全文获取类型
收费全文 | 429篇 |
免费 | 95篇 |
国内免费 | 52篇 |
出版年
2024年 | 2篇 |
2023年 | 10篇 |
2022年 | 19篇 |
2021年 | 14篇 |
2020年 | 23篇 |
2019年 | 22篇 |
2018年 | 32篇 |
2017年 | 36篇 |
2016年 | 31篇 |
2015年 | 20篇 |
2014年 | 24篇 |
2013年 | 73篇 |
2012年 | 16篇 |
2011年 | 18篇 |
2010年 | 18篇 |
2009年 | 14篇 |
2008年 | 19篇 |
2007年 | 22篇 |
2006年 | 30篇 |
2005年 | 27篇 |
2004年 | 20篇 |
2003年 | 17篇 |
2002年 | 13篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 4篇 |
1998年 | 12篇 |
1997年 | 5篇 |
1996年 | 2篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1982年 | 1篇 |
1977年 | 1篇 |
1975年 | 2篇 |
排序方式: 共有576条查询结果,搜索用时 15 毫秒
111.
112.
113.
Chiaki Ishiguro 《The Japanese psychological research》2024,66(1):41-54
Viewing art inspires creativity, which can encourage learning in art education. A previous study revealed that the type of artwork and the way art is viewed affects adults' inspiration; however, no study exists concerning the way children are inspired by viewing art. Thus, the current study aimed to examine whether children's age group/grade level, art style (figurative or abstract), and artwork creators (children or adults) influence children's inspiration, and whether the effects of the art style and creators vary by children's age group/grade level. An online questionnaire survey was conducted with the help of 600 pairs of parents and their elementary-school-aged children. They were asked to view eight paintings that differed in terms of the artists and their individual style and they then rated their inspiration experience when viewing each artwork. The results revealed that children were more inspired when viewing abstract, rather than figurative, paintings, and the effect of the type of painting differed in the third and sixth grades. Additionally, children gained more inspiration by viewing paintings created by children rather than by adults; a difference observed in all grade levels. 相似文献
114.
Past research on civic education suggests that students' performance is largely influenced by individual socioeconomic background and motivational factors. There has been little attention to the effects of school and classroom ideological and social attributes, such as the socioeconomic make-up of the school or classroom, or how interested in politics are a student's classmates. The results of the present study support the contention that contextual effects play a vital role in determining students' civic knowledge scores. Analysis of Israeli 11th graders' performance on the International Association for the Evaluation of Educational Achievement (IEA) civic knowledge test shows that while individual backgrounds and motivations play a significant role, school and classroom contexts greatly contribute to civic knowledge acquisition. 相似文献
115.
Patrick Maynard 《Philosophical Studies》2007,135(1):111-121
Cynthia Freeland’s investigation of four kinds of ‘fidelity’ in portraiture is cut across by more general philosophical concerns.
One is about what might be called the expression of persons--the persons or ‘inner selves’ of portrait subjects and of portrait
artist: whether either is possible across each of the four kinds of fidelity, and whether these two kinds of expression are
in tension. More fundamental is the problem of telling how self-expression is at all possible in any of these forms. Finally,
she wonders how photography affects all these questions. This comment addresses portraiture not so much in terms of the four
fidelities, but with another quartet of concepts: four ordinary types of ‘display’, in terms of which we see how artists’
self-expression is possible in all these forms, also including photography. Its key idea is that portraits are displays simply
by being pictures or sculptures, which are kinds of artifacts, hence things that we perceive as having intentional affordance:
that is, as being intentionally made ‘for’ something.
相似文献
Patrick MaynardEmail: |
116.
117.
采用“呈现随眼动变化技术”对12名高中二年级学生的双字词阅读知觉广度进行了眼动研究。结果发现:(1)高中二年级学生的双字词阅读知觉广度具有不对称性。(2)高中二年级学生的双字词阅读知觉广度为注视点左侧一个双字词到右侧两个双字词的空间。 相似文献
118.
以1995名普高生和中职生为被试,采用未来取向问卷(中文版),考察了普高生和中职生的个人未来目标和担忧的内容与时间广度。研究发现:普高生与中职生较多地关注未来教育、职业、婚姻/家庭、家庭安康和自我,预期重要生活事件发生在二三十岁左右。普高生更多地提及教育目标和担忧以及与家庭安康有关的担忧,而中职生更多地提及职业目标和担忧,并预期职业目标和担忧发生的年龄较早;农村学生更多地提及与未来教育和家庭安康有关的目标,而相对较少提及职业目标,并预期教育和职业目标以及职业担忧发生的年龄早于城市学生;男生更多地提及职业和婚姻/家庭目标以及与自我有关的担忧,而女生更多地提及与家庭安康有关的目标和教育担忧,并预期教育和职业目标发生的年龄较早。 相似文献
119.
本研究以526名高中生为被试,运用自行编制的"高中生认识论信念问卷",考察了高中生认识论信念的性别差异、年龄特点以及学校类型差异。结果表明:高中生认识论信念的各个维度上不存在性别差异,但存在着极其显著的学校差异;在整合建构信念、能力信念方面,存在着显著的年级差异;在零散接受信念上存在着学校与年级的交互作用。 相似文献
120.