全文获取类型
收费全文 | 1919篇 |
免费 | 129篇 |
国内免费 | 27篇 |
专业分类
2075篇 |
出版年
2024年 | 14篇 |
2023年 | 59篇 |
2022年 | 37篇 |
2021年 | 43篇 |
2020年 | 101篇 |
2019年 | 146篇 |
2018年 | 120篇 |
2017年 | 122篇 |
2016年 | 90篇 |
2015年 | 64篇 |
2014年 | 112篇 |
2013年 | 248篇 |
2012年 | 37篇 |
2011年 | 49篇 |
2010年 | 29篇 |
2009年 | 42篇 |
2008年 | 89篇 |
2007年 | 86篇 |
2006年 | 68篇 |
2005年 | 77篇 |
2004年 | 65篇 |
2003年 | 52篇 |
2002年 | 40篇 |
2001年 | 40篇 |
2000年 | 29篇 |
1999年 | 25篇 |
1998年 | 21篇 |
1997年 | 20篇 |
1996年 | 23篇 |
1995年 | 23篇 |
1994年 | 13篇 |
1993年 | 21篇 |
1992年 | 13篇 |
1991年 | 22篇 |
1990年 | 9篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1977年 | 6篇 |
1976年 | 5篇 |
1975年 | 3篇 |
排序方式: 共有2075条查询结果,搜索用时 0 毫秒
81.
The purpose of the current study was to examine the degree to which instruction based on stimulus equivalence procedures could be used to teach single-subject design methodology to graduate-level professionals through a Web-based course management system known as Blackboard (see http://www.blackboard.com). Specifically, we used the stimulus equivalence paradigm to teach relations among the names, definitions, graphical representations of the designs, and two practical scenarios of when it would be appropriate to implement each design. Most participants demonstrated the emergence of untaught relations, and some participants showed generalization to novel vignettes and graphs. Relations largely were not maintained at follow-up but were retaught. 相似文献
82.
We investigated teacher versus student seat selection in the context of group and individual seating arrangements. Disruptive behavior during group seating occurred at twice the rate when students chose their seats than when the teacher chose. During individual seating, disruptive behavior occurred more than three times as often when the students chose their seats. The results are discussed in relation to choice and the matching law. 相似文献
83.
84.
《The Journal of social psychology》2012,152(2):132-147
ABSTRACT We investigated the effect of gender stereotypic and counter-stereotypic images on male and female high school students' science comprehension and anxiety. We predicted stereotypic images to induce stereotype threat in females and impair science performance. Counter-stereotypic images were predicted to alleviate threat and enhance female performance. Students read one of three chemistry lessons, each containing the same text, with photograph content varied according to stereotype condition. Participants then completed a comprehension test and anxiety measure. Results indicate that female students had higher comprehension after viewing counter-stereotypic images (female scientists) than after viewing stereotypic images (male scientists). Male students had higher comprehension after viewing stereotypic images than after viewing counter-stereotypic images. Implications for alleviating the gender gap in science achievement are discussed. 相似文献
85.
《Canadian journal of philosophy》2012,42(8):1104-1121
ABSTRACTSome self-knowledge must be arrived at by the subject herself, rather than being transmitted by another’s testimony. Yet in many cases the subject interacts with an expert in part because she is likely to have the relevant knowledge of their mind. This raises a question: what is the expert’s knowledge like that there are barriers to simply transmitting it by testimony? I argue that the expert’s knowledge is, in some circumstances, proleptic, referring to attitudes the subject would hold were she to reflect in certain ways. The expert’s knowledge cannot be transmitted by testimony because self-knowledge cannot be proleptic. 相似文献
86.
Jennifer R. Adams 《Counseling and values》2012,57(1):66-80
Client religious and spiritual practices have recently emerged as beneficial to both mental and physical health. However, graduates of counseling programs indicate that they have not been adequately trained to address religious and spiritual issues with clients. This exploratory study focused on the perceptions of counselors‐in‐training regarding what messages they received about these issues during their training programs, as well as their potential behaviors when working with clients. Results indicated that potential behaviors are not always consistent with what they are taught. Implications for training and future research are discussed. 相似文献
87.
88.
Shirley Larkin Rob Freathy Karen Walshe Jonathan Doney 《Journal of Beliefs & Values》2014,35(2):175-186
Recent reports on Religious Education (RE) in England and Wales highlight the need for guidance on pedagogy and learning. The RE-flect project addressed this by promoting the creation of metacognitively oriented learning environments in primary school RE classrooms. Six primary school teachers and 160 pupils (eight to 10 years of age) took part in the second year of this two year project. Meta-thinking, worldview and resources zones were created in each classroom. Attainment in RE and pupil perceptions of the learning environment were measured. Data from classroom observations, Worldview Profiles (WVP), and pupil and teacher interviews were analysed qualitatively. Results show an overall increase in attainment; a positive change in pupil perceptions of the learning environment; and the ability of pupils to reflect on and articulate their worldviews. Implications for RE curricular and pedagogy are discussed. 相似文献
89.
The purpose of this article is to illustrate how the model proposed initially by De Souza and developed by Buchanan and Hyde for religious education can be applied to secular education. Using the context of an action research project in Mainland China to introduce education in human values to government primary schools, examples are drawn from mathematics topics to show how teachers have been able to integrate cognitive, affective and values messages into their existing subject curricula. Children’s and teachers’ comments suggest that both are aware of the inner transformations that occur over time, and illustrate that it is possible to bring about such transformation in a way that is compatible with the ideology of the system. 相似文献
90.
Deborah Fraser 《International Journal of Children's Spirituality》2014,19(1):17-24
Parker Palmer defines spirituality as ‘the eternal yearning to be connected with something larger than our own egos’ (2003, 121). This yearning is an innate human need that transcends age, culture, ethnicity and belief. Despite deficit assumptions about young people, they are drawn to this need to surmount the ego and contribute to something larger than their own wants and needs. Two counter stories of young people involved in social activism outline how this is achieved. These are stories of contribution, compassion, empathy and understanding. Implications for schools are outlined including the range of learning that social activism inspires. 相似文献