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排序方式: 共有1063条查询结果,搜索用时 15 毫秒
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Yvonne O'Brien Sheila Glenn Cliff Cunningham 《International Journal of Disability, Development & Education》1994,41(3):231-243
Seven infants and children with severe, profound and multiple learning difficulties (CA 3 months to 4 years, MA 2 months to 12 months, mean MA 4.5 months) were presented with a contingency situation where they could control the onset of a visually and auditorily attractive toy. In this situation their responding increased and some positive emotional effects were seen. When they were subsequently unable to control stimulation, negative effects were seen on a range of emotional, motivational and self‐stimulation measures. These results suggest that from a mental age level of 2 months children are equipped to detect cause and effect relationships and build up a picture of their world based on expectancies about such relationships; and that violations of these expectancies can lead to negative effects. 相似文献
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The goals of this research were to explore the current literature regarding associations between psychological stress and adverse fetal outcome, associations between aerobic exercise and psychological stress reduction, and associations between aerobic exercise and fetal outcome. The published studies that were located provide evidence of the following: 1) Stress reactivity increases physiologically during pregnancy, 2) pregnant women may experience additional stressors that are usually not experienced in a nonpregnant state, 3) psychological stress in pregnancy is associated with adverse fetal outcome, 4) exercise can be a method of stress reduction, 5) exercise in pregnancy is not associated with adverse fetal outcome, and 6) exercise in pregnancy may provide benefit to the fetus. Data were analyzed from an original study and associations were reported between psychological stress-management activities and participation in aquatic aerobic exercise classes. No reports were available investigating an exercise-induced reduction in psychological stress with fetal outcome. 相似文献
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Jacqueline Specht Donna McGhie-Richmond Tim Loreman Pat Mirenda Sheila Bennett Tiffany Gallagher 《International Journal of Inclusive Education》2016,20(1):1-15
This study provides a Canada-wide snapshot of the self-efficacy and beliefs of 1490 preservice teachers in relation to inclusive teaching using the Teacher Efficacy for Inclusive Practice and the Beliefs about Learning and Teaching Questionnaire. At the time of data collection, these preservice teachers were in the final stages of their teacher education programmes. Based on the results of surveys in 11 Faculties of Education, men have higher self-efficacy than women for managing behaviour in the classroom, elementary preservice teachers have higher self-efficacy in collaboration than those teaching in secondary schools, those enrolled in the 1-year post-degree programme show lower self-efficacy than those enrolled in programmes of other durations, and those who have experience with people with special education needs show higher self-efficacy than those who do not. Differences illustrated that women were more inclusive than men, 1-year post-degree preservice teachers were less inclusive than others, and those who have experience with people with special education needs are more inclusive than those who do not. Recommendations for teacher education and limitations surrounding the practical significance of the findings are discussed. 相似文献
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OBJECTIVES: To investigate whether an information literacy programme for pre-registration nursing students at a UK higher education institution is effective in developing their skills and confidence: examines students' skill levels, factors affecting their confidence, and relationships between skills, confidence and demographic characteristics. METHODS: Quantitative and qualitative techniques were used: pre- and post-tests to measure changes in students' skills and self-assessed confidence levels after two key sessions in their first semester (n = 29); semi-structured interviews to explore factors affecting confidence (n = 5). RESULTS: Findings demonstrated positive impacts on skills and confidence. Key areas of skill development included: identifying journal articles, selecting search terms and evaluating website quality. Factors affecting confidence included: successful 'mastery' experiences in searching for information and the programme itself, especially small-group sessions, handouts and staff support. Evidence on links between skills, confidence and demographic factors was inconclusive. CONCLUSIONS: The study demonstrated the programme's effectiveness and identified areas for development, including the need to help students understand the relative merits of search engines and other sources. Evidence has contributed to a change in departmental policy, making attendance at sessions mandatory. Further studies have been recommended. 相似文献
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Analytic Frameworks for Assessing Dialogic Argumentation in Online Learning Environments 总被引:3,自引:2,他引:1
Douglas B. Clark Victor Sampson Armin Weinberger Gijsbert Erkens 《Educational Psychology Review》2007,19(3):343-374
Over the last decade, researchers have developed sophisticated online learning environments to support students engaging in
dialogic argumentation. This review examines five categories of analytic frameworks for measuring participant interactions
within these environments focusing on (1) formal argumentation structure, (2) conceptual quality, (3) nature and function
of contributions within the dialogue, (4) epistemic nature of reasoning, and (5) argumentation sequences and interaction patterns.
Ultimately, the review underscores the diversity of theoretical perspectives represented within this research, the nature
of dialogic interaction within these environments, the importance of clearly specifying theoretical and environmental commitments
throughout the process of developing or adopting an analytic framework, and the role of analytic frameworks in the future
development of online learning environments for argumentation.
相似文献
Douglas B. ClarkEmail: |
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Nancy L. Halliday Mary B. Moon Daniel L. O'Donoghue Britta M. Thompson Sheila M. Crow 《Anatomical sciences education》2019,12(4):399-406
The University of Oklahoma College of Medicine has conducted an annual Anatomical Donor Luncheon where families of the anatomical donors met anatomy dissection groups of medical students. The luncheon presented an opportunity for donor family members to share the life story of their loved one with the medical students prior to the start of the anatomy course. This study was designed to understand the impact of the Anatomical Donor Luncheon on families of the donors. Seven families in two different focus groups were included to explore the reactions and attitudes of the donor families to meeting the medical students. Conversations were digitally recorded and transcribed. Qualitative analysis of textual data were coded by three investigators using the Constant Comparative Method. To provide evidence of validity, a form of member checking was utilized. For further triangulation, an analyst not involved in conducting the focus groups or analyzing the data, re-coded all data. This analyst used categories and themes identified by the original analysts, ensuring validity of the themes and any negative cases (data not supporting or contradictory of the established categories and themes). One meta-theme and three sub-themes were identified. The meta-theme was Donor Family Participants Experience Transformation and Closure, and sub-themes were Motivators for Participation, Optimal Venue Factors, and Optimal Medical Student–Anatomical Donor Family Interactions. Study findings indicated the Anatomical Donor Luncheon facilitated closure on the death of their loved one, and transformed their apprehension about the luncheon and body donation into an attitude of gratitude and appreciation. 相似文献
28.
Ruth Colvin Clark 《Performance Improvement Quarterly》1997,10(1):20-33
An understanding of the uses of metacognition provides a powerful tool toward developing quality and efficiency in task learning and performance. Metacognition is the executive controller of cognitive processes responsible both for self regulated learning and work performance outcomes. Comprehension monitoring and motivation are two prime components of metacognition which are responsible for commitment to, and definition of, goals, monitoring progress toward goals, and activating the appropriate thinking skills to achieve goals. Specific thinking skill categories of attention, organization, and elaboration are described with examples of how specific techniques in each category can optimize learning and job performance. Research on training of metacognitive skills through both detached and embedded skill-development programs is reviewed. In addition, ways to compensate for metacognitive skills when training is not cost-effective are described. The relationship between metacognitive skills and effective management of work performance is stressed. 相似文献
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