全文获取类型
收费全文 | 659篇 |
免费 | 12篇 |
专业分类
教育 | 539篇 |
科学研究 | 18篇 |
各国文化 | 10篇 |
体育 | 20篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 75篇 |
出版年
2023年 | 1篇 |
2022年 | 11篇 |
2021年 | 12篇 |
2020年 | 25篇 |
2019年 | 44篇 |
2018年 | 37篇 |
2017年 | 44篇 |
2016年 | 41篇 |
2015年 | 19篇 |
2014年 | 33篇 |
2013年 | 145篇 |
2012年 | 21篇 |
2011年 | 22篇 |
2010年 | 18篇 |
2009年 | 17篇 |
2008年 | 8篇 |
2007年 | 15篇 |
2006年 | 16篇 |
2005年 | 15篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 12篇 |
2001年 | 2篇 |
2000年 | 5篇 |
1999年 | 4篇 |
1998年 | 6篇 |
1997年 | 7篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1994年 | 1篇 |
1993年 | 4篇 |
1992年 | 2篇 |
1991年 | 7篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1987年 | 1篇 |
1986年 | 5篇 |
1985年 | 6篇 |
1984年 | 2篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 3篇 |
1979年 | 1篇 |
1977年 | 3篇 |
1974年 | 1篇 |
1973年 | 1篇 |
1970年 | 1篇 |
1968年 | 1篇 |
1966年 | 1篇 |
排序方式: 共有671条查询结果,搜索用时 15 毫秒
111.
The present study tested the applicability of expectancy-value theory to adults' learning motivation. Motivation was measured as the anticipated reaction (AR) of German students (N = 300) to receiving their instructions in English as a new learning opportunity. We used structural equation modeling to test our hypotheses. Expectancies of success and values from school predicted current expectancy and value, which, in turn, accounted for about 64% of variance in AR. In addition, we explicitly tested the hitherto neglected role of affective memories as a major precursor of value, expectancy of success, and AR. Results show a small direct effect of only negative affective memories on AR, leading to a significant incremental prediction of AR in addition to expectancy and value. Thus, motivation and experiences at secondary school appear to play a crucial role in adults' learning motivation, mediated by expectancy and value specific to the learning opportunity. 相似文献
112.
Daphne Goldman Orit Ben-Zvi Assaraf Julia Shemesh 《European Journal of Engineering Education》2014,39(3):325-347
While importance of environmental ethics, as a component of sustainable development, in preparing engineers is widely acknowledged, little research has addressed chemical engineers’ environmental concerns. This study aimed to address this void by exploring chemical engineering students’ values regarding human–nature relationships. The study was conducted with 247 3rd–4th year chemical engineering students in Israeli Universities. It employed the New Ecological Paradigm (NEP)-questionnaire to which students added written explanations. Quantitative analysis of NEP-scale results shows that the students demonstrated moderately ecocentric orientation. Explanations to the NEP-items reveal diverse, ambivalent ideas regarding the notions embodied in the NEP, strong scientific orientation and reliance on technology for addressing environmental challenges. Endorsing sustainability implies that today's engineers be equipped with an ecological perspective. The capacity of Higher Education to enable engineers to develop dispositions about human–nature interrelationships requires adaptation of curricula towards multidisciplinary, integrative learning addressing social–political–economic–ethical perspectives, and implementing critical-thinking within the socio-scientific issues pedagogical approach. 相似文献
113.
Stephaney Morrison Julia Bryan 《International journal for the advancement of counseling》2014,36(4):440-449
Caribbean students are among the distinct immigrant groups in U.S. public schools with particular needs to be addressed by school counselors. This article discusses the challenges Caribbean immigrant students face that create obstacles to their academic and personal/social success. Guidelines for school counselors are outlined, which can be used to meet the needs of Caribbean immigrant students and promote their healthy adjustment. 相似文献
114.
James P. Sampson Jr. Julia Panke Makela 《International Journal for Educational and Vocational Guidance》2014,14(1):135-148
For more than 50 years, literature on the use of information and communication technology in counseling and guidance has presented ethical issues related to the development and use of technologies in practice. This paper reviews the ethical issues raised, organizing them into three categories: Social equity, resources, and services. Career professionals’ efforts to address these ethical issues are introduced via a discussion of ethical, credentialing, and accreditation standards. The article concludes with a call for additional standards development, training resources, and research to shape the use of rapidly changing technologies in ways that ethically and effectively enhance client services. 相似文献
115.
Tamara G. Halle Jessica Vick Whittaker Marlene Zepeda Laura Rothenberg Rachel Anderson Paula Daneri Julia Wessel Virginia Buysse 《Early childhood research quarterly》2014
This review describes the state of existing knowledge with regard to dual language learners’ (DLLs) social–emotional development birth to age 5. The review focuses on several widely recognized dimensions of children's social–emotional development: self-regulation, social competence, social cognition, and problem behaviors. We begin by presenting a theoretical perspective that frames our understanding of the interplay between relational and contextual factors that contribute to the social–emotional well-being of DLLs. A targeted search of the literature identified 14 peer-reviewed studies published from 2000 to 2011 that examined social–emotional outcomes for young DLLs in family, school, and peer contexts. Results suggest that DLLs have at least equal (if not better) social–emotional outcomes compared to native English speakers. There is also some evidence that the use of the home language in early childhood classrooms can be a positive, moderating factor for DLLs’ social–emotional development. Contextual and individual characteristics are highly correlated with DLL status, making it difficult to develop clear conclusions about the unique influence of DLL status on social–emotional outcomes. We conclude by identifying avenues for future inquiry. 相似文献
116.
Andrea Paula Goldin María Soledad Segretin María Julia Hermida Luciano Paz Sebastián Javier Lipina Mariano Sigman 《Mind, Brain, and Education》2013,7(2):136-146
Working memory and planning are fundamental cognitive skills supporting fluid reasoning. We show that 2 games that train working memory and planning skills in school‐aged children promote transfer to 2 different tasks: an attentional test and a fluid reasoning test. We also show long‐term improvement of planning and memory capacities in 8‐year‐old children after playing adaptive computer games specifically tailored to entrain these cognitive functions. Working memory capacity expanded from 5 to 7 items by using our games. Furthermore, steady progression in the task indicates that this capacity can be trained rapidly. Planning abilities persisted in a nonmarkovian form of play, where a move is highly influenced by previous moves, avoiding back‐ups. Here, we introduce a public and growing platform ( http://www.matemarote.com.ar/ ) developed for this research which has the potential for wide use in educational research. 相似文献
117.
118.
119.
This article summarizes published documents on metadata provided by Google for books scanned as part of the Google Book Search (GBS) project and provides suggestions for improvement. The faulty, misleading, and confusing metadata in current Google records can pose potentially serious problems for users of GBS. Google admits that it took data, which proved to be inaccurate, from many sources and is attempting to correct errors. Some argue that metadata is not needed with keyword searching; but optical character recognition (OCR) errors, synonym control, and materials in foreign languages make reliable metadata a requirement for academic researchers. The authors recommend that users should be able to submit error reports to Google to correct faulty metadata. 相似文献
120.
This is a multiple methods study that highlights the tension between awareness- and behavioral-based campaign successes, particularly when communicating using social media and pop-culture-referencing humor. To illustrate, it examines the Centers for Disease Control and Prevention's (CDC) “zombie apocalypse” all-disaster-preparedness campaign. An interview with a CDC campaign manager, campaign document analysis, and a 2 (information form: social vs. traditional media) × 2 (message strategy: humorous vs. non-humorous) experiment uncovers benefits and pitfalls of using social media and humorous messaging for risk communication. Findings show social media can quickly spread information to new publics for minimal costs; however, experiment participants who received the humorous (i.e., zombie) risk message reported significantly weaker intentions to take protective actions in comparison to those who received the traditional, non-humorous risk message. 相似文献