首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   69篇
  免费   0篇
教育   58篇
科学研究   3篇
体育   5篇
文化理论   2篇
信息传播   1篇
  2021年   2篇
  2020年   2篇
  2019年   4篇
  2017年   1篇
  2016年   2篇
  2015年   1篇
  2013年   10篇
  2012年   1篇
  2010年   3篇
  2009年   1篇
  2006年   1篇
  2005年   1篇
  2004年   1篇
  2003年   1篇
  2001年   2篇
  1997年   1篇
  1996年   1篇
  1995年   1篇
  1994年   2篇
  1992年   2篇
  1991年   3篇
  1989年   2篇
  1987年   1篇
  1984年   1篇
  1983年   1篇
  1982年   2篇
  1981年   2篇
  1979年   1篇
  1978年   1篇
  1977年   2篇
  1976年   2篇
  1975年   3篇
  1974年   1篇
  1971年   1篇
  1970年   1篇
  1965年   1篇
  1954年   1篇
  1941年   1篇
  1940年   1篇
  1915年   1篇
排序方式: 共有69条查询结果,搜索用时 156 毫秒
1.
2.
Nineteen elementary teachers were observed for the frequency with which they modeled self-praise for their students and taught their students to praise and evaluate themselves. Measures of student self-concept, anxiety, and achievement responsibility were taken at the end of the year. It was found that teacher modeling of self-praise correlated negatively with boys' selfconcept and positively with girls'. Teacher encouragement of students to praise other students correlated positively with boys' anxiety and negatively with girls'. Teacher modeling of self-praise and teacher encouragement of students to praise other students were the best predictors of self-concept.  相似文献   
3.
Based on many years of training students in both school and clinical psychology, the authors have formulated some impressions of differences and similarities found in these trainees. While generalizations remain tentative and call for research, the students in each of these disciplines seem to present different patterns in cognitive styles, perceptions of clients, conceptions of professional role, and personality characteristics. In personality, the students in these fields often display differences in need for structure, need for external support, social maturity, and desire for autonomous professional functioning. Differences seem to be related to variations in previous work and educational experiences, and to differences in age, sex and marital status. Implications for quality of service offered and training needs are outlined.  相似文献   
4.
A discussion of the influences of impulsivity on test performance is presented, along with suggested procedures for ascertaining more accurately the cognitive abilities of impulsive children.  相似文献   
5.
This study compared the Qualitative Scoring System for the modified version of the Bender-Gestalt Test and the Developmental Scoring System for the Bender-Gestalt Test in predicting performance on the Metropolitan Achievement Test. The subjects were 409 first through fourth graders from regular classes in a public elementary school. Both scoring systems correlated significantly with school achievement. However, the Qualitative system correlated higher than the Developmental system with all Metropolitan Achievement Test subscores. Tests for differences between correlations indicated that five of these comparisons were statistically significant.  相似文献   
6.
7.
ABSTRACT

Despite emotional, technical and endurance implications for athletes’ performance, a consensus has yet to be reached to explain the impairment of executive functioning during exercise. In particular, recent research challenges the original assumption of a linear dose–response effect of exercise intensity on cerebral physiology and executive functioning. We propose a fatigue-based neurocognitive perspective of executive functioning during prolonged exercise, suggesting that top-down (cognitive and physical efforts) and bottom-up processes (body sensations) act in parallel of arousing mechanisms to determine cognitive outcomes. In this perspective, executive functioning during prolonged exercise would be dynamical rather than steady (i.e. positively then negatively impacted by exercise) and would be to analyse in regards of exercise termination rather than of exercise intensity.  相似文献   
8.
The New Left of the sixties has been eulogized in the mass media in recent years. Former activists have entered specific employment areas associated with the public sector, although many have retained a political commitment consonant with their previous activities and beliefs. Using interview data gathered in Canada, the Federal Republic of Germany and the United States in 1977 and 1978, the author analyzes the nature and trajectory of the New Left. He finds that the ambivalent character of the movement was an expression of the relations of a specific generation of learners to the deterioration of the condition of intellectual labor in society.The author wishes to thank the Canada Council and the Social Sciences and Humanities Research Council for generously supporting the research.  相似文献   
9.
This study based directly on Markus’s (1977) paradigm demonstrates the greater prevalence of an academic success self-schema in high academic achievers and of an academic failure self-schema in low academic achievers. The results also suggest that this achievementbased schema is modulated by clearsightedness (Py & Somat, 1991) in both good and poor students. Because more clearsighted individuals are probably better able to assess the arbitrariness of the reinforcement systems applied to their performance, they do not build the same schemata as less clearsighted individuals do.  相似文献   
10.
This paper considers the effect of the introduction of market forces into teacher education both in terms of the loss of autonomy on the part of the providers, the teacher educators, and in terms of the growth of ownership by the consumers, the student teachers, of their learning. Specifically it identifies the paradigms of teacher education which are absent from the Council for the Accreditation of Teacher Education (CATE) criteria, such as enquiry‐oriented teacher education, but which are important for promoting professional self‐awareness amongst teachers. This paper describes and evaluates an exercise undertaken by student teachers on a postgraduate certificate in education (PGCE) course which both promotes self‐reflection and meets some of the criteria set by CATE. It concludes that it is possible to promote self‐reflective teaching within the confines of the CATE criteria so long as certain procedures are followed.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号