全文获取类型
收费全文 | 512篇 |
免费 | 18篇 |
专业分类
教育 | 354篇 |
科学研究 | 30篇 |
各国文化 | 7篇 |
体育 | 73篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 58篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 10篇 |
2020年 | 17篇 |
2019年 | 30篇 |
2018年 | 31篇 |
2017年 | 29篇 |
2016年 | 25篇 |
2015年 | 18篇 |
2014年 | 21篇 |
2013年 | 104篇 |
2012年 | 26篇 |
2011年 | 20篇 |
2010年 | 9篇 |
2009年 | 21篇 |
2008年 | 11篇 |
2007年 | 16篇 |
2006年 | 10篇 |
2005年 | 16篇 |
2004年 | 12篇 |
2003年 | 15篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 10篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 2篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1988年 | 3篇 |
1985年 | 3篇 |
1983年 | 5篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1974年 | 1篇 |
排序方式: 共有530条查询结果,搜索用时 31 毫秒
161.
162.
Matthew H. E. M. Browning Marc J. Stern Nicole M. Ardoin Joe E. Heimlich 《Environmental Education Research》2018,24(3):326-342
Nature centers can serve as valuable community institutions if they are seen as providing important services to the community. Through survey research in communities surrounding 16 nature centers in the United States, we examine the attitudes, behaviors, and beliefs that drive hypothetical support for nature centers from local residents. Respondents who recognized centers as institutions that provide opportunities for leisure and connection with nature; contribute to civic engagement; and bolster local economies, community pride, and aesthetics reported the greatest likelihood of donating, volunteering, or responding to threats at local centers. Additional predictors of support included positive evaluations of staff members, perceptions of positive attitudes toward the center held by other community members, familiarity with center activities, pro-environmental attitudes, and past donation or volunteering. The findings highlight the potential returns for centers that expand their activities and operations beyond more traditional roles of providing nature-based outdoor recreation and environmental education experiences. 相似文献
163.
Pictures play an ever-increasing role in the public’s understanding of mediated events. However, many studies show that visuals remain an understudied field, especially when it comes to multimodal approaches. This remains an important issue in today’s media environment, where visuals and their interaction with textual contents are becoming increasingly important carriers of meaning. The following paper presents results from a multimodal quantitative content analysis of the online coverage of the 2014 Israel–Gaza conflict, wherein an innovative comparative approach to visual and textual frames was applied. We examine the existing frames, identify patterns of visual and textual frame co-occurrence and describe changes of the applied multimodal framing. Overall, a sample of 150 texts and 219 pictures was coded. The study shows that the applied visual and textual frames initially correspond with each other thematically. During the course of the conflict, however, the provided textual and visual framing divert increasingly. While the textual mode more or less upholds its original framing of the events, the visual level intensifies the framing strategy it has adopted since the escalation of the conflict began. As a result, textual coverage focuses more on negotiations and solutions, whereas images become increasingly graphic. 相似文献
164.
Robert Baxter Powell Marc J. Stern Brian D. Krohn Nicole Ardoin 《Environmental Education Research》2011,17(1):91-111
This investigation examines the use of structural equation modeling (SEM) procedures to develop and validate scales to measure environmental responsibility, character development and leadership, and attitudes toward school for environmental education programs servicing middle school children. The scales represent outcomes commonly of interest to environmental education programs and also to after‐school and positive youth development activities. First, we developed the scales using confirmatory factor analysis (CFA) and then we used multi‐group longitudinal CFA to cross‐validate the model with data collected before participation in the environmental education program, immediately after the program, and three months later. The results support a three‐factor model, producing three scales that appear to be valid and reliable. 相似文献
165.
OBJECTIVE: This article used the Parenting Across Cultures Project to evaluate similarities and differences in mean levels and relative agreement between mothers' and fathers' attributions and attitudes in parenting in 9 countries. DESIGN: Mothers and fathers reported their perceptions of causes of successes and failures in caregiving and their progressive versus authoritarian childrearing attitudes. Gender and cultural similarities and differences in parents' attributions and attitudes in 9 countries were analyzed: China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, or the United States. RESULTS: Although mothers and fathers did not differ in any attribution, mothers reported more progressive parenting attitudes and modernity of childrearing attitudes than did fathers, and fathers reported more authoritarian attitudes than did mothers. Country differences also emerged in all attributions and attitudes that were examined. Mothers' and fathers' attributions and their attitudes were moderately correlated, but parenting attitudes were more highly correlated in parents than were attributions. CONCLUSIONS: We draw connections among the findings across the 9 countries and outline implications for understanding similarities and differences in mothers' and fathers' parenting attributions and attitudes. 相似文献
166.
Factitious disorder by proxy (FDP), historically known as Munchausen syndrome by proxy, is a diagnosis applied to parents
and other caregivers who intentionally feign, exaggerate, and/or induce illness or injury in a child to get attention from
health professionals and others. A review of the recent literature and our experience as consultants indicate clearly that
FDP has emerged in educational settings as well. Variants of educational FDP include parents of children with real or fabricated
physical disabilities who request excessive or unneeded school health services and parents who request extensive education-related
evaluations for children who do not demonstrate any educational need. If such cases continue to emerge, school districts will
be asked to test more students who do not have disabilities under the Individuals with Disabilities Education Act. Also, special
educational directors will be weighing the cost of providing unneeded testing and educational services against the cost of
defending themselves in litigation to prove that the testing and services are unnecessary. A table of guidelines is provided
for school and other personnel confronted with repeated requests for unwarranted special education services. Suggestions for
future research are included. 相似文献
167.
Jan G.M. Kooloos Maarten C. de Waal Malefijt Dirk J. Ruiter Marc A.T.M. Vorstenbosch 《Anatomical sciences education》2012,5(6):340-346
Anatomy students studying dissected anatomical specimens were subjected to either a loosely‐guided, self‐directed learning environment or a strictly‐guided, preformatted gross anatomy laboratory session. The current study's guiding questions were: (1) do strictly‐guided gross anatomy laboratory sessions lead to higher learning gains than loosely‐guided experiences? and (2) are there differences in the recall of anatomical knowledge between students who undergo the two types of laboratory sessions after weeks and months? The design was a randomized controlled trial. The participants were 360 second‐year medical students attending a gross anatomy laboratory course on the anatomy of the hand. Half of the students, the experimental group, were subjected without prior warning to station‐based laboratory sessions; the other half, the control group, to loosely‐guided laboratory sessions, which was the course's prevailing educational method at the time. The recall of anatomical knowledge was measured by written reproduction of 12 anatomical names at four points in time: immediately after the laboratory experience, then one week, five weeks, and eight months later. The strictly‐guided group scored higher than the loosely‐guided group at all time‐points. Repeated ANOVA showed no interaction between the results of the two types of laboratory sessions (P = 0.121) and a significant between‐subject effect (P ≤ 0.001). Therefore, levels of anatomical knowledge retrieved were significantly higher for the strictly‐guided group than for the loosely‐guided group at all times. It was concluded that gross anatomy laboratory sessions with strict instructions resulted in the recall of a larger amount of anatomical knowledge, even after eight months. Anat Sci Educ. © 2012 American Association of Anatomists. 相似文献
168.
169.
170.