全文获取类型
收费全文 | 354篇 |
免费 | 13篇 |
国内免费 | 2篇 |
专业分类
教育 | 252篇 |
科学研究 | 18篇 |
各国文化 | 7篇 |
体育 | 48篇 |
文化理论 | 4篇 |
信息传播 | 40篇 |
出版年
2023年 | 5篇 |
2022年 | 2篇 |
2021年 | 12篇 |
2020年 | 11篇 |
2019年 | 17篇 |
2018年 | 26篇 |
2017年 | 16篇 |
2016年 | 21篇 |
2015年 | 15篇 |
2014年 | 14篇 |
2013年 | 84篇 |
2012年 | 14篇 |
2011年 | 9篇 |
2010年 | 12篇 |
2009年 | 3篇 |
2008年 | 7篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 2篇 |
2004年 | 9篇 |
2003年 | 9篇 |
2002年 | 3篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1999年 | 4篇 |
1996年 | 2篇 |
1993年 | 1篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 5篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 1篇 |
1984年 | 2篇 |
1982年 | 4篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 5篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 3篇 |
1972年 | 1篇 |
1967年 | 2篇 |
1955年 | 1篇 |
排序方式: 共有369条查询结果,搜索用时 13 毫秒
91.
Acculturation strategies have frequently been used to describe how members of ethnic minorities reconcile their heritage culture with the culture of their society of residence. Recently, studies have started to pay increased attention to the fact that the choice of acculturation strategy does not take place in a social vacuum. In the present study, we test whether the perception of assimilation expectations held by the societal majority (PSAE) as well as separation expectations held by ethnic peers (PESE) may be related to individuals’ own acculturation strategy. Furthermore, we investigate whether these perceived expectations are directly related to stress and indirectly to adaptation, mediated by acculturation strategies. All relationships were investigated using multi-group structural equation modeling with members from three Muslim minority groups: 301 German-Turks, 302 French-Maghrebis and 262 British-Pakistanis. Across the samples, PSAE was associated with higher degrees of stress. PESE was negatively related to integration, while it was positively related to separation. In addition, PESE was indirectly and negatively related with self-esteem and/or socio-cultural adaptation in all samples. The impact of societal assimilation expectation appears to be limited in this regard. In all, the present study suggests that perceived acculturation expectations may influence ethnic minorities’ acculturation strategy. The results also suggest that perceived expectations that contrast with individuals’ personal acculturation preference could result in higher levels of stress and lower levels of psychological and socio-cultural adaptation, mediated by acculturation strategies. 相似文献
92.
马来西亚的私立高等教育在1990年代开始迅速扩展,并且所办的课程也趋向多样化、国际化。本文主要是着重在阐述马来西亚私立高等教育从1980年代到21世纪初的发展,以及在这段时期所做出的变革和创新。 相似文献
93.
94.
95.
96.
This investigation concerned the socialization experiences and coping strategies of a group of 28 deaf adults who were raised using spoken language. Most respondents reported some level of social isolation because of (1) limitations in communication with hearing peers; (2) missing information in social, academic, and work settings; and (3) a sense of being "different." Most participants also reported strategies used to reduce isolation and mitigate the social difficulties associated with their hearing loss. 相似文献
97.
An exploratory study on collaborative modes of professional development and learning for teachers of students with autism spectrum disorder (ASD)
下载免费PDF全文
![点击此处可从《Support for Learning》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Fuk Chuen Ho Cici Sze‐Ching Lam Sam Ka‐lam Sam Michael Arthur‐Kelly 《Support for Learning》2018,33(2):142-164
This study aims to deliver a school‐based mode of training for in‐service teachers of students with ASD in Hong Kong. The training is delivered following the phases of implementation science, namely, exploration, installation, and implementation. The project team used the theory of mind approach, which enables teachers to engage with students with ASD and to focus on recognizing and reacting to emotions. Participants in this study included four educators from a teacher education institution, three expert teachers, and 19 in‐service teacher trainees. The most salient responses came from trainees who were provided with the opportunity to apply learned skills in their own classrooms immediately and to share the knowledge and skills in dealing with students with ASD in the post‐conference meetings. 相似文献
98.
Sam J. Fugazzotto 《Innovative Higher Education》2010,35(4):245-259
Space serves as a key resource for colleges and universities, and institutions exchange information about it with each other
and with prospective students. Using content analysis to examine several widely circulated publications, this study looked
for differences in the value attributed to space when institutional leaders present it to students and to other institutions.
More broadly, I hope to suggest how differences in the presentation of space could indicate divergent priorities that can
damage institutional trustworthiness. 相似文献
99.
100.
Technology use and learning characteristics of students in higher education: Do generational differences exist?
下载免费PDF全文
![点击此处可从《British journal of educational technology : journal of the Council for Educational Technology》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Kwok‐Wing Lai Kian‐Sam Hong 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(4):725-738
As digital technologies form an inextricable part of young people's everyday lives, some commentators claim that the current generation of learners think and learn differently from their predecessors. This study investigated the validity of this claim by surveying 799 undergraduate and 81 postgraduate students at a large research‐intensive university in New Zealand to document their use of digital technologies on university and social activities and comparing three age groups of students (under 20, 20–30 and over 30) to see whether there were any differences in their learning characteristics. The findings of the study showed that while students spent a large amount of time on digital technologies, the range of digital technologies they used was rather limited. There were also no practical generational differences in the technology use pattern and learning characteristics found in this study. The results of this study suggest that generation is not a determining factor in students' use of digital technologies for learning nor has generation had a radical impact on learning characteristics of higher education students. 相似文献