全文获取类型
收费全文 | 553篇 |
免费 | 20篇 |
专业分类
教育 | 389篇 |
科学研究 | 33篇 |
各国文化 | 8篇 |
体育 | 72篇 |
综合类 | 1篇 |
文化理论 | 7篇 |
信息传播 | 63篇 |
出版年
2023年 | 2篇 |
2022年 | 1篇 |
2021年 | 11篇 |
2020年 | 18篇 |
2019年 | 30篇 |
2018年 | 35篇 |
2017年 | 31篇 |
2016年 | 25篇 |
2015年 | 21篇 |
2014年 | 23篇 |
2013年 | 118篇 |
2012年 | 28篇 |
2011年 | 22篇 |
2010年 | 10篇 |
2009年 | 22篇 |
2008年 | 11篇 |
2007年 | 17篇 |
2006年 | 10篇 |
2005年 | 16篇 |
2004年 | 12篇 |
2003年 | 15篇 |
2002年 | 9篇 |
2001年 | 7篇 |
2000年 | 10篇 |
1999年 | 5篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 5篇 |
1995年 | 6篇 |
1994年 | 2篇 |
1992年 | 3篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1986年 | 2篇 |
1985年 | 3篇 |
1983年 | 6篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 4篇 |
1974年 | 1篇 |
排序方式: 共有573条查询结果,搜索用时 15 毫秒
71.
Daniel Paquette René Carbonneau Diane Dubeau Marc Bigras Richard E. Tremblay 《European Journal of Psychology of Education - EJPE》2003,18(2):171-189
Three samples of francophone subjects from Quebec (Canada) are used to establish the prevalence of parent-child RTP according
to different personal, social and family variables, and to verify if children who engage in more RTP with their father exhibit
less physical aggression towards other children and are more competitive without resorting to aggression. Our results showed
that 24 to 43% of fathers engaged in RTP with their children on a daily basis, and only 4 to 16% of fathers never do. Moreover,
personal characteristics such as the age and sex of the participants seemed to have a greater influence on the frequency of
parent-child RTP than variables related for example to work, socio-economic conditions, or the living environment. The hypothesis
that children who engage in more RTP with their fathers display less physical aggression towards their peers is invalidated
here. We have concluded that it is important that not only RTP frequency, but also and especially indicators of RTP quality
be used. Future observational studies of father-child RTP are required in order to do so. Finally, certain preliminary results
support the hypothesis that father-child RTP fosters the development of the competition skills in children without using aggression. 相似文献
72.
73.
Christina Cipriano Tia N. Barnes Susan E. Rivers Marc Brackett 《Journal of Education for Students Placed at Risk》2019,24(1):1-19
The present paper examines if developmental pathways for students at risk for academic failure can be improved through social and emotional learning (SEL). Specifically, we test this hypothesis by accounting for shifts in student engagement, a highly studied and malleable construct often inclusive of SEL interventions, as the pathway by which to impact student achievement outcomes. Using longitudinal data from a randomized control trial, we identified students at risk for school failure (n?=?318) within a larger sample of fifth graders (N?=?1,352). Multigroup path model revealed that participation in RULER significantly impacted the relationship between student engagement and conduct behaviors for at risk students: students who experienced RULER demonstrated increased engagement a year later (at sixth grade) and improved conduct the following year (in seventh grade). The potential for and limitations of SEL programs on developmental trajectories for students at risk for school failure are discussed. 相似文献
74.
Mother-Child Play: Sequential Interactions and the Relation between Maternal Beliefs and Behaviors 总被引:1,自引:1,他引:1
Amy Melstein Damast Catherine S. Tamis-LeMonda Marc H. Bornstein 《Child development》1996,67(4):1752-1766
This investigation of mother and toddler play had 2 goals. The primary goal was to examine the types of play mothers introduce in direct response to their toddlers' play. A secondary and exploratory goal was to examine the relation between maternal knowledge about child play and actual maternal play behaviors. 50 mothers and their 21-month-old toddlers were observed at home during free play. Mother and child exploratory, nonsymbolic, and symbolic play were coded. Sequential analyses revealed that mothers adjusted their play to their children's play level by responding to their children with play that was either at the same level or at a higher level than their children's play. Furthermore, mothers who were more knowledgeable about early play development more often responded to their children's play by introducing higher level play. These findings suggest that mothers tend to play with their toddlers in ways that might promote their child's development, and that mothers with more knowledge about play development provide their children with appropriately challenging play interactions. 相似文献
75.
76.
Ina ter Avest 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2017,63(1):71-86
To prepare Dutch students in education for critical situations in their professional life as a teacher, part of their training is to ask them to reflect upon their own experiences in their life as a child, a pupil and a student – experiences of crucial moments or with significant others which are still of the utmost importance to them. This article underlines the significance of so-called “experiential learning” in student career counselling. In this context, experiential learning is understood as an extension of in-depth reflection on critical incidents and critical persons in the biography of pre-service teachers. This reflection – customary and effective in Dutch teacher training – is a verbal process. However, this technique does not seem to be adequate for many students from other cultural backgrounds (e.g. second-generation descendants of migrant workers). By consequence, some of these students are not able to take newly offered information on board, but remain imprisoned in their own culture-related narrative, their own ethnic society of mind. Research has shown that for these students, psychodrama techniques, focusing on non-verbal and playful aspects of reflection, seem to be more suitable. The author of this article presents a sample case from a pilot study which used one of the psychodrama techniques called the empty chair. The findings of the pilot study are promising in the sense that experiencing different I-positions does seem to help students from other cultural backgrounds to develop agency in responding to hitherto unfamiliar and confusing situations. 相似文献
77.
Anna Potocki Guillaume de Pereyra Christine Ros Mônica Macedo-Rouet Marc Stadtler Ladislao Salmerón 《Infancia y Aprendizaje》2020,43(1):19-59
AbstractThis study examines the development of source evaluation skills in four groups of students from 10 to 19 years of age. We designed a set of tasks based on a distinction between three components of source evaluation: the identification of source parameters; the evaluation of source features such as the source’s competence or benevolence under explicit instructions; and the use of source features in assessing a document’s relevance with respect to a given task. This inventory was administered to 245 teenagers in grades 5, 7 and 9 and to undergraduate students. All types of source evaluation skills developed throughout adolescence, with some of them remaining suboptimal for older readers. Furthermore, we found weak relationships between students’ identification of source parameters and their use of source features in the absence of any specific prompt. Finally, source evaluation tasks were weakly related to teenagers’ word reading skills. Taken together, these results document teenagers’ acquisition of source evaluation skills and warrant a distinction between readers’ ability to comprehend source features and to use these features when assessing information quality. 相似文献
78.
Marc Corbière Franco Fraccaroli Valenti Mbekou Jacques Perron 《European Journal of Psychology of Education - EJPE》2006,21(1):3-15
Academic self-concept and academic interest are crucial concepts for understanding students’ academic achievement. Yet, few
questionnaires currently exist that have been used and validated in more than one country. This study aimed at assessing these
concepts using an academic self-concept questionnaire (Marsh, 1990) and an academic interest questionnaire (Corbière & Mbekou,
1997) with French and Italian student samples. Confirmatory Factor Analyses enabled us to assess the structure of the two
questionnaires with regard to two academic subjects — Math and First Language (French or Italian) — and to determine the theoretical
directions between the concepts. Results from Confirmatory Factor Analyses of both French and Italian samples supported a
theoretical model in which academic self-concept and academic interest were intercorrelated, yet maintaining their unique
characteristics. On the other hand, results from Multi-Sample Confirmatory Factor Analyses (French and Italian samples) endorsed
a correlational model between the two concepts. Finally, the results indicated a significant and positive correlation between
academic self-concept, academic interest, and academic achievement in both academic subjects. 相似文献
79.
The Sexual and Physical Abuse Questionnaire (SPAQ). A screening instrument for adults to assess past and current experiences of abuse 总被引:3,自引:0,他引:3
OBJECTIVE: We reconstructed and validated a simple questionnaire to be completed by adult respondents for the assessment of sexual and physical abuse during childhood and later life, the Sexual and Physical Abuse Questionnaire (SPAQ). METHOD: The criterion validity of the questionnaire was investigated in a population of psychiatric outpatients (n = 134) using the Structured Trauma Interview [Am. J. Psychiatr. 156 (1999) 379] as gold standard for the assessment of sexual and physical abuse. RESULTS: All questionnaires were returned fully completed. The measures of agreement and the predictive measures of the questionnaire were satisfactory, in particular with respect to experiences of sexual abuse. Positive answering of the questionnaire increased the odds for sexual abuse by a factor of 12-17.5, and negative answering of the questionnaire reduced the odds by a third. The odds for physical abuse were increased by a factor of 8 with positive answering of the questionnaire, and reduced by a third with negative answering. CONCLUSION: The questionnaire may be a useful screening instrument in research and in clinical practice to assess sexual abuse during childhood and later years. As a screening instrument for physical abuse it is less satisfactory. 相似文献
80.
Marc Hassenzahl und Jochen Prümper 《Informatik - Forschung und Entwicklung》1999,14(3):145-153
Zusammenfassung. Die vorliegende Arbeit gibt Einblick in ein software- ergonomisches Beratungsprojekt zur Entwicklung eines internetbasierten
Informationssystems. Sie beschreibt projektspezifische Probleme und die darauf aufbauende Konzeption des Beratungsprojekts.
Es galt, insbesondere drei Problembereiche zu berücksichtigen: (1) Zusammenarbeit von Software-Entwicklern und Ergonomen,
(2) Integration von Grundprinzipien software-ergonomischer Gestaltung in ein klassisches Vorgehensmodell der Software-Entwicklung
(V-Modell) und (3) Wahl des Zeitpunkts für den Beginn der Beratung. Der konkrete Beratungsproze? unterteilte sich in drei
Phasen: Analyse, Gestaltung und Bewertung des Informationssystems. In jeder dieser Phasen kamen verschiedene software-ergonomische
Methoden (Schriftliche Benutzerbefragung, Gebrauchstauglichkeitsstudien etc.) zum Einsatz, die an die Bedingungen des Projektes
angepa?t wurden. Der besondere Schwerpunkt lag dabei auf der Analysephase.
Eingegangen am 23. November 1998 / Angenommen am 25. M?rz 1999 相似文献