全文获取类型
| 收费全文 | 1424篇 |
| 免费 | 4篇 |
| 国内免费 | 2篇 |
专业分类
| 教育 | 1274篇 |
| 科学研究 | 34篇 |
| 各国文化 | 42篇 |
| 体育 | 28篇 |
| 综合类 | 14篇 |
| 文化理论 | 2篇 |
| 信息传播 | 36篇 |
出版年
| 2025年 | 1篇 |
| 2024年 | 16篇 |
| 2023年 | 22篇 |
| 2022年 | 9篇 |
| 2021年 | 29篇 |
| 2020年 | 56篇 |
| 2019年 | 71篇 |
| 2018年 | 82篇 |
| 2017年 | 83篇 |
| 2016年 | 73篇 |
| 2015年 | 65篇 |
| 2014年 | 65篇 |
| 2013年 | 301篇 |
| 2012年 | 96篇 |
| 2011年 | 68篇 |
| 2010年 | 61篇 |
| 2009年 | 62篇 |
| 2008年 | 52篇 |
| 2007年 | 50篇 |
| 2006年 | 33篇 |
| 2005年 | 31篇 |
| 2004年 | 22篇 |
| 2003年 | 16篇 |
| 2002年 | 11篇 |
| 2001年 | 9篇 |
| 2000年 | 6篇 |
| 1999年 | 9篇 |
| 1998年 | 8篇 |
| 1997年 | 7篇 |
| 1996年 | 4篇 |
| 1995年 | 2篇 |
| 1993年 | 3篇 |
| 1992年 | 1篇 |
| 1985年 | 1篇 |
| 1982年 | 1篇 |
| 1979年 | 1篇 |
| 1977年 | 2篇 |
| 1976年 | 1篇 |
排序方式： 共有1430条查询结果，搜索用时 15 毫秒
71.
72.
郑庆文 《宁波教育学院学报》2012,(2):99-102
父母参与儿童早期保育与教育是美国儿童早期发展的\"干预计划\"中重要内容。在\"开端计划\"、\"儿童保育运动\"和\"家庭援助方案\"中父母以课堂志愿者活动、义工、家访交流等多种形式参与儿童早期保育与教育,以传递家庭中的文化、语言、宗教等方面的传统,监督保育与教育的各种实施措施改进和总体质量的提升,促进其子女的健康发展和自身素质和技能的提高。 相似文献
73.
20世纪以来,美国社会的急剧变化使家庭系统面临巨大的压力并引发一系列社会问题,致使美国开始开展增加家庭教育的知识与技能、预防和减少家庭危机的系列研究与实践。以美国密苏里州为代表的\"父母即教师\"项目(ParentsAsTeachersProgram,PAT),关注孩子在校园的表现与家长参与的互动关系,通过丰富的项目研究实践来提高家长的教育水平,有力地促进了家长有效参与到孩子的发展中去。美国各州普遍实践的\"父母即教师\"项目的评估表明,参加该项目的父母在育儿技巧、参与的程度与质量方面有显著提升;孩子在认知与入学适应能力等方面也有明显提高。该项目尤其是对贫穷家庭的孩子和非白人家庭的孩子影响更大。 相似文献
74.
Mary‐Anne Holfve‐Sabel 《Gender and education》2011,23(1):73-86
The aim of the study is to compare gender patterns of student attitudes toward school, teachers and peers in grade 6 over time. In 1967–68 and in 2003, 1500 pupils responded to the same 40‐item questionnaire. A confirmatory factor analysis was applied. In the gender comparison the within‐class level was used. The more traditional school factors, Interest in School, View of Teacher, and Work Atmosphere, showed no differences between the two time periods. The factor Interest in School showed that girls were more positive than boys. In contrast to this, changes with more positive attitudes had occurred especially in boys’ peer relational factors. In Relations with Classmates and in View of Fuss, the scores were now equal between the two genders, but in View of Peers, and Lack of Anxiety the boys’ attitudinal scores were significantly higher than those of the girls. 相似文献
75.
Increasingly, children with Down Syndrome are attending mainstream schools, but evidence suggests that these children are more prone to peer rejection and other problems when compared with their non‐disabled counterparts. However, relatively little is known about children's attitudes toward their peers with moderate to serious learning disabilities, including Down Syndrome. This study assessed the attitudes of non‐disabled primary school children (n = 118) in mainstream education toward their peers with Down Syndrome. A secondary aim was to assess whether exposure to audiovisual material promoting inclusion had any immediate effects on overall attitudes. A cross‐sectional, questionnaire‐based survey was administered in four rural‐based schools. The results showed that female participants over 10 were the most sociable. Overall attitudes toward inclusion were consistently and statistically significantly more negative than those toward sociability. Other factors, such as contact with peers with Down Syndrome, were not related to attitudes. Neither was there any change in overall attitudes following exposure to the promotional material. Further work is needed to identify factors underpinning the attitudes of non‐disabled children to their peers with Down Syndrome and how best to promote inclusion in mainstream schools. 相似文献
76.
The paper aims to further explore the role that culture plays in the provision and assimilation of sex education among Latina immigrants in the USA. To accomplish this, researchers conducted focus groups and interviews with 30 women from Central and South America who have lived in the USA for at least five years. Participants were asked to reflect on their experience with sex education in their home country and in the USA, and to assess how their attitudes towards sex education may impact their behavioural choices as parents and as sexually-active women. The findings demonstrate a wide range of views that did not follow patterns by common demographical proxy variables, suggesting that such variables are not enough to predict adoption of new cultural values that are different from their family's traditional norms. Instead, adherence to traditional cultural beliefs appeared to be a better predictor of attitudes and behaviours. 相似文献
77.
78.
Robert Hart 《Educational Psychology in Practice》2011,27(2):155-174
There are manifold benefits of parental involvement in a child’s education, but there is evidence of gender imbalances in parental involvement. This article describes research into fathers’ involvement with educational psychologists (EPs) working with children undergoing statutory assessment. A content analysis of children’s files from one educational psychology service was conducted to assess the level of paternal involvement in EPs’ work, and semi‐structured interviews with eight fathers were used to identify factors that affected their involvement with EPs’ work. Fathers were less involved than mothers, and a number of factors affecting fathers’ involvement was identified. The discussion of findings is informed by Community Psychology, Ecosystemic Theory and the Theory of Planned Behaviour, and strategies to promote paternal involvement are identified. 相似文献
79.
This study examined the impact of parental involvement on adolescents' academic achievement in Korean families. The major strengths of the current research are the study of multiple dimensions of parental involvement, the longitudinal design and the consideration of mediating variables. Structural equation modelling was used to examine the direct and indirect effects of parental involvement on students' academic achievement using data from a nationally representative sample of middle school students from the Korea Youth Panel Survey. Results indicated: (1) parental involvement dimensions positively influenced achievement through its effects on student self‐concept and locus of control; and (2) parents' increased participation in involvement practices (monitoring, educational expectation and affection) increases students' self‐concept and locus of control. 相似文献
80.
The present study explores Greek parents’ views on parental educational involvement and its impact on adolescent scholastic and social development. Specifically, aspects of parental involvement such as the achieved objectives of current parent–school communication, the psychological climate dominating teacher–parent interactions and parents’ suggestions for improvement of current policies and practices are examined. Four hundred and seventy‐five parents participated in the study. Findings showed that family–school communication is believed to be insufficient in Greece, despite the fact that parents tend to: (1) regard their cooperation with teachers as determinative of adolescent academic and psychosocial development; (2) consider teachers to be friendly and caring; and (3) believe that secondary school provides some opportunities for constructive parental involvement. These paradoxes are discussed and explained as a result of radical changes in current social and educational values, principles and objectives. 相似文献