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951.
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Abstract

Nearly one in three adolescents in our country experience stress or anxiety to the extent that it negatively effects their ability to cope with daily life demands. However, educators are not well prepared to support students who have anxiety-related issues. One approach for supporting adolescents with anxiety-related issues involves the use of wearable technologies. These devices support self-regulation by providing real-time physiological marker information. Wearers can then become more mindful of their stress at that moment and implement positive stress or anxiety-reducing interventions. This article provides an overview of wearable technologies and related research and describes steps that support adolescents who have wearables for addressing their anxiety.  相似文献   
954.
There is a strong rationale for people seeking asylum and refugees given temporary protection to be key beneficiaries of Australian higher education equity practices. However, despite the extreme precarity they face, this group remains among the most educationally disadvantaged populations in Australia. Here, we use critical discourse analysis to examine the publicly available statements of 38 Australian universities to identify discursive representations of equity practices and connections, with our analytic gaze focused through the lens of people seeking asylum. Using a three-part analytic heuristic examining ‘statements’, ‘practices’ and ‘connections’, we offer a critical discourse analysis of how each public university expresses its commitment to the equity agenda in powerful stakeholder-facing documents—such as annual reports, strategic plans and media releases—and we compare this analysis against institutional stated practices with regard to people seeking asylum. In identifying misalignments between equity statements and stated practices, we suggest that institutional equity narratives articulate ‘imagined worlds’, in which all marginalised groups can access higher education. We argue that now is the time to move beyond these ‘imagined worlds’, to enact stated commitments to universal education, by instituting real and effective practices to facilitate equitable access to Australian higher education for people seeking asylum.  相似文献   
955.
In current research on achievement goal theory, most researchers differentiate between performance-approach and performance-avoidance goal orientations. Evidence from prior research and from several previously published data sets is used to highlight that the correlation is often rather large, with a number of studies reporting correlations above .50. The large magnitude of this correlation raises questions and warrants further investigation. The size of the correlation also varies substantially across studies; thus, several potential moderators were considered. Minimal evidence for moderation was found, with little variability in relations as a function of fear of failure, culture, and specificity of the goal assessment. There was some evidence of variability in the correlation based on age, perceived competence, and assessment instrument. The article concludes by highlighting theoretical, methodological, and instructional questions that arise as a result of the large correlation and making recommendations and guidance for research, instructional practice, and theory advancement.  相似文献   
956.
AMERICAN PHILOSOPHIC ADDRESSES, 1700–1900. Edited by Joseph L. Blau. New York; Columbia University Press, 1946; pp. xii+762. $6.75.

THE EPIGRAM IN THE ENGLISH RENAISSANCE. By Hoyt Hopewell Hudson. Princeton: Princeton University Press, 1947; pp. viii+178. $2.50.

HUGH BLAIR. By Robert Morell Schmitz. New York: King's Crown Press, 1948; pp. xii+ 162. $2.75.

ADVENTURE IN THE THEATRE. By Gertrude R. Jasper. New Brunswick, New Jersey: Rutgers University Press, 1947; pp. xiii+370.. §4.50.

PHONEMICS. By Kenneth L. Pike, Ann Arbor: University of Michigan Press, 1947; pp. xvi+ 254. §3.00.

WORLD WORD. By W. Cabell Greet. (Second edition, revised and enlarged). New York: Columbia University Press, 1948; pp. liii+608. $6.75.

THE AMERICAN LANGUAGE: SUPPLEMENT II. By H. L. Mencken. New York: Alfred A. Knopf, Inc., 1948; pp. xiii+890+ xliii. 57.50.

THE MEANING OF WORDS. By Alexander Bryan Johnson. Milwaukee: John Windsor Chamberlin, 1948; pp. xii+256.

THE GREAT REHEARSAL. By Carl Van Doren. New York: The Viking Press, 1948; pp. xii+336. $3.75.

POLITICAL FORGIVENESS IN OLD ATHENS. The Amnesty of 403 B.C. By Alfred P. Dorjahn. Northwestern University Studies in the Humanities, No. 13. Evanston, 1946; pp. 56. $1.50.

IT PAYS TO TALK IT OVER. Edited by Julius Schreiber, M.D. 1224 Twentieth St. N.W., Washington, D.C.: National Institute of Social Relations, 1947; pp. 48. $.40.

SPEECH CORRECTION METHODS. By Stanley Ainsworth. New York: Prentice‐Hall, Inc., 1948; pp. xi+149. $3.65.

HELP THEM HELP THEMSELVES. By Juliette McIntosh Gratke. Dallas: Texas Society for Crippled Children, 1947; pp. 184. $2.50.

PLAY PRODUCTION FOR LITTLE THEATRES, SCHOOLS, AND COLLEGES. By Milton Smith. New York: D. Appleton‐Century Company, 1948; pp. xii+482. $4.50.

RADIO NEWS WRITING. By William F. Brooks. New York: McGraw‐Hill Company, 1948; pp. vii+200. $2.75.

RADIO NEWS WRITING AND EDITING. By Carl Warren. New York: Harper and Brothers, 1947; pp. xix+439. $4.00.

THE RADIO ANNOUNCER'S HANDBOOK. By Ben G. Henneke. New York: Rinehart and Company, 1948; pp. xi+308. $4.00.

RADIO IN ELEMENTARY EDUCATION. By Roy De Verl Willey and Helen Ann Young. Boston: D. C. Heath and Company, 1918; pp. x+450. $3.50.

FACTUAL COMMUNICATION. A Handbook of American English. By L. O. Guthrie. New York: The Macmillan Company, 1948; pp. x+448. $3.50.

USE OF LANGUAGE. By Henry F. Pommer and William M. Sale, Jr. New York: F. S. Crofts and Company, 1947; pp. v+258. $1.50.

SPEAKING EFFECTIVELY. By Lee Norvelle and Raymond G. Smith. New York: Longmans, Green and Company, 1948; pp. xvii+238. $2.75.

USING WORDS EFFECTIVELY. By Charles Chandler Parkhurst, Assisted by Alice Blais. New York: Harper and Brothers, 1948; Series A, pp. x+156; Series B, pp. x+156. $1.50 per volume.

HOW TO TALK EFFECTIVELY. By Lawrence W. Rogers. New York: Joseph F. Wagner, 1947; pp. 216. $2.50.

EXTEMPORE SPEAKING. A Handbook for the Student, the Coach, and the Judge. By Donald L. Holley. New York: The H. W. Wilson Company, 1947; pp. 115. $1.50.

ORAL COMMUNICATION. A Short Course in Speaking. By Donald C. Bryant and Karl R. Wallace. New York: D. Appleton‐Century Company, 1948; pp. xi‐f‐320. $2.50.  相似文献   
957.
This study examined the development of bicultural voice in Latina/o preservice teachers. Researchers used survey, interview, and observational data to probe students' knowledge, beliefs, and orientations related to teaching culturally and linguistically diverse students. The researchers found that the bilingual cohort courses afforded students with opportunities to juxtapose personal narratives with broader social contexts, thereby allowing students to examine and critique the ideology and curricula of schools. The authors assert that cultivating social justice orientations in bilingual-bicultural preservice teachers is crucial to the empowerment of bilingual-bicultural teachers and their students.  相似文献   
958.
We present an inquiry‐based, aquatic science professional development (PD) for upper‐elementary, middle, and high school teachers and examine changes in student outcomes in light of participating teachers’ characteristics and the grade band of the students. Our study lends support to the assertion that inquiry‐ and content‐focused PD, paired with classroom implementation, can effectively improve student learning. Our findings indicate that students improved in their nature of science (NOS) and aquatic science content knowledge and that these changes depended in some ways on the participating teachers’ characteristics and adherence to the program. The students’ improvements were amplified when their teachers adhered more closely to the PD activities during their classroom implementation. The teachers’ previous science PD experience and pre‐PD understanding of inquiry‐based teaching also explained some of the variability in student growth. In both NOS and content, students of teachers with less prior science‐PD experience benefited more. Grade band also explained variation in student outcomes through interactions with teacher‐characteristic variables. In high school, students of teachers with lower pre‐PD inquiry knowledge appeared to learn more about NOS. Our results suggest that inquiry and content training through PD may minimize disparities in teaching due to inexperience and lack of expertise. Our study also demonstrates the value of PD that teaches a flexible approach to inquiry and focuses on underrepresented, interdisciplinary content areas, like aquatic science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 54:1219–1245, 2017  相似文献   
959.
杨静  朱莉萨  朱镇远  黄微 《现代情报》2019,39(10):94-101
[目的]通过研究当下网络环境的具体情境,利用概率分析的方式判断具体舆情所属的案例类型,从而为网络舆情危机响应决策提供依据。[方法]使用贝叶斯网络模型作为分析方法,构建网络舆情案例匹配的指标体系和案例匹配模型。[结果]通过48个网络舆情危机中的随机43个事件作为训练数据,构建贝叶斯网络模型,使用剩余5个网络舆情危机事件作为测试组,经检验测试样本案例匹配结果与事实相符。[结论]本文通过构建网络舆情案例匹配的相关指标体系和贝叶斯网络模型,为对网络舆情进行分型,从而为舆情危机响应提供了决策依据。  相似文献   
960.

Given the high number of refugee children and adolescents around the globe, it is critical to determine conditions that foster their adaptation in the receiving country. This study investigated the psychological adaptation of recently arrived adolescent refugees in Germany. We focused on whether psychological adaptation reflects the organizational approach taken by the school that refugee adolescents initially attended. School is an important context for the development and acculturation of young refugees. As in other European countries, the schooling of refugee adolescents in Germany is organized in different models: separate instruction in newcomer classes, direct immersion in regular classes, and mixed approaches. To answer our research questions, we used self-reported data from 700 refugee adolescents (12-, 14-, and 17-year-olds) in a representative survey of refugees in Germany. As indicators of their psychological adaptation, we analyzed their sense of school belonging, their emotional and behavioral problems, and their life satisfaction. Comparing them to non-refugee peers, the refugee adolescents showed similar levels of psychological adaptation, and an even higher level in the case of school belonging. Multiple regression analyses provide limited support for the assumed advantage of the mixed school organizational model: While students who initially attended a mixed approach reported higher levels of school belonging than those in other models, no differences emerged on the other indicators. We discuss the implications of our findings for the schooling of newly arrived refugees.

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