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71.
Deborah Chambers 《Media History》2013,19(4):359-375
This article offers a unique study of the material form of the television receiver between the 1930s and 1960s. Very little has been written to date on the history of the television set as an artefact. Yet its design and appearance played a major role in the acceptance of television in the home. The meanings of television sets are explored, from the design of wooden cabinets as family furniture to the shaping of portable sets as symbols of progress. A case study of British events is conducted, with reference made to American and other nations’ developments in so far as they relate to Britain's television receiver history. The article confirms that the material form of the television receiver contributed to a narrative of domesticity and progress by reconfiguring the relationship between home and communication technology. The fusion of craft and futurist ideas in design reflected tensions about the receiver as an expression of traditional domestic values, of progress and modernity, and as an icon. 相似文献
72.
The validity of an internalized self-reinforcement paradigm as a model of achievement motivation was investigated with a sample of 230 ninth grade black pupils of an inner-city public school located in a midwestern metropolitan area. If achievement behavior is controlled and sustained by covert internal evaluations of performance, then students who more frequently report positive self-evaluations during some specific school-like task may be predicted to: a.) have higher grade point averages than students who less frequently report self-evaluations of task performance; b.) have lower rates of absence from school than students who less frequently report positive self-evaluations of task performance; c.) have greater levels of expected task performance than students who less frequently report positive self-evaluations of performance; d.) have greater expectations that they will be able to positively evaluate themselves for task performance than students who less frequently report positive self-evaluations; e.) have greater congruence between self-established standards and actual performance. Analyzed by 2-way analysis of variance (self-evaluation x sex), the data supported each of the predictions. The results were interpreted to support the conception of self-evaluations of task performance as a model of achievement motivation. In the absence of external rewards, the student sustains his academic behavior by the quality of the covert self-evaluations of his own performance. The positive or negative value of these evaluations depends on self-established standards. Students who tend to evaluate themselves negatively may do so as a function of arbitrarily high standards. Their performance on academic tasks will be less well sustained and their functioning at consequently lowered levels of achievement. The paper-and-pencil self-reports used in the study yielded results comparable to the elaborate laboratory instrumentation of previous studies. 相似文献
73.
>For a variety of reasons, psychological services are largely unavailable for older people who want help in coping with their interpersonal problems. Group counseling, when it is used, proves to be an effective and efficient method for meeting their needs. It also addresses the reality of the limited numbers of gerontologically trained professionals currently available in the field. A readily attainable, and largely untapped, resource for working with this population is older people themselves. The Continuum Center of Oakland University selects, trains, and supervises older men and women, who serve as paraprofessional group leaders in a self‐exploration program offered in a variety of community centers in the Detroit metropolitan area. The service and training programs, and some of the outcomes for clients and group leaders, are briefly described. 相似文献
74.
Betty Bull 《Education 3-13》2013,41(1):31-35
Storysack projects (in which sacks including books and artefacts to help children learn through play are made and distributed), are proliferating in the UK and beyond, often involving work with parents. However, little of this work has been reported. One way to find out about new storysack project ideas is to talk with those directly involved. This article documents a conversation between a university researcher and a practitioner. The focus is on the use of a grid to discuss the educational content of storyacks with parents. The work is located within a Sure Start programme in the north of England. 相似文献
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