全文获取类型
收费全文 | 492篇 |
免费 | 3篇 |
专业分类
教育 | 387篇 |
科学研究 | 44篇 |
各国文化 | 2篇 |
体育 | 12篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 46篇 |
出版年
2021年 | 7篇 |
2020年 | 6篇 |
2019年 | 5篇 |
2018年 | 13篇 |
2017年 | 9篇 |
2016年 | 10篇 |
2015年 | 8篇 |
2014年 | 9篇 |
2013年 | 117篇 |
2012年 | 13篇 |
2011年 | 6篇 |
2010年 | 8篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2006年 | 7篇 |
2005年 | 9篇 |
2004年 | 11篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 6篇 |
1998年 | 6篇 |
1997年 | 3篇 |
1996年 | 11篇 |
1995年 | 4篇 |
1994年 | 8篇 |
1993年 | 10篇 |
1992年 | 6篇 |
1991年 | 5篇 |
1990年 | 6篇 |
1989年 | 6篇 |
1988年 | 6篇 |
1987年 | 5篇 |
1986年 | 8篇 |
1985年 | 10篇 |
1984年 | 5篇 |
1983年 | 8篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 9篇 |
1977年 | 10篇 |
1976年 | 8篇 |
1975年 | 4篇 |
1973年 | 4篇 |
1972年 | 6篇 |
1970年 | 5篇 |
1969年 | 3篇 |
1926年 | 3篇 |
排序方式: 共有495条查询结果,搜索用时 31 毫秒
41.
PROSPECTS - This article argues that ancient Chinese Tao (“The Way”) philosophy—which can be traced back more than two thousand years—can explain the essence and philosophy... 相似文献
42.
43.
Educational Research for Policy and Practice - The study explores the participation of girls in primary education among the pastoralist community of Tanzania, and the way formal education... 相似文献
44.
Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes 总被引:3,自引:0,他引:3
Lia M. Daniels Tara L. Haynes Robert H. Stupnisky Raymond P. Perry Nancy E. Newall Reinhard Pekrun 《Contemporary educational psychology》2008,33(4):584-608
Within achievement goal theory debate remains regarding the adaptiveness of certain combinations of goals. Assuming a multiple-goals perspective, we used cluster analysis to classify 1002 undergraduate students according to their mastery and performance-approach goals. Four clusters emerged, representing different goal combinations: high mastery/performance (i.e., multiple goals), dominant mastery, dominant performance, and low mastery/performance (i.e., low motivation). In a longitudinal analysis over one academic year, the clusters were compared on cognitive appraisals (expected achievement, perceived success), achievement-related emotions (enjoyment, boredom, anxiety), and objective measures of academic achievement (final grade in Introductory Psychology, GPA). The low-motivation cluster demonstrated the least adaptive profile across all outcomes. The multiple-goals, mastery, and performance clusters showed equivalent levels of achievement; however, students in the performance cluster were more psychologically and emotionally vulnerable than the multiple-goals and mastery clusters. Our discussion focuses on the immediate and potentially long-term implications of specific goal combinations for students and educators, with particular attention to understanding the cognitive and emotional vulnerabilities of students in the performance cluster which appear despite satisfactory achievement levels. 相似文献
45.
Albert D. Ritzhaupt Raymond Pastore Jiahui Wang Robert O. Davis 《Educational technology research and development : ETR & D》2018,66(5):1069-1086
One of the strongest instructional interventions documented in educational literature is the use of feedback to influence learning outcomes. However, there is lack of empirical research specifically pertaining to the use of multimedia in the feedback message. The purpose of this research was to test whether organizational pictures and modality as a feedback strategy had an effect on learner comprehension and satisfaction. The research design was a 2 Multimedia (Picture Present vs. Picture Absent) × 2 Modality (Narration vs. On-screen Text) × Trial (Trial 1 vs. Trial 2) with Multimedia and Modality serving as between-subject conditions and Trial serving as a repeated measure. One-hundred fifteen university students participated in the study. Findings show statistically significant increases in comprehension scores from Trial 1 to Trial 2 assessments for all four treatment conditions. Learners in the Picture present conditions were statistically more satisfied with the learning experience. Additionally, we used eye-tracking to verify the extent to which the pictures were used in the feedback message. A discussion and recommendations for future research and feedback design are provided. 相似文献
46.
Choi Siu Ming Sum Kim Wai Raymond Leung Fung Lin Elean Wallhead Tristan Morgan Kevin Milton Daniel Ha Sau Ching Amy Sit Hui Ping Cindy 《Higher Education》2021,81(6):1137-1155
Higher Education - Originating from the field of physical education, physical literacy is an individual disposition that accentuates the importance of lifelong physical activity. Sport education is... 相似文献
47.
48.
49.
50.
Mark D. Terjesen Matthew Jacofsky Jeffrey Froh Raymond DiGiuseppe 《Psychology in the schools》2004,41(1):163-172
Traditional approaches for working with children and families in the schools focus on problems and disturbance. The concept of positive psychology as a way to change this focus is offered through exploration of its integration within school psychology. Specifically, the application of positive psychology can form the basis of preventive practices within the school setting. Examples of this application are provided within common roles of the school psychologist (consultation, direct work, educational assessment and planning). © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 163–172, 2004. 相似文献