年 | 62篇 |
2006年 | 50篇 |
2005年 | 46篇 |
2004年 | 42篇 |
2003年 | 34篇 |
2002年 | 46篇 |
2001年 | 26篇 |
2000年 | 24篇 |
1999年 | 12篇 |
1998年 | 19篇 |
1997年 | 14篇 |
1996年 | 18篇 |
1995年 | 11篇 |
1994年 | 12篇 |
1993年 | 7篇 |
1992年 | 11篇 |
1991年 | 9篇 |
1990年 | 12篇 |
1989年 | 9篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1985年 | 3篇 |
1983年 | 4篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 7篇 |
1979年 | 4篇 |
1978年 | 5篇 |
1977年 | 4篇 |
1963年 | 3篇 |
1960年 | 2篇 |
1872年 | 4篇 |
1871年 | 2篇 |
1870年 | 3篇 |
排序方式: 共有3155条查询结果,搜索用时 15 毫秒
131.
132.
133.
134.
Itziar Etxebarria María-José Ortiz Pedro Apodaca Aitziber Pascual Susana Conejero 《Infancia y Aprendizaje》2015,38(4):746-774
Moral pride, namely the pride generated by morally positive behaviour, can foster prosocial behaviour. To demonstrate this, two quasi-experimental studies were conducted with nine- to 11-year-old children. Study 1 analysed the effect of the pride felt after engaging in prosocial behaviour, in four classrooms from two different schools (N = 94). Study 2 analysed the effect of the pride generated by the evocation of a past example of one’s own prosocial behaviour, in four classrooms from another school (N = 77). The hypothesis was supported in Study 1 but not in Study 2. Interesting correlations were found between dispositional moral pride (measured using a scale designed ad hoc) and other relevant variables in the moral field: intention to engage in prosocial behaviour, habitual prosocial behaviour and dispositional empathy. In general, these studies attest to the importance of moral pride, both dispositional and that felt in a specific situation, in moral life. 相似文献
135.
136.
Pedro Rosário José Carlos Núñez Luisa Trigo Carina Guimarães Estrella Fernández Rebeca Cerezo 《高等教育研究与发展》2015,34(1):173-187
The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student describes his experiences as an SRL student. The program was implemented in four universities in different countries and continents (Portugal, Spain, Chile, and Mozambique), with an experimental group and a comparison group at each university (263 students from experimental groups and 247 from comparison groups). Findings display the effectiveness of the program in enhancing a set of motivational variables related to the study process and the use of SRL strategies. Data were consistent across the different cultural and academic contexts in which the program was implemented. The implications of these findings for university administrators and faculty are discussed. 相似文献
137.
Maša Vidmar 《International Journal of Early Years Education》2015,23(3):313-328
In the present study the longitudinal relations between quantity of centre-based child care (in months) and teacher reports of internalising and externalising behaviour in the first and second grades were examined for 325 Slovenian children. The socio-political context of affordable, accessible and homogenously high-quality child care is quite different compared to the context in countries from which many child-care studies originate (e.g. the USA). In Slovenia quality standards are regulated (child:staff ratio, teacher education, curriculum), the service is subsidised and children are guaranteed a place after the end of parental leave (i.e. at 11 months). In the described socio-political context a beneficial effect of child care quantity was found for internalising behaviour, while there were negative effects for externalising behaviour. Children who spent more time in child care exhibited less internalising behaviour and more externalising behaviour in the first grade of school, both with small coefficient sizes. Our study shows that even in the context of progressive child care some positive as well as less positive effects of child care participation on child development occur. 相似文献
138.
This study investigated the conceptions about writing and writing self-efficacy beliefs held by high school students in relation to the students’ gender as well as their associations with writing achievement. The results show that female students have more sophisticated writing conceptions than their male counterparts but no gender differences were found in writing self-efficacy beliefs. In addition, results reveal that writing self-efficacy beliefs and gender play an important role in predicting writing performance and that writing performance is moderated by students’ writing conceptions. Educational implications and further research are discussed. 相似文献
139.
140.