全文获取类型
收费全文 | 2122篇 |
免费 | 56篇 |
国内免费 | 1篇 |
专业分类
教育 | 1582篇 |
科学研究 | 90篇 |
各国文化 | 33篇 |
体育 | 143篇 |
综合类 | 1篇 |
文化理论 | 40篇 |
信息传播 | 290篇 |
出版年
2023年 | 16篇 |
2022年 | 27篇 |
2021年 | 45篇 |
2020年 | 70篇 |
2019年 | 111篇 |
2018年 | 129篇 |
2017年 | 135篇 |
2016年 | 100篇 |
2015年 | 80篇 |
2014年 | 77篇 |
2013年 | 489篇 |
2012年 | 59篇 |
2011年 | 64篇 |
2010年 | 63篇 |
2009年 | 48篇 |
2008年 | 60篇 |
2007年 | 42篇 |
2006年 | 49篇 |
2005年 | 45篇 |
2004年 | 40篇 |
2003年 | 36篇 |
2002年 | 38篇 |
2001年 | 26篇 |
2000年 | 25篇 |
1999年 | 20篇 |
1998年 | 22篇 |
1997年 | 21篇 |
1996年 | 15篇 |
1995年 | 10篇 |
1994年 | 17篇 |
1993年 | 9篇 |
1992年 | 9篇 |
1991年 | 13篇 |
1990年 | 7篇 |
1989年 | 10篇 |
1987年 | 7篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 15篇 |
1983年 | 14篇 |
1982年 | 9篇 |
1981年 | 6篇 |
1980年 | 8篇 |
1979年 | 7篇 |
1977年 | 10篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1971年 | 4篇 |
1967年 | 4篇 |
1966年 | 4篇 |
排序方式: 共有2179条查询结果,搜索用时 0 毫秒
51.
Research Findings. The present study examined relations between social-cognitive skills, aggression, and social competence using teacher questionnaires and tabletop tasks with preschool and kindergarten children. It was hypothesized that the acquisition of a theory of “mind”, as indexed by an understanding of false beliefs, might be related to social behavior for this age group. Overall, results indicated that both generation of forceful solutions in a traditional social-problem solving task and performance on the false belief tasks were significantly related to social competence, after controlling for the effects of age, language comprehension, and teacher ratings of aggression. In addition, theory of mind understanding was a better predictor of social competence than performance on a more traditional social information-processing task that involved the generation of alternative solutions to interpersonal problems. Practice. The implications of these findings for preschool and kindergarten peer relations and their potential relevance to treatment of deficits in social skills are discussed. Specifically, training in an understanding of counterfactual thinking (e.g., through increased and structured opportunities to engage in pretend play and storytelling) may enhance preschooler social skills. 相似文献
52.
53.
54.
Laura J. Nicholson David W. Putwain Ghada Nakhla Benjamin Porter Anthony Liversidge Monika Reece 《Journal of Experimental Education》2019,87(1):139-160
A person-centered approach was employed to investigate how students' evaluation of perceived teacher utility value messages, i.e., fear appeals, as a threat and as a challenge, combined within individuals and how these combinations related to student engagement. Two studies were conducted with students in their final two years of secondary education. Empirically distinct clusters emerged at two time points in the academic year. Evaluating the message in the fear appeal at a higher level of challenge than threat was beneficial. Unexpectedly, high threat was associated with high engagement, as long as high challenge was also present, however, this combination was also related to high emotional disaffection. Moderate threat combined with moderate challenge had the most detrimental relationship with student engagement. Educational interventions should aim to increase the likelihood of a challenge evaluation. 相似文献
55.
Instructional Science - Engaging in engineering tasks can help students learn science concepts. However, many engineering tasks lead students to focus more on the success of their construction than... 相似文献
56.
Mumba Frackson Pottmeyer Laura Ochs Chabalengula Vivien M. 《Research in Science Education》2021,51(5):1247-1267
Research in Science Education - Most studies on inquiry have focused on student outcomes, teachers’ conceptions of inquiry, implementation of inquiry in science classrooms, and inquiry... 相似文献
57.
Catherine C. Chase Laura J. Malkiewich Alison Lee Stefan Slater Ahram Choi Chenmu Xing 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(1):57-74
It is difficult to motivate learners to seek out and persist at challenging learning tasks where failure is likely. However, in game environments, people seem highly motivated to engage with challenges and respond productively to failure. Many typical game features purportedly enhance intrinsic motivation and self-efficacy, which should improve students’ reactions to challenge and failure, which should in turn enhance learning. An experimental study with early middle school students tested these assumptions by comparing a “Full” version of a typical, commercial programming game to a “Minimal” version of the same game where common game features such as narrative, performance metrics, high-quality graphics, and sound were removed. In contrast to our hypotheses, players of the Full Game were less likely to choose coding challenges, were less tolerant of coding failures and gained less coding knowledge. Intrinsic motivation and self-efficacy did not differ between conditions. Correlational analyses showed that failure tolerance and challenge seeking may critically affect learning from educational games. The current study offers an existence proof that some common game features can hinder players' failure tolerance, challenge-seeking and learning, in certain game contexts. Future research should isolate the effects of individual game features, test generalizability and explore which contextual variables influence the findings. 相似文献
58.
Ginevra Maria Cristina Santilli Sara Camussi Elisabetta Magnano Paola Capozza Dora Nota Laura 《International Journal for Educational and Vocational Guidance》2020,20(3):457-475
International Journal for Educational and Vocational Guidance - This project developed and examined the psychometric properties of an Italian version of the Courage Measure, the reduced version... 相似文献
59.
60.
Roy Rothwell 《Research Policy》1974,3(1):30-38
A brief and constructive criticism is offered of the recent study (see preceding paper) which successfully adopted and adapted the Sussex SAPPHO ‘pair comparison’ technique to the investigation of twelve success-failure pairs in the Hungarian electronics industry. Despite some differences in methodology and differences in the industrial and political environments in which the two studies were made, the results of the Hungarian SAPPHO and the Sussex SAPPHO are remarkably similar. 相似文献