全文获取类型
收费全文 | 718篇 |
免费 | 8篇 |
专业分类
教育 | 491篇 |
科学研究 | 56篇 |
各国文化 | 18篇 |
体育 | 55篇 |
文化理论 | 6篇 |
信息传播 | 100篇 |
出版年
2023年 | 4篇 |
2022年 | 8篇 |
2021年 | 9篇 |
2020年 | 17篇 |
2019年 | 28篇 |
2018年 | 31篇 |
2017年 | 31篇 |
2016年 | 26篇 |
2015年 | 19篇 |
2014年 | 35篇 |
2013年 | 169篇 |
2012年 | 24篇 |
2011年 | 20篇 |
2010年 | 15篇 |
2009年 | 16篇 |
2008年 | 23篇 |
2007年 | 21篇 |
2006年 | 14篇 |
2005年 | 21篇 |
2004年 | 8篇 |
2003年 | 8篇 |
2002年 | 16篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 6篇 |
1998年 | 4篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1989年 | 4篇 |
1988年 | 5篇 |
1986年 | 4篇 |
1985年 | 4篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1975年 | 3篇 |
1974年 | 2篇 |
1971年 | 3篇 |
1968年 | 2篇 |
1967年 | 2篇 |
1885年 | 2篇 |
1870年 | 2篇 |
排序方式: 共有726条查询结果,搜索用时 0 毫秒
61.
L Young 《Child abuse & neglect》1992,16(1):89-100
In this paper, trauma, sexual abuse, and some of the potential resulting long-term effects, are explored in terms of the problem of embodiment and the formation of personal identity and psychological integrity. That is, what effect does severe sexual abuse have on an individual's, particularly a child's, sense of living in his or her body and, by extension, living in the world? First, trauma and dissociation are analyzed and linked to the development and maintenance of a "posttraumatic" sense of personal identity. Then, several disorders associated with sexual abuse--dissociation, multiple personality disorder, eating disorders, somatization disorder, self-mutilation, suicide, and suicide attempts--are examined in terms of their phenomenological coherence and relation to the problem of embodiment. This conceptual framework may be of use to clinicians and researchers assessing and treating the survivors of sexual abuse. 相似文献
62.
63.
Zhu Meina Bonk Curtis J. Doo Min Young 《Educational technology research and development : ETR & D》2020,68(5):2073-2093
Educational technology research and development - Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and... 相似文献
64.
Gifted girls of color represent a potentially untapped resource for increasing and sustaining a diverse science, technology, engineering, and mathematics (STEM) workforce. Girls of color possess unique mathematics and science gifts and talents that can remain unrealized if not addressed before middle school. Culturally responsive STEM out-of-school-time (OST) activities can be an effective means to develop STEM capacity in gifted girls of color. The researchers present three considerations to support the implementation of STEM OST. First, they offer a rationale for culturally relevant STEM enrichment activities for gifted girls of color. Next, the researchers consider how culturally relevant STEM OST activities can help to close the achievement gap. Finally, they explain how professional mentorship opportunities within OST activities can help gifted girls of color navigate the STEM pipeline. 相似文献
65.
66.
67.
Yuying Tsong Jennifer T. Young Jane Duong Killer Mary Ann Takemoto Brad Compliment 《Journal of College Student Psychotherapy》2019,33(2):131-144
With the high prevalence of college students experiencing psychological distress, it is becoming increasingly important to provide prevention and early intervention programs in addition to traditional psychological counseling services. This study examined the effectiveness of a suicide prevention program led by peer educators/trainers on a diverse college campus. Twenty-five suicide prevention workshops were conducted with 479 attendees. Preworkshop and postworkshop assessments revealed significant improvements in participants’ knowledge of suicide and resources. Recommendations for campus-wide suicide prevention efforts using diverse peer educators that reflect the students’ demographic and cultural background, recruitment strategies, and utilization of outreach programming in suicide prevention. 相似文献
68.
69.
ABSTRACTWithin the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education. 相似文献
70.
Teacher–Child Interactions in Early Head Start Classrooms: Associations With Teacher Characteristics
Sherri Castle Amy C. Williamson Emisha Young Jessica Stubblefield Deborah Laurin Nicole Pearce 《Early education and development》2016,27(2):259-274
ABSTRACTResearch Findings: The current study examined characteristics of 71 Early Head Start lead teachers in relation to classroom interactions with infants and toddlers. Measured teacher characteristics included education, years of experience, beliefs about child rearing, depressive symptoms, and the temperamental characteristics of positivity and frustration. Teacher–child interactions were measured using the Classroom Assessment Scoring System, Toddler Version (La Paro, Hamre, & Pianta, 2012). Results indicated that field of degree was directly associated with the majority of dimensions of teacher–child interactions. Examination of teachers’ years of experience and intrapersonal characteristics revealed a number of significant interactions, indicating that teacher experience and appropriate beliefs may serve as protective factors in the presence of psychosocial risk factors. Practice or Policy: Overall, our findings suggest that both early childhood education degrees and years of experience are directly or indirectly associated with multiple dimensions of teacher–child interactions, confirming that these patterns established for preschool teachers hold for teachers of infants and toddlers. These results also suggest that years of experience and progressive beliefs about children may be especially important for teachers who are depressed or who have low levels of positivity and high levels of frustration. Implications for future research, as well as preservice and in-service professional development, are discussed. 相似文献