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961.
Factors related to resilience of academically gifted students in the chinese cultural and educational environment
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This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed. 相似文献
962.
Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning 总被引:2,自引:0,他引:2
Joseph D. Novak 《Instructional Science》1990,19(1):29-52
This paper describes two metacognitive tools, concept mapping and Vee diagramming, and reports on research utilizing these tools from grades one through university instruction. The psychological and epistemological foundations underlying these tools is presented briefly. The issues of the dominantly rote-mode nature of much school learning and the resistance of studients (and teachers) to move to meaningful learning strategies fostered by concept mapping and Vee diagramming are discussed. The data available to date from a variety of qualitative and quantitative research studies strongly support the value of these metacognitive tools both for cognitive and affective gains. 相似文献
963.
Kok-Aun Toh Boon-Tiong Ho Joseph P. Riley Yin-Kiong Hoh 《Journal of Personnel Evaluation in Education》2003,17(4):295-297
Commentary
Comments from the Editor: The End of Teacher Evaluation? 相似文献964.
On the Relation between Social Information Processing and Socially Competent Behavior in Early School-Aged Children 总被引:11,自引:0,他引:11
This article tested the hypotheses that (1) children's behavioral competence is a function of patterns of social information processing; (2) processing correlates of behavior occur at each of 5 steps of processing within each of 3 social situations; (3) measures at each step uniquely increment each other in predicting behavior; (4) the relation between processing and behavior is stronger within than across domains; and (5) processing patterns are more sophisticated among older than younger children and the processing-behavior relation is stronger among older than younger children. Videorecorded stimuli were used to assess processing patterns (encoding, interpretational errors and bias, response generation, response evaluation, and enactment skill) in 3 domains (peer group entry, response to provocation, and response to authority directive) in 259 first-, second-, and third-grade boys and girls (ages 6–9 years). Ratings of behavioral competence in each domain were made by peers and teachers. Findings generally supported hypotheses, with the magnitude of relations being modest. 相似文献
965.
The first part of this paper introduces a method for identifying the major patterns or trends of an institution. This method rests upon the identification of concrete decisions which are perceived as highly significant by individuals representing various segments of an institution. In the second part of the paper the method is applied to a recently established graduate school and research and development center. Five major institutional patterns which have characterized the development of this institution are identified and discussed: 1) democratization, 2) centralization of decision-making over research and development funds, 3) legitimation of development and implementation activities, 4) growth, and 5) entrenchment.Finally, the relevance of the findings is discussed in reference to all institutions of higher education; institutions which are faced with demands for broader participation on the one hand and increasing accountability on the other.The study upon which this paper is based was funded by the Research and Development Review Board, The Ontario Institute for Studies in Education. Thanks are also due to Professors John Holland and Michael Skolnik for many valuable suggestions. 相似文献
966.
Five groups of science educators representing faculty at graduate institutions, graduate students, teachers, supervisors, and leadership conferees were surveyed concerning their perceptions of current problems facing science education. A total of 144 participants provided an average of 4.7 responses. The responses were tabulated using an emergent set of categories that resulted in six major groupings, i.e. conceptual, organizational, teacher; related, student-related, university, and societal. The category with the most problems identified was in the area of conceptual problems. University related problems and organizational problems were the next two most frequently mentioned categories for problems. Specific problems in all categories most often cited include the following:
- 1 confusion and uncertainty in goals and objectives;
- 2 lack of vision and leadership in schools and universities;
- 3 absence of a theoretical base for science education;
- 4 poor quality teacher education programs;
- 5 inappropriate avenues for continuing education of teachers;
- 6 limited dialogue between researchers and practitioners;
- 7 declining enrollments;
- 8 poor quality teaching and counseling;
- 9 insufficient programs in science for the wide spectrum of students; and
- 10 public and parental apathy towards science.
967.
This study assessed the hypothesis that popularity in adolescence takes on a twofold role, marking high levels of concurrent adaptation but predicting increases over time in both positive and negative behaviors sanctioned by peer norms. Multimethod, longitudinal data, on a diverse community sample of 185 adolescents (13 to 14 years), addressed these hypotheses. As hypothesized, popular adolescents displayed higher concurrent levels of ego development, secure attachment, and more adaptive interactions with mothers and best friends. Longitudinal analyses supported a popularity-socialization hypothesis, however, in which popular adolescents were more likely to increase behaviors that receive approval in the peer group (e.g., minor levels of drug use and delinquency) and decrease behaviors unlikely to be well received by peers (e.g., hostile behavior with peers). 相似文献
968.
969.
970.
Frederick Williams Joseph Coulombe Leah Lievrouw 《Educational technology research and development : ETR & D》1983,31(1):3-7
While it has been established that children have positive attitudes toward the use of computers when used in computer-assisted
instruction, little is known about children’s attitudes toward small“home” or“personal” computers. Results of this study indicate
that children have multidimensional attitudes toward small computers, their interaction with these computers, and ease of
use. 相似文献