全文获取类型
收费全文 | 449篇 |
免费 | 3篇 |
专业分类
教育 | 342篇 |
科学研究 | 23篇 |
各国文化 | 2篇 |
体育 | 37篇 |
信息传播 | 48篇 |
出版年
2020年 | 6篇 |
2019年 | 7篇 |
2018年 | 12篇 |
2017年 | 8篇 |
2016年 | 18篇 |
2015年 | 10篇 |
2014年 | 10篇 |
2013年 | 116篇 |
2012年 | 16篇 |
2011年 | 7篇 |
2010年 | 10篇 |
2009年 | 8篇 |
2008年 | 12篇 |
2007年 | 14篇 |
2006年 | 7篇 |
2005年 | 14篇 |
2004年 | 8篇 |
2003年 | 11篇 |
2002年 | 9篇 |
2001年 | 5篇 |
1999年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1991年 | 6篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 2篇 |
1986年 | 4篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 4篇 |
1982年 | 4篇 |
1981年 | 8篇 |
1980年 | 8篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1977年 | 6篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1973年 | 2篇 |
1972年 | 7篇 |
1970年 | 2篇 |
1969年 | 7篇 |
1968年 | 3篇 |
1967年 | 6篇 |
1966年 | 3篇 |
1852年 | 7篇 |
排序方式: 共有452条查询结果,搜索用时 15 毫秒
81.
Dr. Wayne C. Malone 《Clearing house (Menasha, Wis.)》2013,86(7):331-334
82.
83.
84.
85.
86.
87.
Peter J. Brady Cyril I. Figuerres Donald W. Felker Wayne M. Garrison 《Psychology in the schools》1978,15(3):434-438
Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept. 相似文献
88.
Wayne E. Miller 《Psychology in the schools》1978,15(4):514-518
Educators are expressing concern over the wide and growing gap which they perceive to exist between research and practice in our nation's schools. A review of the literature reveals that this important, long-standing concern is well founded. It is proposed that the school psychologist with his/her specialized training in research theory and methodology and unique role as a practitioner in the school setting is the ideal professional to effect a linking of formal knowledge to educational practice. Presumably, the provision of such a vitally needed function will serve to enhance school psychologists' often less than favorable image with their educator colleagues. A paradigm is offered for effecting research into practice utilizing the school psychologist in the role of knowledge-linker. 相似文献
89.
90.
The experiment was conducted to assess the effect of ordinary school art instruction in human figure drawing on scores of the Goodenough-Harris Drawing Test. Subjects consisted of 44 fifth-grade students attending a suburban parochial school who were members of two preexisting, randomly assigned homeroom classes. Both classes were taught two lessons in art by their regular teachers. The treatment group was taught human figure drawing, and the control group had art lessons excluding figure drawing instruction. The Drawing Test was administered three times, one preinstruction and two postinstruction administrations. Absenteeism reduced treatment and control groups to 14 and 17 subjects, respectively. As predicted, no differences were found in the control group between pretest and postests. The treatment group showed significant gains on both posttests, as well as a significant decline from the first posttest to the second posttest. 相似文献