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681.
Karisse A. Callender A. Stephen Lenz 《Journal of counseling and development : JCD》2018,96(4):436-448
This study evaluated the efficacy of the wellness model of supervision (WELMS; Lenz & Smith, 2010 ) for promoting changes across the perceptions of counselors‐in‐training (CITs) regarding professional quality of life. Three female participants (1 Caucasian, 2 Hispanic) were enrolled in a program accredited by the Council for Accreditation of Counseling and Related Educational Programs. Results of a single‐case research design with multiple baselines indicated that the WELMS was efficacious across client–CIT interactions on professional quality of life. 相似文献
682.
Sex is ubiquitous in the media, but only a fraction depicts sexual interactions between same-sex partners. This field study, conducted outside of bars in the Midwestern United States, examined 83 heterosexuals’ sexual willingness with a same- or other-sex partner. Participants viewed a randomly assigned video vignette of a same- or other-sex partner. Alcohol intake, partner attractiveness, and sexual willingness were measured. Using moderated regression analysis, we found that alcohol intake predicted sexual willingness with the male target for both men and women, but not with the female target. The attractiveness of same-sex partners was related to sexual willingness. Sexual willingness was only influenced by alcohol intake and perceived attractiveness of a same-sex prospective partner. Most notably, alcohol intake was related to increased sexual willingness of men with a same-sex partner, suggesting a potential shift in normative casual sexual behavior among heterosexual men. 相似文献
683.
Consensual Assessment of Creativity in Teaching Design by Supportive Peers—Its Validity,Practicality, and Benefit 下载免费PDF全文
Vivian M. Y. Cheng 《创造性行为杂志》2018,52(1):5-20
Creativity in teaching is a significant and complex construct. However, in the local educational context, creativity in teaching has received little attention. This study aimed to investigate the validity, practicality, and benefits of applying a modified consensual assessment technique (CAT) to assess creativity in teaching design. Four hundred and eighty‐five written teaching designs were collected from 167 in‐service and pre‐service primary school teachers in Hong Kong. Instead of expert teachers, “supportive” peers, who had shown support, interest, and initiative in creative teaching were recruited as judges. A warm‐up exercise, with no definition of creativity, was given to the judges before beginning their assessments. The results indicated overall consistency in the judges' assessments of creativity, and that creativity factor could be distinguished from pedagogical skills and other technical factors. Most of the peer judges reported personal gains in creative teaching by engaging in the assessment process. On average, each judge spent approximately only 2 minutes rating each written teaching design. The findings confirm that the modified CAT is a valid and economical assessment method with learning benefits for the judges. The special values and implications of using supportive peer judges in consensual assessment are further discussed. 相似文献
684.
John Hedley Brooke 《Zygon》2018,53(3):836-849
In recent years many historical myths about the relations between science and religion have been corrected but not always with sensitivity to different types and functions of “myth.” Correcting caricatures of Darwin's religious views and of the religious reaction to his theory have featured prominently in this myth‐busting. With the appearance in 2017 of A. N. Wilson's depiction of Darwin himself as a “mythmaker,” it is appropriate to reconsider where the myths lie in discourse concerning Darwin and Christianity. Problems with Wilson's account are identified and his provocative demeaning of Darwin is contrasted with an image gleaned from Darwin's friend and colleague George Romanes. The article concludes with a brief reference to the problem of suffering and to the work of Christopher Southgate. 相似文献
685.
Eric A. Storch Carrie Masia‐Warner Heather Crisp Rachel G. Klein 《Aggressive behavior》2005,31(5):437-452
This study reports a one‐year prospective investigation of the relations between overt and relational victimization and social anxiety and phobia in a sample of adolescents. The Social Experience Questionnaire—Self Report Form (SEQ‐S), Social Anxiety Scale for Adolescents (SAS‐A), and Social Phobia and Anxiety Inventory for Children (SPAI‐C) were administered to 144 ninth grade adolescents. A follow‐up assessment with the SEQ‐S, SAS‐A, and SPAI‐C was conducted one year later. Results indicated that relational victimization predicted symptoms of social phobia but not general social anxiety and avoidance one year later. Overt victimization was not a significant predictor of social anxiety and phobia one year later. Social anxiety and phobia did not predict peer victimization one year later. However, increases in social anxiety and social phobia symptoms (for boys) over time were positively associated with increases in relational victimization over time. Implications of these findings for peer victimization and social anxiety in the development of social phobia and negative peer experiences are discussed. Aggr. Behav. 00:1–16, 2005. © 2005 Wiley‐Liss, Inc. 相似文献
686.
John Hedley Brooke 《Zygon》1989,24(1):3-22
Abstract. The object is to examine strategies commonly used to heighten a sense of the sacred in nature. It is argued that moves designed to reinforce a concept of Providence have been the very ones to release new opportunities for secular readings. Several case studies reveal this fluidity across a sacred-secular divide. The irony whereby sacred readings of nature would graduate into the secular is also shown to operate in reverse as anti-providentialist strategies invited their own refutation. The analysis is used to support the claim that the sciences have put fewer constraints on religious belief than is generally assumed. 相似文献
687.
Larry Arnhart 《Zygon》2001,36(1):77-92
As a young proponent of "creation science," I rejected Darwinian biology as false, bad, and ugly. Now I defend Darwinism as true, good, and beautiful. Moreover, I now see Darwinism as compatible with the natural piety that arises as one moves from nature to nature's God. 相似文献
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690.
Seibert DC 《Journal of genetic counseling》2008,17(2):152-160
Genetic Counselors (GCs) spend years learning about genetics and practicing counseling techniques in classroom environments.
From the learner perspective, teaching may seem straightforward: provide appropriate information, develop tests or assignments
and submit grades. When asked to teach for the first time, however, clinicians suddenly realize that there is a lot more to
education than standing in front of a class and talking. This article introduces clinical educators to strategies and learning
principles that help make the teaching/learning process more interesting and successful for faculty and students alike. The
instructional concepts presented here are useful across the entire spectrum of learning situations; a 1 hour discussion with
a lay audience, a 3 hour workshop at a professional meeting, a 15 week graduate course, or a series of courses culminating
in an advanced degree. The article offers suggestions for writing course competencies, selecting instructional approaches,
embedding learning engagement options, leveling course content and choosing evaluation strategies. 相似文献