全文获取类型
收费全文 | 608篇 |
免费 | 16篇 |
专业分类
教育 | 500篇 |
科学研究 | 17篇 |
各国文化 | 5篇 |
体育 | 28篇 |
文化理论 | 6篇 |
信息传播 | 68篇 |
出版年
2024年 | 1篇 |
2023年 | 3篇 |
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 11篇 |
2019年 | 17篇 |
2018年 | 21篇 |
2017年 | 30篇 |
2016年 | 21篇 |
2015年 | 21篇 |
2014年 | 29篇 |
2013年 | 121篇 |
2012年 | 31篇 |
2011年 | 26篇 |
2010年 | 27篇 |
2009年 | 20篇 |
2008年 | 24篇 |
2007年 | 20篇 |
2006年 | 18篇 |
2005年 | 14篇 |
2004年 | 10篇 |
2003年 | 20篇 |
2002年 | 20篇 |
2001年 | 12篇 |
2000年 | 11篇 |
1999年 | 6篇 |
1998年 | 7篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 4篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 2篇 |
1988年 | 5篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 2篇 |
1984年 | 4篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1972年 | 1篇 |
1830年 | 1篇 |
排序方式: 共有624条查询结果,搜索用时 15 毫秒
81.
Previous studies have demonstrated that children's goals are associated with their success in peer relationships. The current study extends earlier findings by examining changes in children's goals during hypothetical conflicts. Participants were 252 children ages 9 to 12 years old (133 boys, 119 girls). As predicted, children's goals changed significantly when they encountered obstacles to conflict resolution, and these changes were predictive of their subsequent strategy choices. Both aggressive- and submissive-rejected children were more likely to evidence antisocial changes in their goals, including an increased desire to retaliate. They also showed reluctance to forego instrumental objectives. Other findings highlighted the need to investigate the combinations of goals children pursue as predictors of their strategies and the quality of their peer relationships. 相似文献
82.
83.
Peter McIlveen Wendy Patton 《International Journal for Educational and Vocational Guidance》2007,7(2):67-80
This conceptual paper introduces the Theory of Dialogical Self to the career development literature. The life themes component of the Theory of Career Construction is the focus of application for dialogical self. It is proposed that the notion of dialogical self may contribute to understanding how individuals construct the career-related life themes. Dialogical self is thus presented as a promising theoretical construct to augment the explanatory capacity of the Theory of Career Construction and the constructivist, narrative approach to career theory in general. Implications for career counselling are presented. 相似文献
84.
85.
Recognition at the full professional level of engineers coming from two different countries with totally different systems is a very difficult task. However, in the context of globalization of all human activities, particularly engineering services, it is essential that well-developed countries take very serious efforts using an open-minded approach to establish the parameters that will permit the ultimate objective of international recognition to be achieved. While there are many ways to move toward this objective, one recognized method of making very important steps is certainly the signature of mutual recognition agreements by major players in the trade of engineering services. In this context, this paper presents the features of a bilateral agreement that has been signed between France and Canada for the recognition of engineers at the full professional level from both countries. This agreement is the first of its kind for Canada. Many features of the agreement are worthy of note for others trying to identify the parameters to achieve an agreement between two countries having very different systems. How this success was achieved is explained, giving full attention to those factors that contributed to the conclusion of this agreement. 相似文献
86.
Brown MF Knight-Green MB Lorek EJ Packard C Shallcross WL Wifall T Price T Schumann E 《Learning & behavior》2008,36(4):327-340
In two experiments using a radial-arm maze, pairs of rats made choices among eight maze locations, each containing a large
quantity of one of two food types. The choices made by 1 rat affected the choices made by the other rat. Under most conditions,
visits by 1 rat increased the tendency of the other rat to subsequently choose that maze location. However, the effect depended
on the quality of the food available in a particular location. When it was possible for the rats to observe each other on
the maze arms and a rat had experienced that a location contained the less preferred food type, a previous visit to that location
by the foraging partner decreased the tendency to visit that location. These effects are attributed to working memory for
the spatial choices of another rat, and they indicate that memory produced by a rat’s own visit to a maze location is integrated
with memory for the behavior of another rat to determine spatial choice 相似文献
87.
225 children (ages 4 to 8, 103 girls, 37.5% Mexican-American) participated, reporting who provides support, frequency of receiving different types of support, and satisfaction with support received. These reports were subjected to factor analyses and results did not fit a prior conceptualization. Exploratory factor analyses resulted in a three factor solution that was both more interpretable and the solutions were more similar for reports of frequency of receiving support and satisfaction. A total of six subscale scores were computed, three each for the frequency and the satisfaction items, which were subsequently labelled: informational/emotional, recreational, and practical support. Analyses of the empirically derived subscale scores suggested that young, pre- and early elementary school-aged children responded to questions about their social support in reasonably reliable and valid ways. Significant correlations with indices of perceived competence and acceptance resulted. Remarkably little is known about young children's perceptions of their social worlds, or specifically the nature of support they think is available or that they actually receive. These data suggest that gathering this information from the children themselves is feasible. Ultimately such information should be critical for the design and evaluation of early childhood curricula instructing children about social relations generally, and specifically, who they can turn to for support. 相似文献
88.
Wendy Lam Yuen‐Kwan 《Asia-Pacific Journal of Teacher Education》1998,26(1):65-73
The present research addressed the issue of ‘life after a course’. The study aimed to evaluate the efficacy of four in‐service teacher‐training courses at the Hong Kong Institute of Education in terms of their usefulness and relevance to the teachers’ needs on return to school. An end‐of‐course evaluation questionnaire and a follow‐up questionnaire were sent six months after the courses to see if there were any significant differences in the participants’ views on the effectiveness of a course at two different time points. Qualitative data collected from interviews between the tutors and participants six months after the courses were also analysed to find out which aspects of the courses were considered to be most useful to the teachers on their return to school, and why they were useful. The findings from the research give valuable insights into the design of teacher‐education courses. 相似文献
89.
Wendy Kohli 《Educational theory》1998,48(4):511-519
90.
Mark Allan Patton 《Higher Education in Europe》1999,24(2):203-208
The purpose of this article is to detail what has happened to demand for overseas university education by Singaporeans since the economic crisis of 1997. Briefly stated, the demand for education has risen dramatically over the past year in Singapore, but fear of future economic conditions has caused prospective students to switch their target preferences. As most prospective students feel that they cannot afford to enrol in higher education course programmes in Europe and in North America, they are switching their allegiances to higher education systems and programmes in Australia and New Zealand. The real winners in the new market‐place are the international education institutions that have set up operations in Singapore. Schools that have a history of transnational offerings in Singapore have experienced large increases in enrolments, up to 300 per cent in some areas over the past year. These increases have been achieved without the sacrifice of any teaching quality. 相似文献