全文获取类型
| 收费全文 | 1543篇 |
| 免费 | 221篇 |
| 国内免费 | 80篇 |
专业分类
| 1844篇 |
出版年
| 2025年 | 13篇 |
| 2024年 | 30篇 |
| 2023年 | 45篇 |
| 2022年 | 75篇 |
| 2021年 | 59篇 |
| 2020年 | 94篇 |
| 2019年 | 97篇 |
| 2018年 | 79篇 |
| 2017年 | 72篇 |
| 2016年 | 77篇 |
| 2015年 | 57篇 |
| 2014年 | 64篇 |
| 2013年 | 168篇 |
| 2012年 | 49篇 |
| 2011年 | 61篇 |
| 2010年 | 62篇 |
| 2009年 | 62篇 |
| 2008年 | 63篇 |
| 2007年 | 77篇 |
| 2006年 | 86篇 |
| 2005年 | 81篇 |
| 2004年 | 75篇 |
| 2003年 | 67篇 |
| 2002年 | 51篇 |
| 2001年 | 30篇 |
| 2000年 | 30篇 |
| 1999年 | 22篇 |
| 1998年 | 13篇 |
| 1997年 | 8篇 |
| 1996年 | 11篇 |
| 1995年 | 15篇 |
| 1994年 | 10篇 |
| 1993年 | 3篇 |
| 1992年 | 4篇 |
| 1991年 | 5篇 |
| 1990年 | 2篇 |
| 1989年 | 2篇 |
| 1987年 | 1篇 |
| 1985年 | 10篇 |
| 1984年 | 1篇 |
| 1983年 | 1篇 |
| 1981年 | 1篇 |
| 1980年 | 2篇 |
| 1979年 | 1篇 |
| 1978年 | 1篇 |
| 1977年 | 4篇 |
| 1976年 | 2篇 |
| 1975年 | 1篇 |
排序方式： 共有1844条查询结果，搜索用时 0 毫秒
171.
Eric S. Davis Jennifer K. Pereira Andrea Dixon 《Journal of Creativity in Mental Health》2015,10(4):402-422
Many elementary school students lack school relationships required for positive personal, social, and academic interactions. Reality therapy and play therapy both seek to address these relationships through developmentally appropriate and effective interventions. Integrating these 2 approaches has the potential for elementary school counselors to provide students with opportunities to create positive relationships and develop problem-solving skills. In this study, 8 school counselors participated in a series of trainings introducing reality play-therapy techniques to assess this potential. A thematic analysis conducted on feedback sessions following the trainings yielded themes related to the participants’ positive perceptions to the training and possible application. 相似文献
172.
LISA A. WINES JUDITH A. NELSON RICHARD E. WATTS 《The Journal of Humanistic Counseling》2015,54(1):59-80
This study examined the phenomenology of African American school counselors in predominantly White‐culture school districts from a humanistic perspective. Interview data were collected and analyzed using Giorgi's ( 1997 ) 4‐step process. Six essential essence statements emerged, including recommendations for school counselors and implications for humanistic approaches in school counseling. 相似文献
173.
Weiping Hu Baojun Wu Xiaojuan Jia Xinfa Yi Chunyan Duan Winter Meyer James C. Kaufman 《创造性行为杂志》2013,47(1):3-21
The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting. 相似文献
174.
Colin Blättler Vincent Ferrari André Didierjean Evelyne Marmèche 《Visual cognition》2013,21(8):988-1001
The tendency of participants to “remember” the stopping point of an event as being farther along in the direction of motion has been a topic of study for about 30 years. The purpose of the present experiment was to test the influence of two factors on motion extrapolation: (1) The involvement of participants in the action, and (2) their expertise in the domain of automobile driving. Participants viewed real driving scenes from the driver's point of view. They were divided into four groups depending upon their involvement in the action (more or less active) and their driving experience (inexperienced or experienced). In order to get half of the participants involved in the driving situation, they had to use a steering wheel to follow the contour of the road. The results showed that both of these factors increased motion extrapolation. The discussion deals with how the interrelationships between real road scenes, expertise, and action-related knowledge affect motion extrapolation. 相似文献
175.
This study investigates the meaning of belief in just world (BJW) for students' subjective justice experiences with their parents and teachers and for students' subjective well-being. The hypotheses tested were that the more strongly students endorse BJW, the less the distress at school and depressive symptoms they experience. Two dimensions of BJW were assessed: personal BJW, reflecting the belief that events in one's own life are generally just, and general BJW, reflecting the belief that the world is basically a just place. The participants were 278 Indian students attending ten 10th grade classes at two private English-medium schools. The results showed that only the personal BJW, not the general BJW, was important in explaining justice experiences and wellbeing. The more the students endorsed the belief in personal just world, the more they felt treated justly by their teachers and their parents alike, and the less distress at school and depressive symptoms they experienced. In addition, teacher justice, but not parent justice, explained distress at school. Finally, the effect of personal BJW on depressive symptoms was partly mediated by both teacher and parent justice. This pattern of results persisted when class effects were controlled. Overall, this pattern of results emphasizes the importance of the individual and subjective experience of justice of the teacher behavior for adolescent wellbeing. Implications for further studies on BJW and wellbeing at school are discussed. 相似文献
176.
177.
Andrew Wilkins 《Journal of community & applied social psychology》2011,21(1):1-13
This paper draws on elements of critical discursive psychology in order to explore some of the issues and concerns raised by parents' responses to the policy and practice of school choice. Drawing on data from a group of mothers of diverse social class and racial backgrounds, this paper examines the dilemmas some mothers engage with in their role as chooser—reconciling competing rationalities for choosing or trying to manage contradictions. A central argument of this paper is that the policy and political context shaping the emergence of school choice in Britain has provisionally secured the development of certain trends in education—consumerism, individualism and competition. Alongside and coupled with this has been the veneration of a narrow utilitarian conception of parents as consumers of education services, defined as people who share the capacity and willingness to maximize the utility of their decisions in a rationally self‐interested way. This paper questions the value of this approach as a framing for understanding the aspirations, motivations and fantasies informing parents' school choice and highlights instead the ways in which some mothers articulate the importance of community in their decision‐making practices. Copyright © 2010 John Wiley & Sons, Ltd. 相似文献
178.
Wallerstein RS 《The International journal of psycho-analysis》2011,92(3):623-639
Psychoanalysis as a theory of human mental functioning and a derived therapeutic for disturbed functioning would have its natural home in the university, and Freud gave evidence of harboring such an ambition. But the sociopolitical structure of the early 20th century Austro-Hungarian Empire precluded this, and analysis developed, by default, its part-time, private practice-based educational structure. Psychoanalytic penetration of academic psychiatry in the United States after World War II made possible a counter-educational structure, the department of psychiatry-affiliated psychoanalytic institute within the country's medical schools. This paper outlines, beyond these, other more ambitious vistas (David Shakow, Anna Freud, The Menninger Foundation, Emory University [US], APdeBA [Argentina]), conceptions even closer to the ideal (idealized) goal of full-time placement within the university with strong links to medicine, to the behavioral sciences, and to the humanities. 相似文献
179.
This qualitative study, part of a Canadian national study of fathers’ involvement, opened up First Nations and Métis fathering as a new area of inquiry. Conversational interviews with 80 Indigenous fathers illuminated the socio-historical conditions that have shaped Indigenous men’s experiences of learning to be a father and becoming a man in the context of changing gender relationships and the regeneration of circles of care. Indigenous fathers’ experiences unfold in a socio-historical context fraught with difficulties. However, the study findings suggest cultural strengths and sources of resilience unseen in research and community programs driven by Euro-western perspectives. This research can inform efforts to reduce systemic barriers and reconstitute positive father involvement following disrupted intergenerational transmission of fathering in Canada and elsewhere. 相似文献
180.
Jessica Sheldon Amy Arbreton Leigh Hopkins Jean Baldwin Grossman 《American journal of community psychology》2010,45(3-4):394-404
This paper examines the relation between the implementation quality of after-school literacy activities and student reading gains. The data are from an evaluation of a multi-site after-school program in California in which continuous program quality improvement strategies were implemented to improve the delivery of a new balanced literacy program. Strategies included: (1) targeted staff training throughout the year, (2) regular observations and coaching of staff, and (3) the use of data to measure progress. Programs struggled to successfully implement these strategies early in the initiative, but gradually improved the quality and consistency of their use. Program quality, as measured through observations, also increased. Results suggested that the size of student reading gains were positively correlated with the quality of literacy programming provided by each instructor. 相似文献