全文获取类型
| 收费全文 | 1016篇 |
| 免费 | 20篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 880篇 |
| 科学研究 | 15篇 |
| 各国文化 | 13篇 |
| 体育 | 34篇 |
| 综合类 | 1篇 |
| 文化理论 | 5篇 |
| 信息传播 | 90篇 |
出版年
| 2023年 | 5篇 |
| 2022年 | 3篇 |
| 2021年 | 10篇 |
| 2020年 | 15篇 |
| 2019年 | 36篇 |
| 2018年 | 30篇 |
| 2017年 | 39篇 |
| 2016年 | 39篇 |
| 2015年 | 28篇 |
| 2014年 | 37篇 |
| 2013年 | 201篇 |
| 2012年 | 17篇 |
| 2011年 | 17篇 |
| 2010年 | 17篇 |
| 2009年 | 28篇 |
| 2008年 | 29篇 |
| 2007年 | 26篇 |
| 2006年 | 21篇 |
| 2005年 | 26篇 |
| 2004年 | 27篇 |
| 2003年 | 33篇 |
| 2002年 | 24篇 |
| 2001年 | 19篇 |
| 2000年 | 27篇 |
| 1999年 | 23篇 |
| 1998年 | 17篇 |
| 1997年 | 12篇 |
| 1996年 | 18篇 |
| 1995年 | 12篇 |
| 1994年 | 20篇 |
| 1993年 | 11篇 |
| 1992年 | 19篇 |
| 1991年 | 14篇 |
| 1990年 | 9篇 |
| 1989年 | 15篇 |
| 1988年 | 15篇 |
| 1987年 | 12篇 |
| 1986年 | 8篇 |
| 1985年 | 12篇 |
| 1984年 | 15篇 |
| 1983年 | 5篇 |
| 1982年 | 8篇 |
| 1981年 | 9篇 |
| 1980年 | 3篇 |
| 1979年 | 4篇 |
| 1978年 | 4篇 |
| 1976年 | 3篇 |
| 1975年 | 2篇 |
| 1974年 | 4篇 |
| 1970年 | 2篇 |
排序方式： 共有1038条查询结果，搜索用时 15 毫秒
21.
Langlois JH 《Child development》2004,75(2):315-316
An overview of the content of the From Another Perspective collection on emotion and emotion regulation is provided. The lead article identifies fundamental issues of definition and the commentaries represent varying theoretical and methodological perspectives on emotion and emotion regulation. Together, the articles discuss the promises and pitfalls of emotion research and its potential for understanding child development. 相似文献
22.
Judith Watson 《欧洲师范教育杂志》1991,14(2):155-162
Principles affecting inservice training of teachers are influenced by national technological and demographic developments as well as the economic and political climate. Effects of these different factors are discussed briefly and illustrated by the experience of one College's inservice course for teachers of pupils with special educational needs. 相似文献
23.
24.
25.
We designed from scratch a minimal manual of the kind proposed by Carroll (1990) for Unix e-mail. The design process involved acquiring from a set of experts information about e-mail use that would be helpful to novices, and acquiring from novices information that guided subsequent versions of the manual. The seventh version of the minimal manual was tested against a commercial manual, in a comparative performance experiment, with 30 naive subjects. It had approximately 13% of the pages of the commercial manual; it resulted in 30% faster learning and more effective use of the e-mail system overall, and significantly better performance on individual subtasks; including the recovery from errors. Significantly more users were satisfied with it than with the conventional manual. Carroll's general principles of manual design for minimal manuals were found to be a good basis for design, and we suggest these guidelines are suitable for the design of such manuals from scratch. 相似文献
26.
Judith A. Sutter Edward J. McCaul 《International journal for the advancement of counseling》1993,16(1):3-18
While there is a clear need to address the ethical dimensions of cross-cultural counseling, the current literature lacks both a theoretical model of ethnic tolerance and a suitable measure for assessing the construct. The present study addressed this gap in the extant literature by (a) developing a measure of ethnic tolerance based upon extensive field work, (b) examining the measure's reliability and construct validity in light of two models of ethnic tolerance, and (c) examining the relationship of several factors (e.g., age, gender, and exposure to those of a different culture) to scores on the tolerance measure. Results indicated that the tolerance measure was best viewed as a unidimensional construct, had substantial content validity, and had modest construct validity. Respondents with more social contact with immigrants, as well as those who had positive experiences with immigrants, tended to score higher on the tolerance measure. Results underscore both the complexity of factors associated with tolerance and the need for counselor education programs to provide arenas for students to become aware of their own values and biases and how these may affect culturally-different clients. 相似文献
27.
This study explored Ridley and Novak's (1983) hypothesis that gender differences in science achievement are due to differences in rote and meaningful learning modes. To test this hypothesis, we examined gender differences in fifth- and sixth-grade students' (N = 213) self-reports of confidence, motivation goals (task mastery, ego, and work avoidance), and learning strategies (active and superficial) in whole-class and small-group science lessons. Overall, the results revealed few gender differences. Compared with girls, boys reported greater confidence in their science abilities. Average-achieving girls reported greater use of meaningful learning strategies than did their male counterparts, whereas low-ability boys reported a stronger mastery orientation than did low-ability girls. The results further showed that students report greater confidence and mastery motivation in small-group than whole-class lessons. In contrast, students reported greater work avoidance in whole-class than small-group lessons. In general, the findings provide little support for Ridley and Novak's hypothesis that girls tend to engage in rote-level learning in science classes. Differences in self-reports of motivation and strategy-use patterns were more strongly related to the student's ability level and to the structure of learning activities (small group vs. whole class) than to gender. © 1996 John Wiley & Sons, Inc. 相似文献
28.
Preschoolers' ( N = 112) judgments about hypothetical and actual moral and conventional transgressions were examined. Equal numbers of boys and girls at 2 ages (3 and 4 years old) either made judgments about 8 hypothetical moral and conventional transgressions or were interviewed on the same dimensions about 8 naturally occurring moral and conventional transgressions they witnessed in their preschools. Children judged both hypothetical and actual moral transgressions to be more serious, punishable, generalizably wrong, and independent of rules and authority than conventional transgressions. Regardless of domain, hypothetical transgressions were judged to be more wrong independent of rules than actual transgressions, and hypothetical (but not actual) moral transgressions were judged to be more independent of rules than conventional transgressions. 3-year-old girls judged the wrongness of actual moral transgressions to be more independent of authority than did 3-year-old boys. Similar findings were obtained when hypothetical and actual transgressions were matched, and domain differences were still obtained when individual items were examined. Findings are discussed in terms of previous research on preschoolers' conceptions of rules and transgressions. 相似文献
29.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited the science experiences available to some participants in the past and continued to influence the way they participated in classes during the semester. Specializations: primary science, science teacher education, primary school field experience. Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
30.
Reading and Writing - Visual statistical learning (VSL) has been proposed to underlie literacy development in typically developing (TD) children. A deficit in VSL may thus contribute to the... 相似文献