全文获取类型
收费全文 | 2275篇 |
免费 | 59篇 |
国内免费 | 4篇 |
专业分类
教育 | 1874篇 |
科学研究 | 128篇 |
各国文化 | 34篇 |
体育 | 125篇 |
文化理论 | 28篇 |
信息传播 | 149篇 |
出版年
2023年 | 21篇 |
2022年 | 21篇 |
2021年 | 40篇 |
2020年 | 79篇 |
2019年 | 115篇 |
2018年 | 160篇 |
2017年 | 145篇 |
2016年 | 120篇 |
2015年 | 73篇 |
2014年 | 101篇 |
2013年 | 451篇 |
2012年 | 103篇 |
2011年 | 93篇 |
2010年 | 101篇 |
2009年 | 74篇 |
2008年 | 60篇 |
2007年 | 54篇 |
2006年 | 57篇 |
2005年 | 47篇 |
2004年 | 37篇 |
2003年 | 43篇 |
2002年 | 30篇 |
2001年 | 29篇 |
2000年 | 28篇 |
1999年 | 25篇 |
1998年 | 23篇 |
1997年 | 15篇 |
1996年 | 14篇 |
1995年 | 13篇 |
1994年 | 7篇 |
1993年 | 12篇 |
1992年 | 7篇 |
1991年 | 17篇 |
1990年 | 10篇 |
1989年 | 13篇 |
1988年 | 10篇 |
1987年 | 8篇 |
1986年 | 8篇 |
1985年 | 8篇 |
1984年 | 5篇 |
1982年 | 3篇 |
1981年 | 8篇 |
1980年 | 4篇 |
1979年 | 7篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1973年 | 2篇 |
1960年 | 2篇 |
1957年 | 2篇 |
1926年 | 2篇 |
排序方式: 共有2338条查询结果,搜索用时 15 毫秒
101.
Femmie Juffer Jesús Palacios Lucy Le Mare Edmund J. S. Sonuga‐Barke Wendy Tieman Marian J. Bakermans‐Kranenburg Panayiota Vorria Marinus H. van IJzendoorn Frank C. Verhulst 《Monographs of the Society for Research in Child Development》2011,76(4):31-61
This chapter first presents a review of research on the development of adopted children, focusing on meta‐analytic evidence and highlighting comparisons between adopted children with and without histories of early adversity. Some methodological issues arising from this literature are considered as well. Second, 7 longitudinal studies of adopted children's development are described, and the convergence of findings across the longitudinal studies and with the cross‐sectionally based meta‐analytic evidence is discussed. Third, the role of the adoptive family in supporting adopted children's development is explored. 相似文献
102.
Charles A. Nelson III Karen Bos Megan R. Gunnar Edmund J. S. Sonuga‐Barke 《Monographs of the Society for Research in Child Development》2011,76(4):127-146
Children raised in institutions frequently suffer from a variety of behavioral, emotional, and neuropsychological sequelae, including deficits in attention, executive functions, disorders of attachment, and in some cases a syndrome that mimics autism. The extent and severity of these disorders appear to be mediated, in part, by the age at which the child entered and, in some cases, left the institution. Here we review the neurobiological literature on early institutionalization that may account for the psychological and neurological sequelae discussed in other chapters in this volume. 相似文献
103.
In this article, teachers' sense-making and reasoning about higher education reforms in a post Soviet country, namely Armenia, are examined using an analytical framework with six sensitising concepts: beliefs, emotions, attitudes, change knowledge, attributions and organisational culture. The results of semi-structured interviews with 12 Armenian higher education teachers showed that they mainly felt distrust towards reforms and that the implementation initiatives caused dissatisfaction, frustration and therefore distortion. At a deeper level, the teachers mostly felt excluded from the reform process and that their role was depreciated. One striking feature was the predominant causal attribution of teachers to external, unstable and uncontrollable factors which question the success of the reforms. 相似文献
104.
Jaap Schuitema Carla van Boxtel Wiel Veugelers Geert ten Dam 《European Journal of Psychology of Education - EJPE》2011,26(1):85-107
This study investigates the relationship between the quality of student dialogue and students’ ability to justify their viewpoints
on a moral issue. A curriculum unit for dialogic citizenship education was developed and implemented in the 8th grade of secondary
education. In the final lesson, students discussed a moral issue and then wrote an essay on it. The results show that students
who made more value-related utterances during the discussion also referred more often and more explicitly in their individually
written essays to moral values. This study indicates that the quality of the content of students’ dialogue is important for
their ability to substantiate their opinion on moral issues with value-laden argumentation. Approaches to citizenship education
in which dialogue is a central element should, therefore, pay specific attention to the validation of ideas in student dialogue. 相似文献
105.
106.
Esther T. Canrinus Michelle Helms‐Lorenz Douwe Beijaard Jaap Buitink Adriaan Hofman 《Educational studies》2011,37(5):593-608
This study shows that professional identity should not be viewed as a composed variable with a uniform structure. Based on the literature and previous research, we view teachers’ job satisfaction, self‐efficacy, occupational commitment and change in the level of motivation as indicators of teachers’ professional identity. Using two‐step cluster analysis, three distinct professional identity profiles have empirically been identified, based on data of 1214 teachers working in secondary education in the Netherlands. These profiles differed significantly regarding the indicators of teachers’ professional identity. Teachers belonging to the found profiles did not significantly differ in their amount of experience. 相似文献
107.
Dirk T. Tempelaar Sybrand Schim van der Loeff Wim H. Gijselaers Jan F. H. Nijhuis 《Research in higher education》2011,52(4):395-419
Student achievement motivations are crucial in learning in two ways: as a determinant and an aim of learning. In this study,
we focus on two related questions with regard to achievement motivations: to what extent are they subject-specific, and to
what extent are they malleable? Answers to both questions are especially important when aiming to influence motivations. Malleability
of motivation is studied by designing structural equation models that explain achievement motivation out of the most stable
student characteristics one can think of: gender, and personality traits. Subject matter variability is studied by estimating
these models for five main subject areas in a business program. The motivation construct we use is based on the expectancy-value
model and distinguishes four different facets: cognitive competence, difficulty, task-value and affect. We find evidence for
strong subject-specificity and considerable non-malleability of achievement motivation; part of that last aspect is a remarkably
constant over-confidence gender gap present in the data of the calibration of competency beliefs and performance in all subject
areas. 相似文献
108.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
109.
110.
Bart Van Looy Paolo LandoniJulie Callaert Bruno van PottelsbergheEleftherios Sapsalis Koenraad Debackere 《Research Policy》2011,40(4):553-564
The phenomenon of entrepreneurial universities has received considerable attention over the last decades. An entrepreneurial orientation by academia might put regions and nations in an advantageous position in emerging knowledge-intensive fields of economic activity. At the same time, such entrepreneurial orientation requires reconciliation with the scientific missions of academia. Large-scale empirical research on antecedents of the entrepreneurial effectiveness of universities is scarce. This contribution examines the extent to which scientific productivity affect entrepreneurial effectiveness, taking into account the size of universities and the presence of disciplines, as well as the R&D intensity of the regional business environment (BERD). In addition, we assess the occurrence of trade-offs between different transfer mechanisms (contract research, patenting and spin off activity). The data used pertain to 105 European universities. Our findings reveal that scientific productivity is positively associated with entrepreneurial effectiveness. Trade-offs between transfer mechanisms do not reveal themselves; on the contrary, contract research and spin off activities tend to facilitate each other. Limitations and implications for future research are discussed. 相似文献