全文获取类型
收费全文 | 2089篇 |
免费 | 159篇 |
国内免费 | 48篇 |
出版年
2024年 | 8篇 |
2023年 | 57篇 |
2022年 | 29篇 |
2021年 | 54篇 |
2020年 | 100篇 |
2019年 | 174篇 |
2018年 | 134篇 |
2017年 | 142篇 |
2016年 | 99篇 |
2015年 | 74篇 |
2014年 | 105篇 |
2013年 | 291篇 |
2012年 | 45篇 |
2011年 | 52篇 |
2010年 | 38篇 |
2009年 | 46篇 |
2008年 | 95篇 |
2007年 | 95篇 |
2006年 | 76篇 |
2005年 | 87篇 |
2004年 | 80篇 |
2003年 | 59篇 |
2002年 | 44篇 |
2001年 | 44篇 |
2000年 | 34篇 |
1999年 | 26篇 |
1998年 | 26篇 |
1997年 | 21篇 |
1996年 | 24篇 |
1995年 | 27篇 |
1994年 | 13篇 |
1993年 | 22篇 |
1992年 | 15篇 |
1991年 | 23篇 |
1990年 | 9篇 |
1989年 | 2篇 |
1988年 | 4篇 |
1986年 | 2篇 |
1985年 | 1篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1977年 | 6篇 |
1976年 | 6篇 |
1975年 | 3篇 |
排序方式: 共有2296条查询结果,搜索用时 15 毫秒
121.
Angelika Kornblum Dana Unger Gudela Grote 《European Journal of Work and Organizational Psychology》2018,27(5):657-668
This study investigates the joint effects of individual characteristics and the labour market on career mobility. We propose that level of education, openness to experience, and a favourable labour market relate positively to employees crossing organizational, industrial, and occupational boundaries. Management programme alumni (N = 503) provided information through an online survey about their career histories, their level of education, and their openness to experience. Additionally, we used the unemployment rate as an indicator for yearly changes in the labour market. The results of our cross-classified multilevel analysis indicate that both individual characteristics and the labour market are determinants of career mobility. Level of education had a positive effect on organizational and industrial boundary crossing, and changes in the labour market related to organizational boundary crossing. Against our assumptions, openness to experience had no effect on career mobility, and none of the predictors were related to occupational boundary crossing. Our results demonstrate the importance of investigating career mobility from a boundary perspective combined with a focus on both individual and contextual characteristics. The dominance of education compared to personality and the difficulty of explaining occupational mobility open new research avenues and yield practical implications for employees, career counsellors, and organizations. 相似文献
122.
Katharina Welling 《Journal of Beliefs & Values》2018,39(1):73-85
In this article the method of Scriptural Reasoning (SR), a text-based approach to interreligious dialogue between participants of the three Abrahamic religions, was implemented for a teacher education setting at a German university. Not only students with an outspoken religious conviction but also agnostic and atheist students, preparing themselves to become teachers in public schools, were invited into the conversation. The article documents and discusses the qualitative-empirical research in which the SR meetings were embedded. The aim of the article is not to create a hermeneutical theory for SR but rather to explore how SR as a method, with its specific learning tool of text-work, can be turned into a broader didactical model which can be transferred to other learning environments and which can in the long run provide empirical evidence on successful teacher education in multi-religious and multi-worldview societies and schools. 相似文献
123.
AbstractIn this article, we examine how narratives of religious traditions are used as resources in religious education (RE) and compare practices from Evangelic Lutheran religious education (LRE) and Islamic religious education (IRE) in Finnish public schools. The sacredness of narratives from holy books entails that there can be contestations over their pedagogical use, and teachers need to negotiate the possible tensions between the pedagogical aims of liberal RE and the integrity of the holy narratives. The research data consists of interviews with teachers of LRE (n = 4) and IRE (n = 5) as well as classroom observations. The results of qualitative content analysis show that teachers use narratives as pedagogical resources when teaching about and from religion. However, tensions occurred between the ideals of student-centred, experiential and creative learning, on one hand, and respecting the sacredness of the narratives, on the other. We also present teachers’ ways of negotiating the tensions as well as some differences between LRE and IRE in the pedagogical use of narratives. 相似文献
124.
Nilüfer Ersan Semanur Dölekoğlu Erdoğan Fişekçioğlu Mehmet İlgüy İnci Oktay 《Psychology, health & medicine》2018,23(5):567-577
Dental education programs are known to be highly stressful and stress can affect general health. The aims were to identify sources of stress among preclinical students and to evaluate their perceived levels of stress, self-efficacy and effective coping strategies in a private dental school. One hundred preclinical students in a Turkish private dental school were surveyed using dental environment stress (DES), perceived stress (PSS), general self-efficacy (G-SES) and brief coping scales (Brief-COPE). Age, gender, history of psychiatric treatment, factors that affected the choice of dentistry, choice rank of dental school, scholarship and income was recorded. ‘Exams and grades’ followed by ‘Fear of failing course or year’ were found to be the most stressprovoking factors. The most and the least stressprovoking DES domains were ‘Workload’ and ‘Social stressors’, respectively. ‘Social stressors’ affected male more than female (p < .05). The most and the least common coping strategies were found to be ‘Planning’, and ‘Drug’, respectively. Female used ‘Instrumental support’ more than male (p < .05). Demographic factors had impact on the perceived stress factors and levels, as well as coping strategies. Unlike previous studies establishing high stress levels in dental students, preclinical students displayed moderate level of stress. Clinical dental education might be more responsible for creating stress. 相似文献
125.
Why does discourse so often seem shallow, with people arguing past one another more than with one another? Might contributing causes be individual and logical rather than only dialogical? We consider here whether there exist errors in reasoning that could be particularly damaging in their effects on argumentive discourse. In particular, we examine implications for discourse of two such errors – explanation as a replacement for evidence and neglecting the likelihood of multiple causes contributing to an outcome. In Studies 1 and 2, we show these errors to be prevalent in a cross section of adults, as well as samples of community college students and young adolescents, with minimal age-related improvement. They also occur, although less frequently, among a sample of highly educated adults, and in Study 3, we examine their role in the discourse of college-educated adults. We point finally to evidence that these individual reasoning errors are potentially addressable through education. 相似文献
126.
127.
P. Haag R. Shankland E. Osin É. Boujut F. Cazalis A.-S. Bruno P. Vrignaud M.-C. Gay 《Pratiques Psychologiques》2018,24(1):1-20
Few studies have focused on PhD students in France despite the fact that this population appears to be particularly vulnerable to stress and often faces precariousness. This research investigated associations between socio-demographic factors, health behaviours, perceived stress and physical health in a wide sample of PhD students (n = 1923) in order to have a better understanding of this population's specificities. Our results indicated that stress is a critical issue among PhD candidates. Predictors of perceived stress were: gender, age, satisfaction with supervision, sleep quality and sports practice. Findings from this study confirm the relevance of the transactional model to investigate students’ health issues and suggest that physical activity and stress management should be encouraged through health promotion programs. 相似文献
128.
Emily S. Kahm 《Theology & Sexuality》2018,24(3):174-182
This qualitative research article discusses three crucial encounters in the sexuality education experiences of young adult women who were raised Catholic by drawing from the analyzed interview data of 15 such women. Using the framework of lived theologies, the author argues that understanding the impact of these encounters helps theological scholars better understand the way that young adults from religious backgrounds make decisions about relationships and sexuality. The young adult women interviewed for this research highlight a defensive posture in sexual decision-making that reflects poor preparation for the realities of relationships and a lack of opportunities to clarify and specify their own sexual values prior to these occasions. 相似文献
129.
Martin Ubani 《International Journal of Children's Spirituality》2018,23(2):152-179
AbstractThe purpose of this article is to present quantitative results concerning students’ sense of authenticity during a teaching experiment conducted in Finnish ninth grade religious education classes in 2014. In this experiment, students (N = 24) from three different faith traditions (Lutheran, Orthodox, secular humanist) studied ethical contents together on four subsequent lessons. The analysis showed some differences in students’ experiences of common trait authenticity and lesson-specific experiences of state authenticity but in general, the students felt welcome in the integrated RE lessons. There was not a lot of difference between girls and boys but Orthodox students seemed to be more complacent than the other students. This article adheres to the view that the ability to be authentic is one of the prerequisites of successful spiritual education and it seems that meeting this prerequisite is possible, even among students who have previously studied in segregated religious education. 相似文献
130.
Aybiçe Tosun 《International Journal of Children's Spirituality》2018,23(2):196-208
AbstractOver the last two decades, Worldview Approach has been mentioned in the field of religious education and spirituality. This article aims to determine the effects of creative drama on teaching worldviews and religions. The main purpose of Worldview Education is to assist individuals to have a broader and deeper understanding on self-identity, worldviews of others, and on the meaning and purpose of life. It also helps individuals to think on ontological, epistemological and ultimate questions about life, values and beliefs. The spiritual development of individuals has a need for several guidelines from the fields of philosophy, theology, and education. As an educational tool, creative drama increases imagination, creativity, problem-solving and critical thinking skills and assists students’ personal and emotional development. Combining Worldview Education with creative drama creates a multidimensional educational environment for a meaningful learning on religions, worldviews, and spirituality. 相似文献