全文获取类型
收费全文 | 791篇 |
免费 | 19篇 |
国内免费 | 6篇 |
专业分类
教育 | 571篇 |
科学研究 | 60篇 |
各国文化 | 14篇 |
体育 | 56篇 |
综合类 | 14篇 |
文化理论 | 4篇 |
信息传播 | 97篇 |
出版年
2023年 | 7篇 |
2022年 | 13篇 |
2021年 | 20篇 |
2020年 | 25篇 |
2019年 | 24篇 |
2018年 | 45篇 |
2017年 | 44篇 |
2016年 | 37篇 |
2015年 | 25篇 |
2014年 | 39篇 |
2013年 | 132篇 |
2012年 | 49篇 |
2011年 | 50篇 |
2010年 | 43篇 |
2009年 | 28篇 |
2008年 | 44篇 |
2007年 | 26篇 |
2006年 | 21篇 |
2005年 | 17篇 |
2004年 | 15篇 |
2003年 | 13篇 |
2002年 | 10篇 |
2001年 | 10篇 |
2000年 | 13篇 |
1999年 | 11篇 |
1998年 | 3篇 |
1997年 | 5篇 |
1996年 | 5篇 |
1995年 | 4篇 |
1994年 | 4篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1988年 | 4篇 |
1987年 | 1篇 |
1986年 | 3篇 |
1985年 | 2篇 |
1982年 | 1篇 |
1980年 | 1篇 |
1978年 | 2篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1965年 | 1篇 |
排序方式: 共有816条查询结果,搜索用时 15 毫秒
1.
Research in Higher Education - Given the significant need to increase and diversify graduate enrollments within computing fields, it is vital to understand what shapes students’ pathways to... 相似文献
2.
This study explored how members of competing host communities may endorse different acculturation orientations towards valued and devalued immigrants settled in the bilingual city of Montreal. Francophone (N=422) and Anglophone (N=401) host community students from low-, medium- and high-ethnic diversity colleges completed the host community acculturation scale (HCAS) along with a questionnaire monitoring a range of social psychological correlates of acculturation orientations. Results showed that Anglophones were more integrationist and individualist and less assimilationist than Francophones. Both Francophones and Anglophones were more integrationist and individualist and less assimilationist, segregationist and exclusionist toward valued than devalued immigrants. Attending a multiethnic college had no influence on respondents’ acculturation orientations. The more welcoming acculturation orientations of Anglophones compared to Francophones was corroborated by results obtained with immigrants attending the French and the English colleges. Social psychological profiles of the respective acculturation orientations were similar across both host communities thus supporting the construct validity of the HCAS. Attitude toward co-national outgroup was a significant determinant of each acculturation orientations, suggesting that intergroup relations between rival host communities has an impact on acculturation orientations toward immigrants. 相似文献
3.
Annie Dupuis Maheshan Indralingam Andre Chevrier Jennifer Crosbie Paul Arnold Christie L. Burton Russell Schachar 《Child development》2019,90(2):e263-e272
Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments. 相似文献
4.
5.
Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
6.
7.
Recruitment is known to be a challenge for intervention programs targeting youths, including sports programs. Following the popularity of the Alter-Action program of the Montreal-based organization DesÉquilibres, we wanted to understand the motivations and barriers to youths' recruitment in this voluntary sports community program. A qualitative methodology was favored. We conducted 27 semi-structured interviews (n = 27) with participants, 5 (n = 5) with the partners, and we carried out a focus group with 5 (n = 5) of the organization's service practitioners. We also conducted a participant observation with youth cohorts and during preparatory meetings. Five factors influencing recruitment emerged: (1) socialization/belonging; (2) training/physical aspects; (3) ‘extraordinary’ dimension; (4) practicality of the program; and (5) social influences. Four key elements thus appear important to consider when promoting the recruitment of youths in voluntary community programs: (1) favoring social interactions; (2) insisting on the specific and beneficial elements of the program; (3) allowing youths to experiment a trial period; and (4) including testimonies of former participants in the information session. Further recommendations for psychosocial intervention programs targeting youths are discussed in this article. 相似文献
8.
Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered. 相似文献
9.
10.
目前我国的教育在体制、效果等各个方面都取得巨大成就的同时,未成年人的道德教育却存在着巨大的硬伤。这种道德教育的缺陷具体表现在:道德教育与未成年人年龄与心智特征的错位;自我认同低;行为调节无效性;生活化水平低等。对此,需采取一些针对性的措施来解决这一问题。 相似文献