全文获取类型
收费全文 | 2254篇 |
免费 | 301篇 |
国内免费 | 96篇 |
专业分类
2651篇 |
出版年
2025年 | 15篇 |
2024年 | 53篇 |
2023年 | 66篇 |
2022年 | 92篇 |
2021年 | 78篇 |
2020年 | 130篇 |
2019年 | 146篇 |
2018年 | 125篇 |
2017年 | 120篇 |
2016年 | 115篇 |
2015年 | 82篇 |
2014年 | 75篇 |
2013年 | 321篇 |
2012年 | 78篇 |
2011年 | 71篇 |
2010年 | 65篇 |
2009年 | 77篇 |
2008年 | 75篇 |
2007年 | 93篇 |
2006年 | 122篇 |
2005年 | 109篇 |
2004年 | 90篇 |
2003年 | 84篇 |
2002年 | 63篇 |
2001年 | 40篇 |
2000年 | 37篇 |
1999年 | 30篇 |
1998年 | 30篇 |
1997年 | 24篇 |
1996年 | 16篇 |
1995年 | 27篇 |
1994年 | 16篇 |
1993年 | 8篇 |
1992年 | 7篇 |
1991年 | 7篇 |
1990年 | 3篇 |
1989年 | 3篇 |
1988年 | 1篇 |
1987年 | 4篇 |
1985年 | 15篇 |
1984年 | 3篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 12篇 |
1976年 | 4篇 |
1975年 | 1篇 |
排序方式: 共有2651条查询结果,搜索用时 15 毫秒
51.
Two children with autism were taught to engage in a variety of complex social behaviors using peer-implemented pivotal response training (PRT), a set of procedures designed to increase motivation and promote generalization. Typical peers were taught to implement PRT strategies by modeling, role playing, and didactic instruction. After training, peers implemented the procedures in the absence of direct supervision in a classroom environment. After the intervention, both children with autism maintained prolonged interactions with the peer, initiated play and conversations, and increased engagement in language and joint attention behaviors. In addition, teachers reported positive changes in social behavior, with the largest increases in peer-preferred social behavior. Further, these effects showed generality and maintenance. Implications of these findings are discussed. 相似文献
52.
53.
School bullying has become a topic of public concern and considerable research in various countries around the world in the last two decades. We summarise characteristics such as types and causes of school bullying, based on findings from various studies. We further review a variety of large-scale, school-based intervention programmes, implemented in different countries and school settings, that have been systematically evaluated. These programmes have varied substantially in their effectiveness in reducing levels of bullying at schools. Reasons for these mixed outcomes are discussed, together with suggestions for improving the effectiveness of future interventions. 相似文献
54.
目的:探析王英春、邹泓等编制的人际交往能力问卷(Interpersonal Competence Questionnaire)在多民族混合地区学生中的适用性。方法:从甘肃省临夏回族自治州、甘南藏族自治州随机抽取了3所民族混合中学,共550名学生统一做答人际交往能力问卷。采用SPSS16.0和Liserl8.70进行信效度分析,并对结构模型进行了验证性因素分析。结果:量表具有较好的鉴别力,决断值CR检验显著(p=0.000<0.001);交往动力、交往认知、交往技能三个分量表的克隆巴赫系数分别为0.702、0.846、0.924,人际交往能力总量表的系数为0.937;验证性因素分析显示三个分量表的因子拟合较好。结论:人际交往能力问卷在多民族混合地区的中学生中具有较好的信效度,可以用于多民族混合地区青少年人际交往能力的研究。 相似文献
55.
以《生活取向测量修订版》、《儿童解释风格问卷》、《中国中学生心理健康量表》为评估工具,从积极心理学和积极心理健康教育的理念出发,对实验班进行8周的班级辅导。结果表明:班级心理辅导能改善和培养初中生乐观心理品质。 相似文献
56.
57.
Marja van den Heuvel-Panhuizen Alexander Robitzsch Adri Treffers Olaf Köller 《Psychometrika》2009,74(2):351-365
This article discusses large-scale assessment of change in student achievement and takes the study by Hickendorff, Heiser,
Van Putten, and Verhelst (2009) as an example. This study compared the achievement of students in the Netherlands in 1997 and 2004 on written division problems.
Based on this comparison, they claim that there is a performance decline in this subdomain of mathematics, and that there
is a move from applying the digit-based long division algorithm to a less accurate way of working without writing down anything.
In our discussion of this study, we address methodological challenges that come in when investigating long-term trends in
student achievements, such as the need for adequate operationalizations, the influence of the time of measurement and the
necessity of the comparability of assessments, the effect of the assessment format, and the importance of inclusion relevant
covariates in item response models. All these issues matter when assessing change in student achievement. 相似文献
58.
我国中小学生心理健康服务从业人员及工作状况调查 总被引:1,自引:0,他引:1
该研究的目的是考察我国中小学生心理健康服务从业人员及专业工作的基本情况,并比较其地区差异,分析存在的问题。调查包括来自重庆、甘肃、辽宁、福建、湖北以及西藏等6个省市自治区的596名被试。研究采用自编问卷调查中小学生心理健康从业队伍情况及其专业工作情况。结果发现各地区之间发展确实存在不均衡的状况,辽宁、福建等东部发达地区从业人员专业化水平相对较高;西藏、甘肃等地区则相对较为落后,特别体现在人员结构不合理、职称待遇偏低、缺少专业培训等方面。 相似文献
59.
Romanas Plečkaitis 《Studies in East European Thought》2009,61(1):3-13
The first Lithuanians to be introduced to philosophy were young members of the gentry who studied in European universities
at the end of the 14th century. The recently christened Lithuania strove to adopt Western culture and to present itself as
a Western state. At the end of the 14th century, the Vilnius Cathedral School was founded. The elements of logic were probably
taught there. The growth of the political and economic power of the Grand Duchy of Lithuania brought about the need for higher
education. The need was significantly increased by the growing activity of various religious orders. In 1507, the Dominicans
started teaching philosophy and theology to their novices in Vilnius. They taught late medieval philosophy in its Thomistic
interpretation. We can regard 1507 as the year Lithuania began to benefit from a new phenomenon, professional philosophy,
with the Dominicans as its initiators. The Dominicans and later the Jesuits, Franciscans, Benedictines, Carmelites, Trinitarians,
and other monastic orders enriched intellectual life in Lithuania by teaching philosophy in their schools. The most important
event in the development of philosophy in Lithuania was the foundation of Vilnius University in 1579. The disciplines belonging
to scholasticism of the second level were taught in its philosophy department.
相似文献
Romanas PlečkaitisEmail: |
60.
The present study evaluated the effectiveness of school-based prevention and intervention programs for children and adolescents at-risk for and with emotional disturbance. Published outcome studies (k = 29) from December, 1988, to March, 2006, including 1405 children and adolescents were reviewed. Each investigation was coded on several variables describing the child, parent, and teacher samples, as well as reported outcome results. The overall mean weighted effect size was 1.00 at post-test and 1.35 at follow-up. Mean weighted ESs were 0.42 for between-subjects design studies, 0.87 for within-subjects design studies, and 1.87 for single-subject design studies. Prevention programs yielded a mean weighted ES of 0.54 and intervention programs produced a mean weighted ES of 1.35. Findings for specific outcome foci are presented and implications are discussed. 相似文献