全文获取类型
收费全文 | 484篇 |
免费 | 7篇 |
专业分类
教育 | 406篇 |
科学研究 | 29篇 |
各国文化 | 4篇 |
体育 | 24篇 |
文化理论 | 3篇 |
信息传播 | 25篇 |
出版年
2020年 | 4篇 |
2019年 | 10篇 |
2018年 | 20篇 |
2017年 | 11篇 |
2016年 | 24篇 |
2015年 | 8篇 |
2014年 | 8篇 |
2013年 | 93篇 |
2012年 | 16篇 |
2011年 | 7篇 |
2010年 | 12篇 |
2009年 | 14篇 |
2008年 | 13篇 |
2007年 | 14篇 |
2006年 | 10篇 |
2005年 | 13篇 |
2004年 | 7篇 |
2003年 | 13篇 |
2002年 | 11篇 |
2001年 | 11篇 |
2000年 | 9篇 |
1999年 | 9篇 |
1998年 | 9篇 |
1997年 | 14篇 |
1996年 | 8篇 |
1995年 | 5篇 |
1994年 | 10篇 |
1993年 | 6篇 |
1992年 | 7篇 |
1991年 | 10篇 |
1990年 | 10篇 |
1989年 | 7篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1986年 | 4篇 |
1985年 | 10篇 |
1984年 | 6篇 |
1983年 | 2篇 |
1982年 | 4篇 |
1980年 | 2篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 5篇 |
1974年 | 3篇 |
1969年 | 2篇 |
1968年 | 2篇 |
1938年 | 2篇 |
1922年 | 1篇 |
1895年 | 1篇 |
1843年 | 1篇 |
排序方式: 共有491条查询结果,搜索用时 15 毫秒
11.
Charlotte Johnston Laura Belschner Joanne L. Park Kurtis Stewart Amira Noyes Mark Schaller 《Parenting, science and practice》2017,17(1):51-72
Objective. Parenting behavior is presumed to be related to the thoughts about child behavior that parents report in a controlled and explicit manner and to more implicit parent cognitions that occur outside of conscious awareness and are less accessible to verbal report. Design. We examined mothers’ attitudes toward their children as correlates of self-reported parenting behavior. We used a combination of a self-report questionnaire and a reaction-time method (the Implicit Association Test) to assess explicit and implicit attitudes, respectively. We also assessed mothers’ implicit and explicit attributions for child misbehavior in relation to parenting, using a questionnaire measure of attributions completed under high-cognitive load (implicit attributions) or under low-cognitive load (explicit attributions). Mothers of 124, 6- to 10-year-olds (52% male) participated. Results. Attitudes assessed by self-report questionnaire and the Implicit Association Test were uniquely associated with negative parenting. The cognitive load manipulation moderated associations between attributions and parenting, such that child-blaming attributions were inversely associated with positive parenting only under conditions of high-cognitive load. Conclusions. Compared to traditional self-report questionnaires, methods such as the Implicit Association Test or cognitive load manipulations may more effectively assess implicit parent cognitions. 相似文献
12.
The purpose of this article is to provide an overview of the nature of models and their uses in the science classroom based on a theoretical review of literature. The ideas that science philosophers and science education researchers have in common about models and modelling are scrutinised according to five subtopics: meanings of a model, purposes of modelling, multiplicity of scientific models, change in scientific models and uses of models in the science classroom. First, a model can be defined as a representation of a target and serves as a ‘bridge’ connecting a theory and a phenomenon. Second, a model plays the roles of describing, explaining and predicting natural phenomena and communicating scientific ideas to others. Third, multiple models can be developed in science because scientists may have different ideas about what a target looks like and how it works and because there are a variety of semiotic resources available for constructing models. Fourth, scientific models are tested both empirically and conceptually and change along with the process of developing scientific knowledge. Fifth, in the science classroom, not only teachers but also students can take advantage of models as they are engaged in diverse modelling activities. The overview presented in this article can be used to educate science teachers and encourage them to utilise scientific models appropriately in their classrooms. 相似文献
13.
Abstract This paper explores the theory of “communities of practice” and how the ideas contained in it could be applied to museums, by demonstrating how a key stakeholder group, Indigenous people, have been involved with and engaged in the work of the Australian Museum, Sydney, over the past 30 years. It is suggested that the processes museums have developed in building relationships with Indigenous people, particularly at the practitioner level, could form a template for how museums make themselves relevant to broader communities through active engagement with multiple communities of practice. 相似文献
14.
James Scott Johnston 《Educational theory》2016,66(6):719-734
In this essay, James Scott Johnston examines Jürgen Habermas's transcendental justification of his discourse theory of morality. According to Johnston, the application of Habermas's theory to educational issues often assumes that this justification is a cogent one. However, if the theory is to provide reasoned and appropriate guidance for educators, the justification of discourse ethics requires closer examination. Johnston argues that Habermas's so‐called “weak” transcendental approach is in fact unsustainable because it fails to reconcile two conflicting schools of philosophical thought: Kant's transcendental idealism and George Herbert Mead's social pragmatism. Johnston concludes that a more plausible justification of the discourse ethical project can be achieved by rejecting Habermas's Kantianism and appealing solely to Mead's social pragmatic conception of rationality. 相似文献
15.
16.
Quantum chemistry is based on the solution of the Schrödinger equation for a molecule. From starting data on the positions and nature of constituent atoms information is provided about the energy of the molecule and its electronic properties. The former can indicate what shapes drugs can adopt in binding to pharmacological receptors whilst electronic details, when compared using computer graphics, may highlight the factors responsible for biological activity. These techniques are beginning to show real successes in the design of drug molecules. 相似文献
17.
18.
Social anxiety in learning is prevalent amongst traditional-age students and has a marked effect on their engagement with higher education. It receives little attention from academic or support services and there is a presumption that students will manage their anxieties. Yet it is unclear what psychosocial resources they might bring to this task and how these may develop through the undergraduate years. This study sought to identify possible change processes in student social anxiety by analysing qualitative responses obtained from Level 2 undergraduate students (n=39) in relation to their experience of learning situations such as lectures, seminars and group presentations. Thematic analysis suggested a four-stage developmental progression for students in terms of their experience and orientation to coping with social anxiety. Implications for staff development and student support are outlined. 相似文献
19.
David H. Johnston 《Cambridge Journal of Education》2016,46(4):533-551
A recent Review of Teacher Education in Scotland reports that 23% of respondents (n = 2381) encountered variable or very poor school placement experiences. This paper uses Lave and Wenger’s ideas concerning Communities of Practice (1998) and Legitimate Peripheral Participation (1991) as analytical tools with which to understand the nature and impact of student teachers’ problematic experiences of school placement. A total of 14 Professional Graduate Diploma in Education students on a one-year Secondary English course were followed through the practice elements of their Initial Teacher Education programme and data were constructed from learning logs and semi-structured interviews. Analysis provided a nuanced account of the student teachers’ difficulties in attaining member status as Legitimate Peripheral Participants in communities of practising teachers, with the concepts ‘joint enterprise’, ‘mutual engagement’ and ‘shared repertoire’ being found to be useful in explaining these difficulties. Limitations in the theoretical framework were also discovered and these are highlighted and developed in the paper. 相似文献
20.
Johnston Anderson 《Educational Studies in Mathematics》1989,20(2):165-177
Objective tests, such as multiple-choice and relationship analysis questions, are often used in mathematics to assess certain ranges of skills and abilities. This article examines the performance of men and women students in mathematics at university level and shows that there are significant differences between the sexes. 相似文献