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报纸公信力的定义和测量:指标建立 总被引:1,自引:1,他引:0
根据《韦伯新学院词典》的注释,"令人可信的(to be credible)"被定义为:能够提供一些合乎逻辑的,使人信服的理由。然而,一些报社的编辑表达了另外的思考。他们认为,"公信力"这个概念应该增加一个额外的维度,即报纸在社区中保持和谐和领导地位。 相似文献
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The growth of archival studies programs has prompted archival scholars to establish an international network for supporting collaborative research, curriculum development, and pedagogy. Doctoral education is key to the sustainability of such programs and the continuation of the network over time. We carried out longitudinal research to survey the population of doctoral students attending one or more Archival Education and Research Institutes (AERI), an annual meeting first held in 2009. Building on prior research on graduate archival education, we gathered demographic and qualitative data about doctoral students specializing in archival studies who are based in several countries including the USA. We sought to assess attendee motivations, guide conference planning, and help advance overall AERI objectives. Our study provides a baseline understanding of the disciplinary backgrounds, research directions, and specific professional development activities that doctoral students in archival studies pursued around the globe from 2013 to 2015. This paper argues that doctoral education should continue to be a particular subject of archival research and indicates how archival students’ range of academic interests is diversifying and strengthening the scholarly community. 相似文献
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Lem Stephanie Onghena Patrick Verschaffel Lieven Van Dooren Wim 《European Journal of Psychology of Education - EJPE》2017,32(4):537-550
European Journal of Psychology of Education - Graphicacy is an important skill in today’s society; however, the interpretation of graphs proofs to be more difficult than it might seem. In... 相似文献
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Self‐efficacy pertains to individuals’ belief about their capability to accomplish a task; consequently, school counselors’ positive self‐efficacy is a theoretically based prerequisite for their facilitation of school‐based interventions. In addition, school counselor‐led interventions and comprehensive, developmenta l guidance programs benefit students’ personal social, academic, and career development. Therefore, this investigation examined the contribution of practicing school counselors’ (N = 693) self‐efficacy in relation to the frequency of their programmatic service delivery. The findings indicate that participants’ self‐efficacy scores contributed to the frequency of their programmatic service delivery (48% of the variance explained). Implications for school counselors, supervisors, and educational researchers are discussed. 相似文献
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Jotie De Meyer Bart Soenens Nathalie Aelterman Ilse De Bourdeaudhuij Leen Haerens 《Physical Education & Sport Pedagogy》2016,21(6):632-652
Background: In Self-Determination Theory (SDT), a well-validated macro-theory on human motivation, a distinction is made between internally controlling teaching practices (e.g. guilt-induction and shaming) and externally controlling practices (e.g. threats and punishments, commands). While both practices are said to undermine students’ motivation, they would do so through somewhat differential motivational processes. Unfortunately, the relevance of the conceptual distinction between internally and externally controlling strategies has not been examined systematically. In the context of sport and physical education (PE), most studies on controlling teaching have either measured controlling teaching in an undifferentiated way or have focused on one particular feature of controlling teaching.Purpose: The purpose of this study was to provide a more fine-grained picture on the differential de-motivational effects of internally and externally controlling teaching strategies in the domain of PE.Participants: A total of 925 students with an average age of 15.80 years (±1.99) coming out of 92 classes taught by 22 different PE teachers participated in the present study.Data analysis: Data on perceived controlling teaching style and students’ motivation were analyzed within a multilevel framework from both a variable-centered (regression analyses) and person-centered approach (cluster analyses).Results: We found evidence for a distinction between perceived internally and externally controlling teaching. Both teaching styles were strongly related to each other (r?=?.54). At the level of zero-order correlations, both internally and externally controlling teaching related negatively to students’ intrinsic motivation and identified regulation and related positively to introjected regulation, external regulation, and amotivation. However, when both teaching styles were included simultaneously as predictors of motivation in the regression analyses, only internally controlling teaching predicted poor quality and low quantity of motivation. A cluster analysis revealed different profiles of perceived controlling teaching style, with two profiles being characterized by either high or low levels of the two types of controlling teaching and other profiles displaying elevated or reduced levels of one of the types of controlling teaching. This person-centered analysis confirmed that particularly students who perceive their PE teacher as internally controlling are likely to report poor-quality motivation.Conclusion: Controlling teaching (and internally controlling teaching in particular) is related to maladaptive motivational outcomes. As such, it can be advised to PE-practitioners to refrain from using controlling strategies when teaching students. More research is needed to identify the conditions under which teachers’ behavior is perceived as externally and/or internally controlling. 相似文献