全文获取类型
收费全文 | 1118篇 |
免费 | 361篇 |
国内免费 | 131篇 |
专业分类
1610篇 |
出版年
2024年 | 6篇 |
2023年 | 37篇 |
2022年 | 68篇 |
2021年 | 45篇 |
2020年 | 88篇 |
2019年 | 86篇 |
2018年 | 69篇 |
2017年 | 59篇 |
2016年 | 75篇 |
2015年 | 49篇 |
2014年 | 55篇 |
2013年 | 158篇 |
2012年 | 39篇 |
2011年 | 53篇 |
2010年 | 51篇 |
2009年 | 58篇 |
2008年 | 52篇 |
2007年 | 74篇 |
2006年 | 78篇 |
2005年 | 79篇 |
2004年 | 73篇 |
2003年 | 61篇 |
2002年 | 43篇 |
2001年 | 25篇 |
2000年 | 24篇 |
1999年 | 16篇 |
1998年 | 13篇 |
1997年 | 6篇 |
1996年 | 8篇 |
1995年 | 13篇 |
1994年 | 10篇 |
1993年 | 3篇 |
1992年 | 3篇 |
1991年 | 5篇 |
1990年 | 2篇 |
1989年 | 2篇 |
1987年 | 1篇 |
1985年 | 9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1610条查询结果,搜索用时 0 毫秒
151.
This study attempted to evaluate the satisfaction of personal injury lawyers with expert witness reports from psychologists and psychiatrists. A questionnaire was sent to 514 civil litigation lawyers and 79 (15.4%) were completed. It was found that most lawyers were satisfied with reports and that there was no difference between the standard and quality of expert reports of psychologists and psychiatrists. Criticisms were limited and focussed on the cost, length and lack of clarity of some of the reports. These criticisms are discussed within the context of the reforms within the legal aid system and it is concluded that expert reports are perceived by lawyers as being reasonably good value for money. 相似文献
152.
Kathleen M. Fickel John W. Schuster Belva C. Collins 《Journal of Behavioral Education》1998,8(2):219-244
The effectiveness of a simultaneous prompting procedure was evaluated in a heterogeneous small group using different tasks and different stimuli for each student. Participants included four middle school students whose functioning levels ranged from typically developing to moderate and severe disabilities. A multiple probe design across behaviors and replicated across students was used. Observational learning maintenance, and generalization also were assessed. Results indicate that the procedure was successful in teaching all four students their targeted stimuli as well as some of the non-targeted stimuli (i.e., observational learning). Students maintained and generalized their information with a high degree of accuracy. Limitations of the study and future research implications are discussed. 相似文献
153.
重点中学与普通中学学生非智力因素的比较研究 总被引:8,自引:0,他引:8
本研究分别对重点中学与普通中学初一、初三年级学生的非智力因素状况进行调查,结果表明初一年级学生的非智力因素水平在两类学校之间不存在差异,而初三年级学生的非智力因素水平在两类学校之间存在着显著性差异(P<0.05)。随着年龄的增长,重点中学与普通中学学生的非智力因素水平都有所发展,但重点中学的学生发展得更好。本研究表明学校的教育环境影响着学生非智力因素的发展。 相似文献
154.
155.
The present study examined the relationship between adolescents' attachment to parents and their feelings of alienation in the school context by considering the mediating role of adjustment and self-esteem. It was proposed that the degree of attachment to one's parents was associated with adjustment and self-esteem, which in turn predicted possible school alienation. A total of 227 students completed self-report measures on parental attachment, adjustment, self-esteem, and alienation from school. Results were consistent with the attachment theory and related literature that posits that (a) secure attachment to parents was associated with adjustment and self-esteem, (b) secure attachment to parents was negatively associated with feelings of school alienation, and (c) adjustment and self-esteem were a crucial mediators between attachment to parents and school alienation. In addition to enhanced adjustment, the self-esteem of adolescents may be an additional factor in reducing alienation at school. The results also supported the mediator role of self-esteem in the relationship between attachment to parents and adjustment. Finally, the relationship between self-esteem and school alienation were shown to be fully mediated by adjustment. The results were discussed in the context of responsibilities of teachers and school counselors, which may provide both students and parents with the skills to improve social functioning in the school context. 相似文献
156.
Frank Heuser 《International Journal of Children's Spirituality》2016,21(3-4):256-270
The transformative experiences that could be central to learning are curiously absent from American school music education. Students are motivated through competition and the goal of most programmes is flawless large ensemble performance. This paper describes a music programme in which the daily instructional practices have been modified and influenced by an outreach programme in which the students taught socially and economically challenged children of similar age. This programme was developed by a teacher with a deep sense of faith. His spiritually informed teaching practices emphasise the same principles of social justice espoused by secular educational philosophers. Parallels between spiritual and educational philosophies and a discussion of the transformations experienced by students conclude the paper. 相似文献
157.
Traumatic events are highly prevalent in South African society and psychologists who work with survivors of trauma have been identified as particularly at risk of being adversely affected by their work, and experiencing vicarious trauma. This study aimed to explore the experiences of a group of South African psychologists who work predominantly with trauma survivors. Individual semi-structured interviews were conducted with six psychologists (females = 67%). The predominant type of trauma encountered by participants in clinical practice was interpersonal trauma in the form of physical and sexual abuse (83%). Data were analysed using thematic analysis. All participants reported symptoms of vicarious trauma including disruption in cognitive schemas, symptoms characteristic of post-traumatic stress disorder, and somatic symptoms. Participants also reported vicarious post-traumatic growth including an enhanced sense of interpersonal connectedness and positive changes in their philosophy of life and self-perceptions. The findings serve to sensitise psychologists to the impact of working with trauma survivors so as to enhance the efficiency of psychological service delivery to traumatised populations. 相似文献
158.
Jace Pillay 《Journal of Psychology in Africa》2016,26(3):281-283
This study investigated child sexual abuse (CSA) and literacy achievement among South African primary school children. Data on self-reported experience of CSA and actual literacy achievement were collected from a convenience sample of 160 learners from a Soweto school in Johannesburg. The literacy tests measured five domains of reading and spelling competencies. The results show a statistically significant relationship between CSA and literacy scores, with learners who were sexually abused scoring significantly lower on the literacy tests used in this study. Specifically, learners with CSA experience performed noticeably lower in the real word test, followed by spelling, words spelt correctly, reading fluency, and non-word spelling. School psychologists could adopt a social justice framework in providing psychological and literacy support for children who are sexually abused. 相似文献
159.
In this paper, we describe an approach to the study and development of school principals’ school creed. The approach and its underlying method are grounded in the phenomenological tradition, predominantly in the philosophy of Merleau-Ponty. School principals are asked to imagine an ideal school and present it both visually and verbally. We illustrate the potential of this process using one ideal school proposal developed by a high school principal in Israel. The paper concludes with a discussion of the implications of the approach for research, theory and practice. 相似文献
160.
There is a dearth of research concerning the career development and counselling issues that are relevant for high school students who identify as lesbian, gay, bisexual, transgender and queer (LGBTQ). As such, little is known to understand LGBTQ students when it comes to their career-related struggles and needs. This article attempts to examine the career development needs of LGBTQ high school students, addressing and analysing career problems from the unique circumstances of this student population. To do so, it provides an overview of the various career-related issues afflicting LGBTQ high school students. It then proposes a series of career guidance and counselling intervention considerations that are tailored to address the specific career needs and challenges of the LGBTQ high school students. 相似文献