全文获取类型
收费全文 | 502篇 |
免费 | 149篇 |
国内免费 | 66篇 |
出版年
2024年 | 1篇 |
2023年 | 23篇 |
2022年 | 22篇 |
2021年 | 24篇 |
2020年 | 33篇 |
2019年 | 41篇 |
2018年 | 30篇 |
2017年 | 36篇 |
2016年 | 33篇 |
2015年 | 22篇 |
2014年 | 34篇 |
2013年 | 63篇 |
2012年 | 20篇 |
2011年 | 20篇 |
2010年 | 22篇 |
2009年 | 17篇 |
2008年 | 27篇 |
2007年 | 29篇 |
2006年 | 46篇 |
2005年 | 38篇 |
2004年 | 40篇 |
2003年 | 23篇 |
2002年 | 18篇 |
2001年 | 6篇 |
2000年 | 9篇 |
1999年 | 3篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 4篇 |
1995年 | 3篇 |
1994年 | 3篇 |
1993年 | 2篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1986年 | 1篇 |
1985年 | 5篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1975年 | 1篇 |
排序方式: 共有717条查询结果,搜索用时 15 毫秒
71.
72.
Simple surveys are the predominant tool for course evaluations in most universities, but their validity has been questioned. They have been criticized for being a ritual way of complying with administrative regulations rather than a way of improving educational quality. Moreover, there is often a focus on student satisfaction, where the complexity of learning processes and the development of learner identities are lost. As an alternative approach, a qualitative course evaluation was tested that consisted of a single question: What could have been done in this course in order to better support your learning? Twenty-one second-year psychology students completed the evaluation at the end of a course. They provided rich answers describing learning activities and communication, and they described both teachers and students as agents. Going beyond merely reporting possible improvements, the students saw their learning processes in a context of academic demands and social mechanisms. It is argued that qualitative course evaluations can provide information about students’ understanding of their own learning that is difficult to uncover in a traditional survey. It is concluded that qualitative course evaluations would support the development of a student learner identity and help create a role for students as co-producers of knowledge. 相似文献
73.
74.
75.
中国古代医德教育对现代医学生医德教育的启示 总被引:2,自引:0,他引:2
李艳 《医学与哲学(人文社会医学版)》2007,28(5):52-53
医德医风已成为全社会普遍关注的焦点,特殊职业要求医务工作者应具有高尚的医德,而高尚医德的培养应从医学生教育阶段开始,努力提高医学生的医德素养。我国传统的医德教育方法,如医学生人品的选拔,老师言传身教,徒弟满师传统等等对于培养现代医学生关爱病人、救死扶伤的医德风范仍具有积极的借鉴意义。 相似文献
76.
选取3063名大学二年级本科生(平均年龄19.76 ± 0.73岁)为被试,考察大学生投入在学习体验(课堂学习体验和课外学习体验)和学习结果(学业成就、共通能力和学习满意度)间的中介作用。结果发现:(1)大学生投入在学习体验和学业成就间起部分中介作用;(2)大学生投入在学习体验和共通能力间起完全中介作用;(3)大学生投入在学习体验和满意度间起部分中介作用。 相似文献
77.
Pamela W. Garner Tameka S. Parker Sarah B. Prigmore 《Infant mental health journal》2019,40(4):496-512
In the current study, we examined associations among early childcare workers’ emotional competence, observed responsiveness, comfort with socioemotional teaching practices, and the quality of their relationships with children in their care. The participants were 100 early childcare workers (72 center-based Early Head Start teachers and 28 family childcare providers). Results showed that caregivers’ emotion regulation ability was positively associated with caregiver–child relational closeness. Understanding and regulation of emotion were both positively associated with childcare workers’ comfort with socioemotional teaching practices. Their observed responsiveness was positively related to relational closeness and negatively related to relational conflict. Findings are consistent with aspects of the prosocial classroom model, which asserts that educators high in emotional and social competence tend to adopt childcare practices that result in supportive relationships with children. Results provide insight into whether childcare workers’ responsiveness to young children and their perceived socioemotional teaching practices provide a pathway between emotional competence and the quality of caregiver–child relationships. 相似文献
78.
为探讨利他动机、组织认同和组织支持感对知识共享的影响,选取北京市不同学区的20所中小学校的教师进行问卷调查,使用利他行为问卷、组织认同问卷、组织支持感问卷和知识共享问卷获得有效数据1342份。结果发现:(1)中小学教师的利他动机对其知识共享具有显著的正向预测作用;(2)组织认同在中小学教师利他动机与知识共享之间起到调节作用;(3)组织支持感对中小学教师利他动机与组织认同对知识共享的交互效应具有高阶调节作用。本研究检验了个体因素(利他动机)与组织因素(组织认同、组织支持感)变量对知识共享的共同作用,对提升中小学教师知识共享具有一定的指导作用。 相似文献
79.
80.
Michael Barkham Emma Broglia Graldine Dufour Mark Fudge Louise Knowles Alan Percy Afra Turner Charlotte Williams 《Counselling and Psychotherapy Research》2019,19(4):351-357
Against a background of huge changes in the world of university and college students since the turn of the millennium, together with a multitude of reports on student mental health/wellbeing, this article argues that the field of student mental health is hampered by the imprecise use of terms, a rush to action by universities in the absence of a robust evidence‐base, and a lack of overall coordination and collaboration in the collection and use of data. In response, we argue for clearer and more consistent use of definitions of, as well as differentiations between, student wellbeing and mental health, for a longitudinal approach to the student body that captures their developmental transitions to and through university, and a strategic and systematic approach to the use of bona fide measures in the collection of data on wellbeing and on the process of outcomes in embedded university counselling services. Such a coordinated approach will provide the necessary evidence‐base upon which to develop and deliver appropriate support and interventions to underpin and enhance the quality of students’ lives and learning while at university or college. 相似文献