全文获取类型
收费全文 | 995篇 |
免费 | 129篇 |
国内免费 | 40篇 |
专业分类
1164篇 |
出版年
2024年 | 7篇 |
2023年 | 32篇 |
2022年 | 20篇 |
2021年 | 41篇 |
2020年 | 60篇 |
2019年 | 52篇 |
2018年 | 58篇 |
2017年 | 55篇 |
2016年 | 63篇 |
2015年 | 28篇 |
2014年 | 49篇 |
2013年 | 104篇 |
2012年 | 20篇 |
2011年 | 33篇 |
2010年 | 36篇 |
2009年 | 30篇 |
2008年 | 37篇 |
2007年 | 54篇 |
2006年 | 46篇 |
2005年 | 46篇 |
2004年 | 51篇 |
2003年 | 34篇 |
2002年 | 23篇 |
2001年 | 20篇 |
2000年 | 18篇 |
1999年 | 8篇 |
1998年 | 22篇 |
1997年 | 12篇 |
1996年 | 11篇 |
1995年 | 9篇 |
1994年 | 9篇 |
1993年 | 11篇 |
1992年 | 12篇 |
1991年 | 13篇 |
1990年 | 8篇 |
1989年 | 4篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
排序方式: 共有1164条查询结果,搜索用时 0 毫秒
221.
通过对36名师范生进行问卷调查,考察师范生在教学反思过程中对教学能力的自我评价、他人评价和反射性评价之间的关系。结果发现,在对教学能力的评价中:(1)师范生的自我评价和反射性评价显著低于他人评价;(2)相对于具体他人,泛化他人评价和泛化反射性评价对个体自我评价的影响更大;(3)自我评价与他人评价存在中低相关,而与反射性评价存在中高相关;(4)反射性评价在他人评价和自我评价之间起着完全中介作用。本研究表明,师范生对教学能力的自我评价、他人评价和反射性评价并不完全一致,他人评价通过反射性评价间接影响个体的自我评价。 相似文献
222.
223.
采用不等组实验组、控制组前测后测的准实验设计,探讨了翻转课堂背景下翻转教学法对高中生认知负荷及学习成绩的影响。结果发现:(1)翻转教学法能有效降低高中生的内在认知负荷,提高其学习成绩与学习效率;(2)翻转课堂背景下,高中生的认知负荷存在知识反转效应,即高成绩者的收益低于低成绩者。结果提示,翻转课堂取得优异学习效果的心理机制在于通过有效降低学习者的内在认知负荷而影响其学习成绩;同时,翻转教学法的运用过程中须考虑学习者认知负荷的变化及学习效率,其对所有的学习者不是同等有效的。 相似文献
224.
A. Sutton 《Revue Européene de Psychologie Appliquée》2018,68(3):117-130
Introduction
The relationship between role personality consistency and well-being is somewhat ambiguous, with past research relying on methods confounded by social desirability or role stereotypes, or conflating consistency with authenticity.Objective
This study uses a robust mixed method approach to establish the distinct impacts of authenticity and personality consistency on well-being.Method
In the quantitative phase, 191 participants completed questionnaires assessing contextualised personality, well-being and authenticity. In the subsequent qualitative phase, a stratified sample of 22 participants completed a series of six open-ended reflective questions.Results
Findings demonstrated significant work-home personality differences at the individual, but not group, level and revealed that authenticity, but not personality consistency, predicted well-being. Thematic analysis demonstrated that authenticity was understood as acting in line with personal values rather than demonstrating behavioural consistency across situations. In addition, while both personality differentiation and inauthenticity were seen as functional, their associations with well-being were substantially different: differentiation was associated with both positive and negative feelings and interpretations, while authenticity was exclusively a positive experience.Conclusion
Authenticity, not personality consistency, is the key contributing factor to well-being. People who feel authentic, regardless of the extent of their contextual personality differentiation, are less stressed and more satisfied. 相似文献225.
Martin Ubani 《Journal of Beliefs & Values》2018,39(2):169-181
AbstractThe focus of this article is on 9th grade students’ (N = 9) perceptions on aspects that make them feel authentic in integrated religious education (RE) lessons among students of various faiths. All of the students had previously studied RE in segregated groups. The data was collected in a collaborative teaching experiment in Finland with student interviews. The students included young people between the ages of 15 and 16 from Lutheran RE, Orthodox RE and ethics instruction. The analysis identified five themes the students reported as having contributed to their sense of authenticity in RE: neutral pedagogical approach, approving social climate concerning diverse beliefs, space for different worldviews in instruction, group composition concerning beliefs and the position of the teacher regarding religion and his/her students. 相似文献
226.
227.
Manoela dos Anjos Afonso Rodrigues 《Qualitative research in psychology》2018,15(2-3):218-233
This article shares some of my doctoral experiences in a practice-based PhD research in arts developed at the Chelsea College of Arts, University of the Arts London. It locates art practice within the academic research realm and contributes to researchers working on autobiographical studies and practice-based research methods. By offering an overview on my research topic focusing on the relationship between language and place in the life of Brazilian women living in London, I reflect on the relevance of “not-knowing” as a fruitful space for researching autobiographical and situated life narratives through art practice. The article concludes that qualitative methods are relevant for building passages from the individual to the collective sphere of an art practice developed within geographical displacement and in the context of academic research. 相似文献
228.
Susan Hansen 《Qualitative research in psychology》2018,15(2-3):292-297
This paper describes the use of video installation as a creative means of engaging audiences in visual research. A detailed image-based overview of the project, 1247 Days on Whymark Avenue, is also presented. This interactive video installation offered viewers a level of phenomenological immersion in the compressed temporality and asynchronous dialogue captured by this visual research project. This film is part of a larger research project on the longitudinal photo-documentation of urban life (Hansen & Flynn 2015a). The project uses repeat photography to study street art and graffiti as visual dialogue. 相似文献
229.
Puleng Segalo 《Qualitative research in psychology》2018,15(2-3):298-304
This article aims to highlight the ways in which visual methods can be used to narrate lived experiences. Additionally, I also draw from self-written poetry as a way to speak to the embroideries and using poems as a form of alternative analysis that assist in interpreting the embroideries. I embarked on a research project where I used embroidery as a visual methodological tool wherein participants could narrate their stories visually, as a way to shift from solely relying on text and the spoken language. The aim was to highlight various ways in which stories could be told and, commensurately, an acknowledgment of multiple forms of knowledge production is made manifest. The findings and various interpretations of the embroideries have been published elsewhere (see Segalo 2011, 2014, 2016; Segalo, Manoff & Fine 2015). On the basis of the foregoing, I argue that platforms need to be created wherein the academic space and ways in which information and knowledge are presented become open to multiple forms of representation. 相似文献
230.
Discourse analysis is a useful and flexible method for exploring power and identity. While there are many forms of discourse analysis, all agree that discourse is the central site of identity construction. However, recent feminist concerns over power, agency, and resistance have drawn attention to the absence of participants’ first-hand experiences within broad discursive accounts (Lafrance &; McKenzie-Mohr 2014; Saukko 2008). For those with an interest in power relations, such as feminist researchers, this is a problematic silence which renders the personal functions of discourse invisible. In this article, we argue that the “personal” and “political” are inextricable, and we make a case for putting the “personal” into broader discursive frameworks of understanding. Further, we assert that feminist research seeking to account for identity must more explicitly aim to capture this interplay. To this end, we argue that voice is the key site of meaning where this interplay can be captured, but that no clear analytical framework currently exists for producing such an account. In response, we propose Feminist Relational Discourse Analysis (FRDA) as a voice-centered analytical approach for engaging with experience and discourse in talk. We then set out clear guidance on how to do FRDA, as applied in the context of women working in U.K. policing. Finally, we conclude that by prioritizing voice, FRDA invites new and politicized feminist readings of power, agency, and resistance, where the voices of participants remain central to the discursive accounts of researchers. 相似文献