全文获取类型
收费全文 | 180篇 |
免费 | 3篇 |
专业分类
教育 | 156篇 |
科学研究 | 1篇 |
体育 | 7篇 |
文化理论 | 1篇 |
信息传播 | 18篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2020年 | 5篇 |
2019年 | 5篇 |
2018年 | 5篇 |
2017年 | 7篇 |
2016年 | 3篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 42篇 |
2012年 | 6篇 |
2011年 | 11篇 |
2010年 | 4篇 |
2009年 | 1篇 |
2008年 | 4篇 |
2007年 | 7篇 |
2006年 | 5篇 |
2004年 | 4篇 |
2003年 | 3篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 2篇 |
1999年 | 13篇 |
1998年 | 1篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 3篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 5篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1969年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有183条查询结果,搜索用时 46 毫秒
71.
72.
73.
Marian Norton Ian Falk 《International Journal of Disability, Development & Education》1992,39(3):185-196
This paper first describes the development of adult literacy pedagogy and philosophy in Australia, then reports and discusses two studies of research into reading disability for adults. The first study uses a quantitative approach with a sample of 102 asthma patients and has important implications for the assessment of adults' reading. The second study is a theory‐driven, critical case study of the stated needs for literacy of 11 adult literacy learners. These stated literacy needs are argued to be socially constructed, influenced by the external environment of more general socio‐political contexts as well as particular civic, personal and workplace literacy requirements. These needs are also influenced by the adult learners' reconstructions and memories of schooling and the views about literacy of significant others, all of which affect the adult learners' perceptions of their ‘reading failure.’ The perspectives offered by the two different studies provide understandings and insights into this new field of inquiry. 相似文献
74.
白薇是中国颓废主义创作阶段的代表作家之一.论文以白薇的坎坷人生经历为切入点,深刻分析了其颓废主义创作手法形成的原因及发展过程.从白薇的第一部剧作<琳丽>开始,美与爱的主题就开始显现.到了<访雯>,白薇就达到了颓废主义创作的顶峰.<访雯>与意大利文学家加百列·邓南遮的<死城>有着众多相似之处.爱、死和美是两部剧作中共同关心的主题;宝玉跟晴雯的绵绵爱意与里奥纳多跟妹妹玛丽亚之间的爱情都属非比寻常的兄妹之恋;两部剧都注重了对场景和情节的刻画,反映出颓废主义的精神特征.但是,如果从女性解放的角度分析,白薇笔下晴雯的形象已经超越了邓南遮的玛丽亚;同时,宝玉的形象又为亚莱桑特罗这个人物所不及.总之,白薇<访雯>的创作源头很可能来自邓南遮的<死城>,并且在一定程度上有所超越,因而备受关注. 相似文献
75.
Olivia Fitzmaurice Niamh O’Meara Patrick Johnson Sean Lacey 《Asia-Pacific Journal of Teacher Education》2019,47(4):361-382
This paper reports on an exploratory study designed to determine and enhance the conceptual understanding of a group of pre-service mathematics teachers at one Irish university utilizing an established framework for understanding mathematics. 23 students on a one year Professional Diploma in Mathematics Education participated in the study, which involved the distribution of a pre- and post-test and engagement in a ten week intervention designed to enhance their subject matter knowledge (SMK) and pedagogical content knowledge (PCK). The findings highlight that although there was an improvement in overall conceptual understanding across the entire cohort at the end of the intervention, within certain mathematical topics there was a statistically insignificant improvement and many deep-rooted issues remain. In this paper we focus on the pre-service teachers’ understanding of elementary algebra, in particular, how to solve a linear equation. 相似文献
76.
Mariëlle D. Beijersbergen Marian J. Bakermans‐Kranenburg Marinus H. Van IJzendoorn Femmie Juffer 《Child development》2008,79(6):1707-1720
The current study examined whether adolescents’ attachment representations were associated with differences in emotion regulation during the Adult Attachment Interview (AAI; C. George, N. Kaplan, & M. Main, 1996 ) and during a mother–adolescent conflict interaction task (Family Interaction Task [FIT]; J. P. Allen et al., 2003 ). Participants were one hundred and fifty‐six 14‐year‐old adolescents. Dismissing adolescents showed less interbeat interval (IBI) reactivity (indicating less stress) during the AAI than secure adolescents. However, during the FIT, dismissing adolescents showed more IBI reactivity. No differences in physiological reactivity were found between individuals with resolved or unresolved loss or trauma during the AAI or FIT. The results indicate that dismissing adolescents may effectively use a defensive strategy during the AAI but less so in direct conflict interaction with their attachment figure. 相似文献
77.
Hilton (2006) criticises the PIRLS (Progress in International Reading Literacy Study) tests and the survey conduct, raising questions about the validity of international surveys of reading. Her criticisms fall into four broad areas: cultural validity, methodological issues, construct validity and the survey in England. However, her criticisms are shown to be mistaken. Her claim of forced unidimensionality in the tests is not supported by statistical analyses and her claims of cultural strangeness are contradicted by the involvement of all the countries involved. She is concerned about linguistic diversity but this is actually reflected in the ways countries organise their surveys. Finally, Hilton suggests that the English sample was biased, but fails to recognise the stringent sampling requirements or the monitoring roles of external assessors and the sampling referee. A careful study of the evidence concerning PIRLS shows that it is actually a fair and robust measure of reading attainment in different countries. 相似文献
78.
79.
80.
Teachers appreciate nonverbally responsive students, but what is missing is an understanding of the direct influence of teachers' self-perceptions on their perceptions of how engaged their students are in class. Using the emotional contagion theory as a lens, this study examines the premise that satisfied instructors expect students to mirror their own behaviors in the classroom through being nonverbally responsive. Results of the regression model confirm that teachers' perceptions of their own confirmation behaviors most strongly predict their perceptions of how nonverbally responsive students are in class. Thus, instructors who are more expressive will likely induce students to be more expressive, leading them to determine their students are being more nonverbally responsive. Further, expressive instructors will be more attuned to student interaction because they may subconsciously expect students to mirror their actions through nonverbal behaviors—they will look for it. Additionally, satisfied instructors view their students as satisfied and look for these feelings to be exposed via nonverbal response behaviors. Implications for teacher training and mentoring programs are discussed. 相似文献