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51.
Lucie Hernandez Nathalie Oubrayrie-Roussel Yves Prêteur 《European Journal of Psychology of Education - EJPE》2016,31(2):193-207
Perceived social support has been widely recognized as having beneficial effects on a person’s development, and adolescence is no exception. The objective of this article is to go beyond this “stereotypical” vision of friendship by showing that social support does not always have a positive and direct effect on adolescents’ academic achievement. We sought to understand whether this relationship is mediated by the educational goals and motives that student value and pursue. If these values do not coincide with the expectations and values that the academic institution seeks to transmit, the influence of social support can become harmful, especially with regard to the students’ academic achievement. Data were collected by means of questionnaires from 676 junior high school students in 9th grade from contrasting academic institutions. We chose to observe each participant’s subjective point of view of three dimensions: social support, academic achievement, and educational goals and motives. The results showed that the relationship between social support and attention and involvement in class was negative and mediated by students’ goals. The adolescents with a high level of social support mainly pursued social goals and neglected achievement and future goals. Consequently, these students were less attentive and involved in class. The results also showed that social support was predictive of students’ investment and interest in personal work and success, but only when the students pursued achievement and future goals. 相似文献
52.
Rev. Pascal Harrower M.A. 《Religious education (Chicago, Ill.)》2013,108(1):69-78
The aim of this article is to consider the psychological mechanisms that may prevent individuals from achieving religious tolerance and religious pluralism. After defining these concepts and explaining why they are desirable outcomes, four psychological obstacles to the achievement of religious tolerance and religious pluralism will be explored by considering both research in psychology and the literature on religious education. The aim of identifying these obstacles is to enable us to suggest how they might be overcome through education, and what the implications for religious education are. 相似文献
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ABSTRACTWe report on biological control of an active infestation by biscuit beetles (Stegobium paniceum) of museum objects (Old Masters paintings) in the storage facilities of the Museum of Fine Arts in Vienna. Because chemical and non-chemical treatment methods would have been very problematic, the release of parasitic wasps (Lariophagus distinguendus) was discussed and accepted by the director of the collection. We released 3000 wasps every month from August 2013 until September 2014 in the two infested storage rooms and monitored the activity of biscuit beetles on sticky blunder traps and light traps, and also by visual inspection. In the insect monitoring of 2014 until 2018 no more biscuit beetles were found in the two storage depositories, showing that the treatment was 100% successful. To our knowledge, this is the first proof of a fully successful biological control of a museum pest using parasitoids only, and also of stored product/food pest, outside a laboratory experimental setup. This biological pest control method allowed avoiding negative side effects such as contamination from treatments with biocides, or costly logistics in case of chemical-free methods. 相似文献
55.
Extending the testimony problem: evaluating the truth, scope, and source of cultural information 总被引:1,自引:0,他引:1
Children's learning--in the domains of science and religion specifically, but in many other cultural domains as well--relies extensively on testimony and other forms of culturally transmitted information. The cognitive processes that enable such learning must also administrate the evaluation, qualification, and storage of that information, while guarding against the dangers of false or misleading input. Currently, the development of these appraisal processes is not clearly understood. Recent work, reviewed here, has begun to address three important dimensions of the problem: how children and adults evaluate truth in communication, how they gauge the inferential potential of information, and how they encode and evaluate its source. 相似文献
56.
Adelhak Qribi Amélie Courtinat Yves Prêteur 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,10(3):683-703
Cette étude analyse différentes orientations identitaires manifestées par des jeunes issus de l’immigration maghrébine en
France en rapport avec leurs conditions de socialisation. L’identité est envisagée dans ses dimensions d’identification culturelle,
d’estime de soi et du rapport actif ou passif à la réalité. La socialisation est étudiée du point de vue des modalités d’inter
construction de l’éducation familiale et de l’expérience scolaire. Une enquête par questionnaire est réalisée auprès de 120
jeunes agés de 18-25 ans, des deux sexes, issus d’un milieu ouvrier. Une analyse multivariée (Classification Hiérarchique
Descendante) permet de dégager la structure de quatre groupes en termes de différentiation ou d’assimilation, et pour chacune
conformante ou individuante. Les stratégies équilibrant préoccupations ontologiques et pragmatiques paraissent s’insérer dans
des dynamiques d’affirmation de soi du sujet et de son autonomie. L’enracinement dans une certaine tradition religieuse para?t
dans ces cas compatible avec la modernité et constitue un facteur d’équilibre psychologique et d’intégration sociale. 相似文献
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59.
Pascal W. M. Van Gerven Fred G. W. C. Paas Jeroen J. G. Van Merriënboer Henk G. Schmidt 《Educational gerontology》2013,39(6):503-521
The purpose of this article is to explore the advantages of instructional formats based on cognitive load theory for elderly learners engaged in the acquisition of complex cognitive skills. A great body of research has demonstrated that cognitive aging is accompanied by a reduction of working - memory capacity, a general slowing of mental processes, and a decline of the ability to repress irrelevant information. The core idea of cognitive load theory is that working - memory capacity is limited and should therefore be managed with great care and discretion. Cognitive load theory claims that this can be achieved by minimizing the level of extraneous cognitive load, which is the portion of load that does not contribute to schema acquisition, and by maximizing the level of germane cognitive load, which directly contributes to the construction of cognitive schemata. Since instructions based on cognitive load theory deal with cognitive limitations, in that they lead to an efficient use of the available resources, it was hypothesized that they are especially effective when elderly people are involved. This idea was analyzed by means of a framework merging cognitive load theory with the aforementioned research findings concerning cognitive aging. It was concluded that cognitive load theory, enabling elderly people to acquire new complex skills, can be regarded as an essential guide for educational gerontology. 相似文献
60.
Maryse Bianco Pascal Bressoux Anne-Lise Doyen Eric Lambert Laurent Lima Catherine Pellenq 《Scientific Studies of Reading》2013,17(3):211-246
A sample of 1,273 4-year-old children were followed for 3 years. The children participated in 1 of 2 comprehension training programs, or in a phonological awareness training program. The comprehension programs explored the possibility of improving young children's oral comprehension in an educational setting. The first focused on the component skills of comprehension; the second involved storybook reading. Phonological awareness and oral language comprehension skills were measured repeatedly in the course of the study. The data were analyzed using multilevel growth-curve models. The results showed that it is possible to improve oral comprehension if the training focuses on its component skills and extends over 2 semesters. When these conditions were met, training effects still existed 9 months after the program had ended. Finally, phonological training improved phonological awareness but not comprehension, and comprehension-skill training improved oral comprehension but not phonological awareness. 相似文献