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71.
《Support for Learning》2005,20(2):83-89
In this article Simon Ellis and Janet Tod review the KS3 National Strategy Behaviour and Attendance strand (DfES, 2003a; 2004a) and the Behaviour and Attendance pilot materials from the Primary National Strategy (DfES, 2003b; 2003c; 2003d). Relevant policy documentation is examined in order to explore how the role of the special educational needs coordinator (SENCO) can be interpreted in relation to these strategies. Issues for debate and the implications for emergent practice are highlighted by the authors. 相似文献
72.
社会行为选择的表现结果取决于力的方向和大小。在社会力的作用下,社会个体行为选择呈现出微观下的表达图式,而在微观表达图式的数目集合中,又呈现出宏观下的平均状态,即形成了对于社会群体行为选择的表现图式。研究指出,支配社会行为选择的"力"有两大类型:其一,我们称之为"行为驱动内力"或"行为突破力",其二,我们称之为"行为驱动外力"或"行为维系力"。行为突破力的自发倾向是不间断地对于"社会行为选择期望值"的破坏与更新;而行为维系力的自发倾向是不间断地对于"社会行为选择期望值"的保持与坚守。行为突破力从微观数目(对于个体行为选择的可能方式)随时空的"无限改变"上获得认识,行为维系力从宏观集合(对于群体行为选择的集合方式)随时空的"整体定常"上获得认识。所构成的在真实社会系统中社会行为的选择图式,只能是行为驱动内力和行为驱动外力二者之间互相制约,彼此妥协与实现均衡的总结果。毋庸置疑,行为驱动内力与行为驱动外力二者的概率总和恒等于1,而一旦出现二者相等的那一瞬间(概率各等于0.5),便达到了一个极为特殊的社会行为选择临界,称之为理想社会行为的标准图式。在统计意义上,理想社会行为标准图示对应着"期望值"与"方差"获得完全相等时的概率描述,因而可利用泊松分布作为这项公理性假设的合理工具。 相似文献
73.
教育社会心理学从20世纪70年代产生至今还缺乏严密的学科体系。学科体系的形成需要一个独特的研究对象、合理的逻辑起点。教育社会心理学的逻辑起点是“互动”的社会行为,研究对象不是在教育心理学中增加社会心理学的内容,也不是在教育心理学研究领域沿袭社会心理学的观点。教育社会心理学独特的研究对象应是教育心理学与社会心理学的有机结合,主要是研究在学校情境下,学生和教师在团体中进行互动的社会行为。 相似文献
74.
Fernanda T. Orsati Julie Causton-Theoharis 《International Journal of Inclusive Education》2013,17(5):507-525
Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher. 相似文献
75.
Judith R. Harrison Denise A. Soares Jeanette Joyce 《International Journal of Inclusive Education》2013,17(12):1209-1231
ABSTRACTInclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature. 相似文献
76.
Estelle Macdonald Uttom Chowdhury Jackie Dabney Miranda Wolpert Samuel M. Stein 《Emotional and Behavioural Difficulties》2013,18(1):43-52
Abstract An NHS Trust set up groups to teach social skills to children and adolescents using a cognitive behavioural framework. One group of seven children (five boys and two girls) is described. Parents were invited to a parallel parents' group. Each group lasted for 90 minutes and ran weekly for 6 weeks. Extensive liaison with parents and teachers took place before, during and after the group. Analysis of pre- and postgroup questionnaires sent to parents and teachers indicated improved social functioning, outside the group, for most of the children. Parents valued the dialogue with professionals and often felt supported by them for the first time. Therapists' contact with teachers ensured full knowledge of children's behaviour and the transfer of skills to schools. Cognitive behavioural techniques with children under-going group work require intensive liaison to facilitate generalization of skills learnt. 相似文献
77.
Kaili Chen Zhang 《Emotional and Behavioural Difficulties》2013,18(3):179-192
This study reports data on the challenges and needs of girls engaged in delinquent behaviour and the effectiveness of services provided by a girls' home. Implications and suggestions for the planning and implementation of effective programmes and services in alternative educational settings are included. It concludes that alternative education is not just a change of educational environment for youths in trouble, an understanding of the unique needs of girls and female offenders must be translated into practice as educators continue to find solutions for helping girls who are engaging in risky or delinquent behaviours. 相似文献
78.
Zi Yan 《Educational Research and Evaluation》2013,19(2):83-97
The theory of planned behaviour (TPB) was used to explore the Hong Kong teachers' intentions to implement school-based assessment (SBA) and the predictors of those intentions. A total of 280 teachers from Hong Kong secondary schools who had been involved in SBA were surveyed. Rasch-calibrated teacher measures were calculated for each of the 6 variables – affective and instrumental attitude, subjective norm, self-efficacy, knowledge, and intention – regarding SBA. The results of hierarchical multiple regression analysis revealed that instrumental attitude and self-efficacy made significant contributions to predicting intentions to implement SBA. These 2 predictors explained 55.2% of the variance in intentions. The other 3 variables, that is, affective attitude, subject norm, and knowledge, did not have significant predictive power on the formation of intentions to implement SBA. Possible explanations and implications of the findings are discussed. 相似文献
79.
《Emotional and Behavioural Difficulties》2013,18(2):115-129
abstract This article draws upon a recent evaluation study of developments in behaviour/discipline systems in an inner-city secondary school over a period of 5 years (including a 3 year O°action research' cycle). The methodology involved the collection and analysis of data from a combination of qualitative and quantitative approaches with reference to other school performance indicators. Elements of the study are discussed in order to help bridge the theory/practice divide and to share practical research findings with other schools. 相似文献
80.