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21.
This study examines the contributions of temperamentally and nontemperamentally based emotional reactions to the organization of social interactive behavior within the Strange Situation to better understand the emotional underpinnings of attachment system functioning. At 12 1/2 and 19 1/2 months, temperamental fear (assessed via maternal report) was related to independent per-episode dimensions of social interactive and distress behavior. Fear was moderately correlated with both distress and interactive dimensions at each age. Path-analytic models revealed that temperamental fear had direct effects on interactive behavior and also indirect effects mediated by preceding distress reactions. However, residualized measures of "context-specific" distress (with temperamental variance removed) were still highly consistent across Strange Situation episodes and also significantly predicted subsequent social interactive behavior; furthermore, stable distress reactions from 12 1/2 to 19 1/2 months significantly predicted concurrent stability in social interactive behavior. We discuss likely sources of "context-specific" emotional influences on Strange Situation behavior and also age-related differences in these findings. 相似文献
22.
The purpose of this study was to investigate the impact of imagery interventions on the vocabulary acquisition abilities of
second grade students. A total of 15 students were randomly assigned to three different intervention conditions: Word Only,
which involves the simple verbal presentation of a vocabulary word; Dual Coding, in which a picture was paired with the vocabulary
word, and Image Creation, in which students were told to create a mental picture of the vocabulary word in their mind and
draw it on paper. These students were taught a total of 21 vocabulary words: seven animal and habitat words, seven musical
instrument terms, and seven science terms. A Latin square design was used, in which each group of students rotated through
each of the interventions, being exposed to a different treatment condition for each category of words. Participants were
measured on the number of words they were successfully able to acquire through the use of experimenter designed comprehension
measures. While no statistical significance was shown between the interventions across the word categories, a significant
difference was found between the Image Creation and Word Only interventions within the science terms category. Students also
reported that the imagery interventions facilitated the ease with which they learned the words. The findings have implications
for increasing the success of classroom instruction, specifically for presenting novel vocabulary words to early elementary
learners using imagery methods. 相似文献
23.
Ross A. Thompson 《Educational Psychology Review》1991,3(4):269-307
Current neofunctionalist views of emotion underscore the biologically adaptive and psychologically constructive contributions of emotion to organized behavior, but little is known of the development of the emotional regulatory processes by which this is fostered. Emotional regulation refers to the extrinsic and intrinsic processes responsible for monitoring, evaluating, and modifying emotional reactions. This review provides a developmental outline of emotional regulation and its relation to emotional development throughout the life-span. The biological foundations of emotional self-regulation and individual differences in regulatory tendencies are summarized. Extrinsic influences on the early regulation of a child's emotion and their long-term significance are then discussed, including a parent's direct intervention strategies, selective reinforcement and modeling processes, affective induction, and the caregiver's ecological control of opportunity for heightened emotion and its management. Intrinsic contributors to the growth of emotional self-regulatory capacities include the emergence of language and cognitive skills, the child's growing emotional and self-understanding (and cognized strategies of emotional self-control), and the emergence of a theory of personal emotion in adolescence. 相似文献
24.
Helen A. Alexander 《Assessment & Evaluation in Higher Education》1996,21(4):357-366
The process of assessing students on clinical placements has to date been under‐researched. In particular, while the involvement of subjective judgements in assessing students has been discussed in the literature, there has been no attempt to look for systematic evidence. This paper comprises the first attempt to relate judgement theory to the assessment of vocational education. Preliminary results demonstrate that physiotherapy assessors made subjective judgements of their students, that these contributed to the determination of assessment grades, and that in certain cases these judgements were erroneous. The relationship of these subjective judgements to the awarding of grades via a supposedly objective assessment instrument is not yet known. Given the widespread use of such assessment instruments across different professions, the question raised is whether all observational assessment systems suffer from similar problems. If students are being judged on criteria not included on assessment instruments, perhaps the other criteria being used need to be made more explicit. 相似文献
25.
26.
An account of an experiment in self‐assessed learning where the lecturer used his authority to give his students responsibility for their own assessment. Students were expected to set their own goals, week‐by‐week, and prepare a self‐assessment, which was open to questioning and discussion by other members of the group, but which involved only the individual student in the final decision.
The difficulties encountered are clearly stated, but the final judgment is that only such methods can achieve deep processing in Higher Education. It is also argued that conventional methods of evaluation are inappropriate for this style of learning. 相似文献
27.
28.
This paper examines the potential of outdoor learning for supporting children’s understanding of and attitude towards history. A class of primary school children participated in an intensive experiential, residential history programme. A range of data was collected before, during and after the residential programme, and the findings suggest that the experience had a positive impact on the children’s attitude towards history and enabled many of the children to be able to easily recall highly specific factual knowledge. However, the children’s understanding of history as a provisional construct was not developed, as it was not a strong feature of the programme. Nor was the experiential nature of the experience fully exploited. Overall the study suggests that such a programme has the potential to support children’s learning of the past, but a deeper understanding of history, drawing on the benefits of outdoor learning pedagogy, needs to be planned for more explicitly. 相似文献
29.
Helen St Clair-Thompson Rebecca Giles Sarah P. McGeown David Putwain Peter Clough John Perry 《教育心理学》2017,37(7):792-809
Mental toughness can be conceptualised as a set of attributes that allow people to deal effectively with challenges, stressors and pressure. Recent work has suggested that it may be a valuable construct to consider within educational settings. The current studies explored the associations between mental toughness and educational transitions. Study 1 examined the relationships between mental toughness and concerns about moving to a new school in 105 children aged 12–13 years of age. The results revealed significant relationships between several aspects of mental toughness, but particularly confidence in abilities, and children’s concerns. Study 2 examined the relationships between mental toughness and adjustment to university in 200 undergraduate students at various stages of their course. The results revealed a role for several aspects of mental toughness; commitment, control of life, control of emotion, confidence in abilities and interpersonal confidence. The results are discussed in terms of implications for educational practice. It is suggested that measures of mental toughness could be used to identify individuals who may benefit from additional support during transition to a new school or to university, and that future research should explore the potential benefits of mental toughness training. 相似文献
30.
Theory Competition and the Process of Change 总被引:1,自引:0,他引:1
The reasons why many educational change initiatives have little impact are often framed in terms of either a poorly designed
process on the part of the change initiator, or in terms of problems with the attitudes, skills and/or knowledge of those
responsible for implementation. In this paper, we seek to integrate these two perspectives more closely by focusing on their
interface and the competing theories frequently held by the change initiators and implementers. This concept of theory competition
is illustrated with a case of a national literacy initiative in New Zealand in which the change initiators wished to raise
the achievement of low performing students through the development of “learning-centred” leadership in schools and evidence-based
practice. The desired outcomes were not achieved because theories about what it means to be a successful leader in such a
situation, the data needed to undertake the type of evidence-based analysis envisioned and school personnel beliefs about
the target students were understood differently by those responsible for initiating the change and those responsible for implementing
it. 相似文献