全文获取类型
收费全文 | 2033篇 |
免费 | 141篇 |
国内免费 | 27篇 |
出版年
2024年 | 7篇 |
2023年 | 49篇 |
2022年 | 21篇 |
2021年 | 46篇 |
2020年 | 95篇 |
2019年 | 161篇 |
2018年 | 132篇 |
2017年 | 134篇 |
2016年 | 111篇 |
2015年 | 66篇 |
2014年 | 100篇 |
2013年 | 283篇 |
2012年 | 41篇 |
2011年 | 53篇 |
2010年 | 40篇 |
2009年 | 55篇 |
2008年 | 103篇 |
2007年 | 98篇 |
2006年 | 78篇 |
2005年 | 80篇 |
2004年 | 69篇 |
2003年 | 53篇 |
2002年 | 40篇 |
2001年 | 40篇 |
2000年 | 30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2201条查询结果,搜索用时 15 毫秒
81.
Tanya J. Mickler James R. Rodrigue Celia M. Lescano 《Journal of clinical psychology in medical settings》1999,6(3):273-286
Skin self-examinations are essential for the early identification and treatment of skin cancers. However, little is known about the most effective methods for teaching skin cancer detection and skin self-examination. This study compared three skin cancer education methods that are commonly used in the primary care setting: viewing a videotape, reading brochures, and one-on-one instruction from a nurse practitioner. One hundred forty-three young adults were randomly assigned to one of the four conditions (educational intervention or wait list) and completed measures of skin cancer knowledge, ability to visually discriminate cancerous versus noncancerous skin growths, and behavioral ability to perform a skin self-examination immediately (Time 1) and 3 weeks (Time 2) after the educational intervention. Results showed that participants across all educational interventions had significantly higher skin cancer knowledge compared to those in the wait-list control group, and these knowledge scores were maintained for 3 weeks. Participants in the brochure condition scored significantly higher than participants in all other conditions on an observational measure of skin self-examination. Demographic variables, such as gender and ethnicity, were not found to be related to performance on any of the dependent measures. These findings provide preliminary evidence that knowledge of skin cancer may be enhanced through a variety of educational techniques and that written materials (e.g., brochures) may represent the minimal intervention level necessary for teaching adults how to perform thorough skin self-examinations. 相似文献
82.
Diane M. Lee 《Journal of Adult Development》1999,6(3):175-183
This article responds to three questions: What if the primary mission of the university is to (i) nourish the intellect, (ii) commit to the sacredness of all life, and (iii) foster spirituality? Responses examine multiple forms of literacy, instruction that is ecologically valid and thus oriented toward the unity of knowledge, and teaching as a moral activity. The suggestion here is that meaningful reform will emphasize education of the whole person in relation to the physical, symbolic, and social environments. Curricula focused on forms of representation, modes of treatment, and syntactic structure, adaptive understandings, constructed meanings, critical thinking, real problems, connected knowing, creativity, inspiration, service learning, and the development of declarative procedural and poetic knowledge are discussed. 相似文献
83.
This contribution first searches for historical and empirical evidence for whether and how curricula act or acted as a measure of public education. The problem is explicated on account of a short history of curriculum work and distinguished in a analytical, a political, programmatical and practical discourse of curriculum work. Curriculum work always underlies premises of planning, learning and effects. Three models are finally developed and brought in touch with the different discourses. Curriculum work proves to be an attempt to make publicly acceptable the empirically impossible accountability of schools. 相似文献
84.
Should We Teach Patriotism? 总被引:2,自引:0,他引:2
This article examines a particular debate between Eamonn Callan and William Galston concerning the need for a civic education which counters the divisive pull of pluralism by uniting the citizenry in patriotic allegiance to a single national identity.The article offers a preliminary understanding of nationalism and patriotism before setting out the terms of the debate. It then critically evaluates the central idea of Callan that one might be under an obligation morally to improve one's own patriotic inheritance, pointing to the ineliminable tension between the valuation of one's own patria by its own terms and a detached critical reason.It concludes by suggesting that we are, in advance of our education, members of a particular patria and that any education must be particularistic. Finally, the danger is noted of presuming that, in each case, there is a single, determinate national tradition. 相似文献
85.
86.
87.
The Context and Shape of Theological Education in Mozambique with Special Reference to Women
下载免费PDF全文
![点击此处可从《International review of missions》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Verena Schafroth 《International review of missions》2018,107(1):240-260
In Mozambique, a marked increase in evangelical churches was recorded in the 1980s. This brought the need for pastoral training into sharp focus, and many new Bible schools were founded in the 1980s and 1990s. Yet, the shape and context of theological education remains rather different from other African countries, as Bible schools are mostly not accredited by the government and most schools train part‐time in the evening. As of 2017, religious studies cannot be found at universities, leaving theological training firmly in the hands of the churches and mission organizations. The training of women has become increasingly important, but they also face many challenges. To shed light on these challenges, I present the results of 52 interviews with female students at various Bible schools in Mozambique, ranging from lack of family support to the fact that theological training is perceived to be only for men and full‐time/ordained ministry. 相似文献
88.
《Child & family behavior therapy》2012,34(1):1-19
AbstractThis paper explores a feasibility trial examining the effects of the Make Parenting A Pleasure (MPAP), a 12-week parent training program designed to promote family resilience by strengthening the following factors: parental resilience, social connections, concrete support in times of need, knowledge of parenting and child development, and social and emotional competence in children. Fifty-nine (59) participants were assigned to either a treatment group (n?=?32) or a waitlist control group (n?=?27). Results showed that participants in the MPAP treatment group demonstrated an increase in parenting skills and child development knowledge as well as a decrease in parental depression when compared to waitlist control group participants. Results emphasize the importance of promoting resiliency by supporting parents through direct instruction and skill development. 相似文献
89.
该研究以377名中学生为被试,探讨了中学生消费决策风格的特点及其与家庭理财教育方式的关系。结果表明:(1)中学生消费决策风格部分符合Shim(1996)提出的二阶模型(包括质量导向、非理性导向、享乐导向和价格导向等四个二阶因子);(2)中学生消费决策风格的年级差异不显著,性别差异显著,男生在品牌导向上高于女生,在流行导向和娱乐导向上低于女生;(3)中学生消费决策风格可划分为决策随意型、决策紊乱型、决策理智型和决策实惠型;(4)父母消极的理财教育方式会导致中学生形成非理性导向或享乐导向的消费决策风格,而积极的教育引导则能在一定程度上减弱中学生的非理性决策风格,促进其形成质量导向的决策风格。 相似文献
90.