全文获取类型
| 收费全文 | 614篇 |
| 免费 | 57篇 |
| 国内免费 | 5篇 |
专业分类
| 676篇 |
出版年
| 2025年 | 1篇 |
| 2024年 | 11篇 |
| 2023年 | 10篇 |
| 2022年 | 7篇 |
| 2021年 | 9篇 |
| 2020年 | 30篇 |
| 2019年 | 29篇 |
| 2018年 | 32篇 |
| 2017年 | 30篇 |
| 2016年 | 34篇 |
| 2015年 | 19篇 |
| 2014年 | 25篇 |
| 2013年 | 69篇 |
| 2012年 | 12篇 |
| 2011年 | 20篇 |
| 2010年 | 19篇 |
| 2009年 | 13篇 |
| 2008年 | 34篇 |
| 2007年 | 29篇 |
| 2006年 | 33篇 |
| 2005年 | 27篇 |
| 2004年 | 30篇 |
| 2003年 | 20篇 |
| 2002年 | 15篇 |
| 2001年 | 19篇 |
| 2000年 | 9篇 |
| 1999年 | 7篇 |
| 1998年 | 16篇 |
| 1997年 | 6篇 |
| 1996年 | 7篇 |
| 1995年 | 5篇 |
| 1994年 | 5篇 |
| 1993年 | 2篇 |
| 1992年 | 6篇 |
| 1991年 | 8篇 |
| 1990年 | 5篇 |
| 1989年 | 3篇 |
| 1986年 | 1篇 |
| 1985年 | 2篇 |
| 1984年 | 1篇 |
| 1983年 | 2篇 |
| 1982年 | 1篇 |
| 1981年 | 1篇 |
| 1980年 | 1篇 |
| 1979年 | 4篇 |
| 1978年 | 1篇 |
| 1977年 | 2篇 |
| 1976年 | 2篇 |
| 1975年 | 2篇 |
排序方式： 共有676条查询结果，搜索用时 0 毫秒
641.
This article identifies the learning expectations and experiences of qualified counsellors and psychotherapists undertaking higher education awards with specific regard to research activity. Drawing on the current literature and some early findings from focus group research with students, combined with our personal and professional experiences, we identify what contributes to a productive research experience. This is used as a basis to provide tips for both teachers and those new to research to make counselling and psychotherapy research enjoyable and productive. A full research paper is in preparation. 相似文献
642.
Stephan van Erp 《The Journal of religious ethics》2017,45(2):278-290
In this essay, I will argue that a political theology of human work can provide the sacramental principle underlying the theology of labor. This principle could complement the foundations of Catholic social teaching, since the sacramental aspects of work have not been made very explicit in the ethical framework of the Church's theology of work. The view of labor as the active participation in God's future is an important aspect of such a theology. In order to serve as a foundation for faith‐based labor organizing, I will claim that it needs to be complemented by a sacramental view of labor as art, a labor‐aesthetic that undergirds a labor‐ethic, in which labor itself becomes a sign and instrument of the way the Church becomes God's work in the world. First, I will sketch an outline of some of the major positions on labor in modern Catholic theology. Then, I will draw on the writings of the British poet and painter David Jones to explore a sacramental view of human work, arguing that a sacramental view of work could support the Church's social criticism of laborer's circumstances. 相似文献
643.
Nigel Fancourt 《Journal of Beliefs & Values》2017,38(1):121-133
This article presents a systematic review of empirical research on teaching about Christianity in state schools in England between 1993 and 2013. First, I explain the background to this religion’s current place within English religious education. The value of a configurative review is set out, and inclusion criteria are outlined, leading to the selection of 58 publications. Then the article’s theoretical frame is explained, drawing on activity theory, and the analysis is set out under three broad organising principles: (1) Teachers’ professional and pedagogical intentions; (2) How teachers draw on different pedagogical strategies to enact these intentions, for example systematic or thematic approaches; and (3) How these intentions and strategies affect pupil learning, such as pupils’ conceptions of difficult topics. The implications for research in religious education are then drawn together, notably the need to consider the pedagogical issues for different religions individually. 相似文献
644.
This narrative essay shares observations and insights about how instructors can use creativity, student voice, and personalized learning to create more responsive educational leadership pedagogy. Three stories, as told by a professor and two former students, explore how students’ narratives can naturally inform educational leadership preparation across international borders. We aim to demonstrate how students’ narrative experiences in education can contribute to exisiting discourse and research on effective and innovative pedagogical practice in educational leadership preparation. 相似文献
645.
Danielle Watson 《Reflective Practice》2017,18(3):423-433
At the University of the West Indies, large courses often require the involvement of multiple persons in their delivery. Within the English Language Foundation Unit, several of the courses offered cater to over 500 students in any given semester. The large number of students necessitates multiple practitioners providing instructions as part of the same course offering. While stylistics may vary, there is the need for course instruction and content to depict uniformity. Practitioners’ conceptualization of a specific topic will inform the instruction received by students. In instances where practitioners do not conceptualize content in a like manner, students within the same course may receive varied instruction, thus affecting student output and overall evaluation. The paper looks specifically at a service course offered at the University of the West Indies and the practices of the multiple persons involved in the teaching of the course. It provides an overview of practitioners’ discussion of their conceptualization of content areas within the courses and assesses the extent to which there are variations and/or similarities. It also discusses how these impact teaching and learning. The research seeks to derive an actionable direction for collaboration and further discussions within large service courses with the aim of improving teaching and learning. 相似文献
646.
Margaret Moore 《Psychodynamic Practice》2017,23(1):33-44
This paper sets out to describe the search for solutions as the complexity of the teacher’s role with vulnerable pupils gradually became apparent. The aim is to demonstrate how the application of psychoanalytic theories examining the unconscious processes in individuals and their influence on classroom behaviour enhanced the capabilities of the teacher and helped her to look beyond mere management of behaviour in the classroom. The use of these theories provided a ‘thinking’ space for the teacher whereby teacher–pupil relationships and behaviours could be thought about and ‘contained’ thereby facilitating the teaching process for both teachers and pupils. Examples of classroom practice are provided whereby an applied psychoanalytic framework proved to be a potent source of renewal and increased capacity in the teacher. The active participation of the teacher in her own learning process of applying psychoanalytic concepts contributes to an ongoing, developing project with her pupils. 相似文献
647.
Justin B. Leaf Joseph H. Cihon Aditt Alcalay Erin Mitchell Donna Townley‐Cochran Kevin Miller Ronald Leaf Mitchell Taubman John McEachin 《Journal of applied behavior analysis》2017,50(2):304-316
The present study evaluated the effects of instructive feedback embedded within a group discrete trial teaching to teach tact relations to nine children diagnosed with autism spectrum disorder using a nonconcurrent multiple‐baseline design. Dependent variables included correct responses for: primary targets (directly taught), secondary targets (taught via instructive feedback), primary observational targets (directly taught to other members of the group), and secondary observational targets (taught via instructive feedback provided to other members of the group). Results showed that all nine participants reached the mastery criterion for the primary targets, as well as acquired the secondary and observational targets without direct teaching. Clinical implications and areas for future research are provided. 相似文献
648.
Lorenz Demey 《Metaphilosophy》2017,48(4):575-590
This article describes a specific pedagogical context for an advanced logic course and presents a strategy that might facilitate students’ transition from the object‐theoretical to the metatheoretical perspective on logic. The pedagogical context consists of philosophy students who in general have had little training in logic, except for a thorough introduction to syllogistics. The teaching strategy tries to exploit this knowledge of syllogistics, by emphasizing the analogies between ideas from metalogic and ideas from syllogistics, such as existential import, the distinction between contradictories and contraries, and the square of opposition. This strategy helps to improve students’ understanding of metalogic, because it allows the students to integrate these new ideas with their previously acquired knowledge of syllogistics. 相似文献
649.
650.
Studies examining perfectionism, engagement and burnout in sport have produced different levels of support for the hypotheses of the 2 × 2 model of perfectionism. One explanation for why this is so is that researchers have used different measures of perfectionism when testing the hypotheses. To determine whether this is the case, in the current study we retested the hypotheses of the 2 × 2 model for engagement and burnout using different measures of perfectionism. A sample of 401 adult athletes from various sports and levels completed measures of athlete engagement and burnout, along with two measures of perfectionism. Moderated regression analyses revealed that support for the hypotheses of the 2 × 2 model did indeed differ depending on the measure of perfectionism. This was evident for both burnout (emotional and physical exhaustion and reduced sense of accomplishment) and engagement (dedication and vigor). The findings are aligned with similar work that has found differences in support for the hypotheses of the 2 × 2 model when using other measures of perfectionism for engagement and, importantly, provide the first evidence that this extends to athlete burnout. Researchers will need to consider the influence of the measures of perfectionism used when interpreting, comparing, and summarising future research on the 2 × 2 model for these and other outcomes. 相似文献