内容标题
×
内容
绑定机构
扫描成功
请在APP上操作
打开万方数据APP，点击右上角"扫一扫"，扫描二维码即可将您登录的个人账号与机构账号绑定，绑定后您可在APP上享有机构权限，如需更换机构账号，可到个人中心解绑。
登录机构账号
登录 / 注册
登录 / 注册
机构登录
学习中心
个人中心
社区
退出
简
繁
学习中心
应用
会员
这是测试提示消息
首页
>
期刊导航
>
中国特殊教育
中国特殊教育
Chinese Journal of Special Education 중국특수육
CSTPCD(2023)
CSSCI(2023-2024)
北大核心(2023)
期刊简介：
本刊以科学发展观为指导，以特殊需要人群为服务对象，以展示我国特殊教育研究领域最高水平学术成果为宗旨，保持学术刊物的权威性和指导性。
获奖情况：
中国人文社会科学期刊评价报告（2014年）教育学类核心期刊
曾用名：
特殊儿童与师资研究(1994-1996),中国特殊教育杂志(1996-2004)
主办单位：
中央教育科学研究所
主编：
陈云英
出版周期：
月刊
语种：
中文
国际刊号：
1007-3728
国内刊号：
11-3826/G4
影响因子：
3.07
文献量：
4260
被引量：
70674
下载量：
516329
基金论文量：
2055
电话：
010-62003367
邮政编码：
100088
地址：
北京市北三环中路46号中央教育科学研究所
文章浏览
特色栏目
统计分析
期刊简介
征稿启事
DOI服务
[{"name":"心理与脑科学研究","count":684,"id":1},{"name":"全纳教育研究","count":579,"id":2},{"name":"听力障碍研究","count":450,"id":3},{"name":"自闭症研究","count":266,"id":4},{"name":"智力障碍研究","count":253,"id":5},{"name":"学习障碍研究","count":202,"id":6},{"name":"视力障碍研究","count":121,"id":7},{"name":"特殊教育师资研究","count":120,"id":8},{"name":"孤独症研究","count":79,"id":9},{"name":"流动与留守儿童研究","count":50,"id":10},{"name":"融合教育研究","count":40,"id":11},{"name":"情绪与行为问题研究","count":35,"id":12},{"name":"新思想指引新征程","count":32,"id":13},{"name":"情绪与行为障碍研究","count":31,"id":14},{"name":"心理与脑科学","count":30,"id":15},{"name":"流动留守儿童研究","count":25,"id":16},{"name":"超常儿童研究","count":25,"id":17},{"name":"特殊教育发展","count":24,"id":18},{"name":"综合研究","count":21,"id":19},{"name":"自闭症儿童研究","count":21,"id":20},{"name":"全纳教育","count":19,"id":21},{"name":"超常教育研究","count":18,"id":22},{"name":"行动研究","count":17,"id":23},{"name":"教育教学","count":15,"id":24},{"name":"理论研究","count":15,"id":25},{"name":"笔谈","count":15,"id":26},{"name":"理论与实验研究","count":14,"id":27},{"name":"《规划纲要》论坛","count":13,"id":28},{"name":"特教师资研究","count":13,"id":29},{"name":"学习困难研究","count":12,"id":30},{"name":"理论探究","count":12,"id":31},{"name":"心理健康研究","count":11,"id":32},{"name":"网站专栏","count":11,"id":33},{"name":"课程改革研究","count":11,"id":34},{"name":"农民工子女研究","count":10,"id":35},{"name":"幸福教育实践经验","count":10,"id":36},{"name":"教育教学与课程","count":10,"id":37},{"name":"新思想引领新征程","count":10,"id":38},{"name":"杂志100期暨改革开放30年专栏","count":10,"id":39},{"name":"比较特殊教育研究","count":10,"id":40},{"name":"调查与实验研究","count":10,"id":41},{"name":"随班就读研究","count":10,"id":42},{"name":"《特殊教育提升计划(2014-2016年)》专栏","count":9,"id":43},{"name":"学习贯彻党的二十大精神","count":9,"id":44},{"name":"比较特殊教育","count":9,"id":45},{"name":"特殊教育师资","count":9,"id":46},{"name":"特殊教育理论研究","count":9,"id":47},{"name":"行为与情绪问题研究","count":9,"id":48},{"name":"言语障碍研究","count":9,"id":49},{"name":"应用研究","count":8,"id":50},{"name":"心理学研究","count":8,"id":51},{"name":"流动儿童研究","count":8,"id":52},{"name":"特殊教育理论与实践","count":8,"id":53},{"name":"双语聋教育研究","count":7,"id":54},{"name":"幸福教育研究","count":7,"id":55},{"name":"战略研究","count":7,"id":56},{"name":"特殊教育理论","count":7,"id":57},{"name":"特殊高等教育","count":7,"id":58},{"name":"留守与流动儿童研究","count":7,"id":59},{"name":"课程与教学","count":7,"id":60},{"name":"超常教育","count":7,"id":61},{"name":"高等特殊教育","count":7,"id":62},{"name":"名校科研","count":6,"id":63},{"name":"心理与学习科学研究","count":6,"id":64},{"name":"心里与脑科学研究","count":6,"id":65},{"name":"特殊教育","count":6,"id":66},{"name":"育能科技","count":6,"id":67},{"name":"行为与情绪障碍","count":6,"id":68},{"name":"超常儿童教育研究","count":6,"id":69},{"name":"信息技术","count":5,"id":70},{"name":"国际特教","count":5,"id":71},{"name":"地震灾区教育重建研究","count":5,"id":72},{"name":"处境不利人群研究","count":5,"id":73},{"name":"学习贯彻十八大精神专栏","count":5,"id":74},{"name":"学习障碍","count":5,"id":75},{"name":"学术动态","count":5,"id":76},{"name":"学生心理健康","count":5,"id":77},{"name":"庆祝中国共产党成立100周年","count":5,"id":78},{"name":"情绪与行为问题","count":5,"id":79},{"name":"特殊教育调查研究","count":5,"id":80},{"name":"积极心理测量研究","count":5,"id":81},{"name":"调查与实践","count":5,"id":82},{"name":"高等特殊教育研究","count":5,"id":83},{"name":"《残疾人教育条例》专栏","count":4,"id":84},{"name":"情绪障碍研究","count":4,"id":85},{"name":"教学成果研究","count":4,"id":86},{"name":"新春贺词","count":4,"id":87},{"name":"治疗与康复","count":4,"id":88},{"name":"测量与诊断","count":4,"id":89},{"name":"特殊教育师资与教学研究","count":4,"id":90},{"name":"聋哑教育研究","count":4,"id":91},{"name":"自病症研究","count":4,"id":92},{"name":"自闭症障碍研究","count":4,"id":93},{"name":"课程研究","count":4,"id":94},{"name":"阅读障碍研究","count":4,"id":95},{"name":"高等教育","count":4,"id":96},{"name":"基础研究","count":3,"id":97},{"name":"康复训练","count":3,"id":98},{"name":"心理与脑科学前沿","count":3,"id":99},{"name":"教师发展研究","count":3,"id":100},{"name":"新年贺词","count":3,"id":101},{"name":"残疾人体育","count":3,"id":102},{"name":"注意与行为问题研究","count":3,"id":103},{"name":"特教师资培训","count":3,"id":104},{"name":"特殊师资","count":3,"id":105},{"name":"特殊教育政策研究","count":3,"id":106},{"name":"特殊教育比较研究","count":3,"id":107},{"name":"特殊教育研究方法与评价","count":3,"id":108},{"name":"特殊教育资研究","count":3,"id":109},{"name":"特约稿","count":3,"id":110},{"name":"视力听力障碍研究","count":3,"id":111},{"name":"视力残疾研究","count":3,"id":112},{"name":"视觉障碍研究","count":3,"id":113},{"name":"言语/语言障碍研究","count":3,"id":114},{"name":"认知心理研究","count":3,"id":115},{"name":"\"十七大\"报告学习特稿","count":2,"id":116},{"name":"《规化纲要》论坛","count":2,"id":117},{"name":"专栏","count":2,"id":118},{"name":"个案研究","count":2,"id":119},{"name":"中挪SigAm双语聋教育项目成果推介专栏","count":2,"id":120},{"name":"之力障碍研究","count":2,"id":121},{"name":"人格与情绪障碍研究","count":2,"id":122},{"name":"会议通知","count":2,"id":123},{"name":"儿童心理","count":2,"id":124},{"name":"其他特殊儿童研究","count":2,"id":125},{"name":"加力障碍研究","count":2,"id":126},{"name":"受艾影响群体研究","count":2,"id":127},{"name":"各类研究述评","count":2,"id":128},{"name":"外国特殊教育研究","count":2,"id":129},{"name":"孤独症儿童研究","count":2,"id":130},{"name":"学前特殊教育","count":2,"id":131},{"name":"工读生教育研究","count":2,"id":132},{"name":"师资培训","count":2,"id":133},{"name":"庆祝新中国成立70周年","count":2,"id":134},{"name":"康复与训练研究","count":2,"id":135},{"name":"心理健康","count":2,"id":136},{"name":"心理研究","count":2,"id":137},{"name":"情绪与行为障碍","count":2,"id":138},{"name":"情绪行为障碍研究","count":2,"id":139},{"name":"教师行动研究","count":2,"id":140},{"name":"教育公平研究","count":2,"id":141},{"name":"案例研究","count":2,"id":142},{"name":"流动和留守儿童研究","count":2,"id":143},{"name":"灾后心理危机干预","count":2,"id":144},{"name":"特教小知识","count":2,"id":145},{"name":"特殊师资研究","count":2,"id":146},{"name":"特殊教育专业建设","count":2,"id":147},{"name":"特殊教育信息技术研究","count":2,"id":148},{"name":"特殊教育师资与课程研究","count":2,"id":149},{"name":"特殊教育法研究","count":2,"id":150},{"name":"特殊教育管理与法制","count":2,"id":151},{"name":"特殊教育评估","count":2,"id":152},{"name":"特殊教育辅助技术","count":2,"id":153},{"name":"犯罪青少年研究","count":2,"id":154},{"name":"留守儿童与流动儿童研究","count":2,"id":155},{"name":"立德树人研究","count":2,"id":156},{"name":"肢体障碍研究","count":2,"id":157},{"name":"自闭症谱系障碍研究","count":2,"id":158},{"name":"视力与听力障碍研究","count":2,"id":159},{"name":"评价与诊断","count":2,"id":160},{"name":"语言/言语障碍研究","count":2,"id":161},{"name":"超常教育与创造性思维","count":2,"id":162},{"name":"超常研究","count":2,"id":163},{"name":"震后心理健康与教育","count":2,"id":164},{"name":"《纲要》解读","count":1,"id":165},{"name":"人格障碍研究","count":1,"id":166},{"name":"会议交流","count":1,"id":167},{"name":"会议综述","count":1,"id":168},{"name":"名校园地","count":1,"id":169},{"name":"国庆六十周年献礼","count":1,"id":170},{"name":"多动障碍研究","count":1,"id":171},{"name":"学前特殊教育研究","count":1,"id":172},{"name":"实例障碍研究","count":1,"id":173},{"name":"庆祝新中国成立七十周年","count":1,"id":174},{"name":"心理评估研究","count":1,"id":175},{"name":"情绪与问题行为研究","count":1,"id":176},{"name":"感悟幸福笔谈","count":1,"id":177},{"name":"教育成果研究","count":1,"id":178},{"name":"早期教育","count":1,"id":179},{"name":"早期教育与干预","count":1,"id":180},{"name":"智力障碍","count":1,"id":181},{"name":"服刑人员子女研究","count":1,"id":182},{"name":"注意力缺陷多动症儿童研究","count":1,"id":183},{"name":"注意力障碍研究","count":1,"id":184},{"name":"注意缺陷多动障碍研究","count":1,"id":185},{"name":"测量与评价","count":1,"id":186},{"name":"特教师资","count":1,"id":187},{"name":"特教比较研究","count":1,"id":188},{"name":"特教立法","count":1,"id":189},{"name":"特殊儿童心理","count":1,"id":190},{"name":"特殊儿童教育与康复","count":1,"id":191},{"name":"特殊儿童研究方法","count":1,"id":192},{"name":"特殊学生职业教育研究","count":1,"id":193},{"name":"特殊教育学校管理研究","count":1,"id":194},{"name":"特殊教育技术研究","count":1,"id":195},{"name":"特殊教育教学研究","count":1,"id":196},{"name":"特殊教育评价","count":1,"id":197},{"name":"特殊教育课程研究","count":1,"id":198},{"name":"特稿","count":1,"id":199},{"name":"研究","count":1,"id":200}]
全部
近一年
近三年
近五年
查看更多栏目
<
1
/
1
>
排序：
年/期
被引
下载
批量选择
（已选择）
0
条
清除
导出
共有
684
篇文献
题名
羞怯与大学生宿舍归属感的关系:人际交往能力、偏执和信任的中介作用
文摘阅读
248
下载
277
第三方链接
9
被引
15
作者: 孙月 陶唯唯 马宗硕 高峰强 佘瑞琴 韩磊
年/期：2020/6
被引：15
下载：277
中学生心理弹性与新冠疫情下的师生关系:认知重评策略的中介作用
文摘阅读
212
下载
193
第三方链接
4
被引
19
作者: 张晶 李明霞 张曼 陈鑫鑫 王咏尔
年/期：2020/6
被引：19
下载：193
歧视知觉与留守儿童情绪和行为问题的关系:一个有调节的中介模型
文摘阅读
121
下载
104
第三方链接
2
被引
23
作者: 韩黎 龙艳
年/期：2020/6
被引：23
下载：104
贫困对儿童身心健康及大脑发育的影响
文摘阅读
167
下载
70
第三方链接
1
被引
6
作者: 徐富明 黄龙
年/期：2020/6
被引：6
下载：70
儿童期虐待和大学生潜在体罚倾向的关系:链式中介效应分析
文摘阅读
85
下载
67
第三方链接
1
被引
1
作者: 朱贺 刘爱书 刘天牧 田志鹏
年/期：2020/5
被引：1
下载：67
不同安置形式下流动儿童社会支持、自尊与焦虑的关系比较研究
文摘阅读
123
下载
78
第三方链接
0
被引
5
作者: 刘青云 王艺静 刘正奎
年/期：2020/5
被引：5
下载：78
新冠疫情下大学生慕课学习研究——基于疫情防控期间与疫情前慕课学习人数的比较
文摘阅读
281
下载
297
第三方链接
4
被引
26
作者: 马艳云
年/期：2020/5
被引：26
下载：297
农村初中生感恩对学校归属感的影响:领悟社会支持和自尊的链式中介作用
文摘阅读
138
下载
117
第三方链接
2
被引
34
作者: 张晓州 彭婷 罗杰 洪頵
年/期：2020/5
被引：34
下载：117
就业社会支持对大学应届毕业生就业焦虑的影响:一个有调节的中介模型
文摘阅读
264
下载
358
第三方链接
13
被引
33
作者: 陈维 黄梅 赵守盈
年/期：2020/5
被引：33
下载：358
大学生学业情绪与学习投入的关系:学业自我效能感的中介作用
文摘阅读
432
下载
683
第三方链接
11
被引
144
作者: 林杰 刘衍玲 彭文波
年/期：2020/4
被引：144
下载：683
上一页
1
2
3
4
5
6
7
下一页
src='', frameborder='0',name='_blank', scrolling='no')
分享到微信朋友圈
打开微信，点击底部的“发现”，使用“扫一扫”即可将网页分享到我的朋友圈。
