全文获取类型
收费全文 | 1942篇 |
免费 | 130篇 |
国内免费 | 27篇 |
出版年
2024年 | 14篇 |
2023年 | 59篇 |
2022年 | 38篇 |
2021年 | 43篇 |
2020年 | 101篇 |
2019年 | 146篇 |
2018年 | 120篇 |
2017年 | 122篇 |
2016年 | 92篇 |
2015年 | 64篇 |
2014年 | 113篇 |
2013年 | 248篇 |
2012年 | 37篇 |
2011年 | 49篇 |
2010年 | 30篇 |
2009年 | 45篇 |
2008年 | 90篇 |
2007年 | 90篇 |
2006年 | 73篇 |
2005年 | 78篇 |
2004年 | 65篇 |
2003年 | 52篇 |
2002年 | 42篇 |
2001年 | 42篇 |
2000年 | 29篇 |
1999年 | 25篇 |
1998年 | 22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2099条查询结果,搜索用时 0 毫秒
151.
Garrett Kenney 《Zygon》2015,50(1):227-244
This article examines Huston Smith's critique of and remedy for modernity from the perspective of a college professor who adopted “Why Religion Matters” (2001) as required reading for undergraduates. Smith's heartfelt plea to consider, if not embrace, the common wisdom of traditional religious worldviews deserves a hearing. But Smith's approach is also in need of qualification, supplementation, and critique. This article, ironically, finds the needed qualification, supplementation, and critique in Huston Smith's much earlier publication, The Purposes of Higher Education (1955). This article provides the dialogue. 相似文献
152.
Jean S. Peterson 《Journal of counseling and development : JCD》2015,93(2):153-162
Giftedness can be both an asset and a burden when gifted students respond to developmental challenges. Characteristics associated with high intellectual ability likely affect how gifted students experience social, emotional, and career development, regardless of level of academic achievement. Counselors' lack of awareness of such qualitative differences, as well as positive and negative biases, may interfere with the therapeutic relationship. Characteristics related to giftedness, vulnerabilities, concerns, and counseling strategies are the focus of this article. 相似文献
153.
International Doctoral Students in Counselor Education: Coping Strategies in Supervision Training
下载免费PDF全文
![点击此处可从《Journal of multicultural counseling and development》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Hongryun Woo Yoo Jin Jang Malik S. Henfield 《Journal of multicultural counseling and development》2015,43(4):288-304
This study explores 8 international doctoral students' perceptions of coping strategies used in supervision training in counselor education programs. Using human agency as a conceptual framework, the authors found 3 categories: (a) personal and professional self‐directed strategies as personal agency, (b) support and care from mentors as proxy agency, and (c) networking among international doctoral students and/or graduates as collective agency. Implications for counselor educators are discussed. Este estudio explora las percepciones de 8 estudiantes internacionales de doctorado sobre las estrategias de afrontamiento usadas en la capacitación de supervisión en programas de educación para consejeros. Usando la agencia humana como marco conceptual, se hallaron 3 categorías: (a) estrategias autodirigidas personales y profesionales como agencia personal, (b) apoyo y cuidados recibidos de mentores como agencia delegada y (c) creación de redes de contactos entre estudiantes internacionales de doctorado y/o doctores como agencia colectiva. Se discuten las implicaciones para educadores de consejeros. 相似文献
154.
Adam Voight 《Journal of community & applied social psychology》2015,25(4):310-326
This case study used a student voice program in an urban middle school in the southeastern United States to examine the validity of three theoretically derived pathways through which student voice may affect positive school climate. First, using a youth participatory action research process to identify barriers to learning, analyse their root causes, and advocate for solutions to school administration allowed students to influence minor school policies and implement anti‐bullying, classroom‐behaviour‐monitoring, and experiential‐learning initiatives. However, there were challenges to making these policy and practice changes systemic. Second, relationships were formed and strengthened as a byproduct of student participant and staff collaboration in program activities. However, the program may have contributed to an ingroup–outgroup dynamic between participants and other peers. Third, students who participated in the program developed citizenship competencies, and their development may have promoted broader prosocial norms among the student body, though evidence was inconsistent. Study findings suggest that future research examine how variations in the implementation of student voice initiatives can maximize the contribution to a positive school climate in urban schools. Findings also suggest that practitioners should ensure that student teams be representative of a multitude of student identities. Copyright © 2014 John Wiley & Sons, Ltd. 相似文献
155.
Equipping the Equippers: The Pedagogical and Programmatic Implications of The Christians' Callings in the World Project
下载免费PDF全文
![点击此处可从《Teaching Theology & Religion》网站下载免费的PDF全文](/ch/ext_images/free.gif)
David J. Lose Gordon S. Mikoski Eileen D. Crowley Rolf Jacobson Scott Cormode Jeffrey Conklin‐Miller 《Teaching Theology & Religion》2015,18(4):387-408
When five theological schools realized (a) their graduates affirmed vocation as central to their theology and practice, yet (b) the parishioners of their graduates nevertheless did not feel called, they knew they had to do something. For six years, faculty teams from these schools conducted a variety of experiments in pedagogy, curriculum reform, and program development in order to train their graduates to equip all of God's people to claim and live their vocational identity in the world. This article introduces the identified challenge and necessary theological and pedagogical shift and then describes five of those experiments in greater detail. 相似文献
156.
Anita Pettersen 《International Journal of Children's Spirituality》2015,20(3-4):204-217
This article is the result of an Early Childhood Care and Education undergraduate pilot project through a university on the West Coast of Canada. It weaves together poststructural interpretations and a hermeneutic phenomenological recounting of an experience of inquiring about angels with young children. The angel inquiry became a point of entry into a holistic spiritual pedagogy that attends to the whole of a matter, while also paying attention to the significance of each part. Contributing to the interpretations made in this study is Ted Aoki’s philosophy of the space between where the planned curriculum and the lived curriculum (or lived experiences) meet in a third and overlapping tensional space; Max van Manen’s emphasis on lived experiences as ‘breathing meaning’ also contribute to the choices and interpretations made. Blended through the study are the understandings of Tobin Hart and Kate Adams from their investigations of children’s lived experiences with mystical unseen worlds. The area of invisible mystery proves to be more delicate to negotiate than the world of physical embodiments and the world of complete fantasy of the mind; this is the area of the spiritual – the meeting of body and mind with a third and overlapping space. This space goes by many names and many definitions, but ultimately remains indefinable and intangible. But during the pilot project, meaning did come through the inquiring and through the themes that emerged of ‘who we are’ in relation to angels; race, gender and the role of nurturer; and familial angel ownership. Children yearn for allowing spaces to safely express these ideas about, and experiences with, mystery worlds. It is the connection with the inner life through small moments and engagements with the big life questions that the entangling of the physical, the mental and the spiritual creates the intuitive, integrated heart space of a holistic spiritual pedagogy. 相似文献
157.
Martin Ubani 《Journal of Beliefs & Values》2015,36(2):190-203
This article explores the professional reflection of three male religious education (RE) student teachers during their one-year pedagogical training. The participants (n = 3) interviewed in this article were chosen on the basis of their self-report in the questionnaire in which they claimed no previous teaching experience. The participants were interviewed three times: at the beginning, in the middle and at the end of their one-year teacher education. The interviews were analysed with qualitative content analysis. The study showed some patterns in the student teachers reflections concerning developmental aims, professionalism, and convictions during the year. The article concludes that in RE teacher education developing pedagogical thinking should be accompanied with becoming aware of the role of personal life history and contextual situation play in the process of becoming a sound professional in RE. 相似文献
158.
Value transmission is a fundamental task of schools. However, the question arises as to how far prevailing political and social conditions shape the functioning of a country or a region’s school system. In other words: what effect do they have on the choice of values to be transmitted at schools? Are there any fundamental social values that are shared by different cultures at different times? Are there values that exist independently of social and political systems? These questions have a special relevance in Eastern and Central European countries like Hungary where political and social changes in the twentieth century had a crucial effect on the set of values that were transmitted by the school system. The aim of this study is to describe how the value transmitting role of the Hungarian school system has changed as a consequence of political transformations in recent decades. 相似文献
159.
Structure also supports autonomy: Measuring and defining autonomy‐supportive teaching in Japanese elementary foreign language classes
下载免费PDF全文
![点击此处可从《The Japanese psychological research》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Yoshiyuki Nakata 《The Japanese psychological research》2015,57(3):167-179
Recent discussions of autonomy have included the perspective that, as a basic human need across cultural environments, it includes not only choice but also personal endorsement of action. The present study focused on the cultural experience of autonomy‐support in Japanese elementary school foreign language classes. Three studies were conducted to investigate how students understand autonomy‐supportive teaching. In Study 1, exploratory focus groups defined cultural perspectives on autonomy‐support and structure. Exploratory and confirmatory factor analysis indicated that clarity, pacing, and teachers' positive affect correspond to students' perception of supportive teaching. Study 2 investigated teacher support in relation to in‐class engagement using longitudinal structural equation modeling. The results indicated a strong relationship between perceptions of support and classroom behavioral engagement, with stable effects over time. Study 3 longitudinally investigated teacher support in relation to students' perceptions of personal autonomy, relatedness, and competence need satisfaction. Findings show a strong positive relationship between teacher support and need satisfaction with high test‐retest reliability. Discussion focuses on how autonomy need satisfaction is experienced in different cultures with differing social norms. 相似文献
160.