全文获取类型
收费全文 | 203篇 |
免费 | 3篇 |
专业分类
教育 | 169篇 |
科学研究 | 12篇 |
各国文化 | 1篇 |
体育 | 3篇 |
文化理论 | 3篇 |
信息传播 | 18篇 |
出版年
2023年 | 1篇 |
2020年 | 4篇 |
2019年 | 3篇 |
2018年 | 10篇 |
2017年 | 13篇 |
2016年 | 5篇 |
2015年 | 2篇 |
2014年 | 4篇 |
2013年 | 39篇 |
2012年 | 3篇 |
2011年 | 5篇 |
2010年 | 2篇 |
2009年 | 6篇 |
2008年 | 8篇 |
2007年 | 4篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2003年 | 6篇 |
2002年 | 4篇 |
2001年 | 3篇 |
2000年 | 2篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 1篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1982年 | 1篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 2篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1975年 | 2篇 |
排序方式: 共有206条查询结果,搜索用时 31 毫秒
81.
InMaking the Mummies Dance, Thomas Hoving, former director of the Metropolitan Museum of Art, articulates a blistering defense of his, admittedly minority, view; namely, that trading directly with dealers when selling deaccessioned works of art or adding to museum collections is preferable to buying and selling in the open auction market (Hoving, 1992). Hoving has been severely criticized for his trades during his tenure at the Metropolitan, as well as for his assessment of the market for fine arts, which runs counter to the prevailing views held by many American public officials, professional art critics and museum boards. We shall present a theoretical model in support of Hoving's argument that trades made at auctions may not serve the public interest. We shall also statistically investigate the stochastic processes which characterize the tertiary art market. 相似文献
82.
Orpha K. Duell Douglas J. Lynch Randy Ellsworth Christopher A. Moore 《Research in higher education》1992,33(4):483-495
Professors teaching education classes differed little from professors teaching noneducation classes in terms of the questions they asked and how long they paused after questions and students' responses. Fewer professor questions went unanswered in the education courses. Professors ask on average about 25 questions each class hour, the majority of which are higher-level. They pause about 2.25 seconds after questions and .45 seconds after student responses. These pauses suggest many students are effectively shut out of responding and are not provided the opportunity to elaborate their answers, even those to complex, divergent questions. 相似文献
83.
James Lynch 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):447-464
This paper gives a brief overview of the main stream of development in English primary education in the last ten to fifteen years and links this to broader educational developments which have facilitated the reforms and particularly the establishment of teachers centres. The problem of legitimating the innovations which have taken place, epitomized in the establishment of the middle school, is described; an account is given of the way in which this problem has been tentatively resolved, and the relationship to the broader problem of legitimation in modern society is indicated. The ideological difficulties which more open curricula, pedagogie and buildings, and such strategies as integrated studies, integrated day, family grouping, and open-plan designed schools bring with them are also referred to and an attempt is made to highlight the area of participation as one where improvement is desirable if developments are to be adequately explained and justified. The article concludes with a reference to the relationship between open education and a continuing commitment to the value of openness in English society.
Zusammenfassung Dieses Papier gibt eine kurze Übersicht über die Hauptentwicklungsrichtunger der Primarerziehung in England in den letzten fünfzehn Jahren und stellt eine Beziehung her zu den weiterreichenden Entwicklungen, die die Reform und insbesondere die Einrichtung von Lehrerzentren erleichtert haben. Es wird das Problem der Begründung von Innovationen, die stattgefunden haben, diskutiert, in der Hauptsache am Beispiel der Einrichtung der Mittelschule. Es wird ausserdem eine Aufstellung der Wege gegeben, in der dieses Problem versuchsweise gelöst wurde, und es wird die Beziehung zu weiterreichenden Legitimationsproblemen der modernen Gesellschaft aufgezeigt. Es wird auch Bezug genommen auf die ideologischen Probleme, die offene Curricula, Pädagogik und Schulbauten mitsichbringen, ebenso auf Strategien wie integrierte Studien, fachübergreifenden Unterricht, Gruppenbildung und Schulen mit selbst entwickelten Curricula. Es wird der Versuch unternommen, das Gebiet der Mitbestimmung zu beleuchten, wo Verbesserungen wünschenswert sind, wenn die zu ihnen führenden Entwicklungen ausreichend erklärt und begründet werden können. Der Artikel schliesst mit einem Hinweis auf die Beziehung zwischen offener Erziehung und einer fortbestehenden Verpflichtung zum Wert der Offenheit in der englischen Gesellschaft.
Résumé Cet article nous donne un aperçu succinct du principal courant de développement qui s'est produit dans l'éducation primaire en Angleterre, au cours des dix ou quinze dernières années. Il lie ce développement aux développements plus vastes qui ont facilité les réformes et surtout la création de centres pour enseignants. Y est décrit le problème de la justification des innovations qui se sont produites et que l'on peut résumer par la fondation de l'école moyenne. On donne aussi un aperçu sur la façon dont ce problème a été provisoirement solutionné et on indique le lien avec le problème plus vaste de la justification dans la société moderne. Sont également mentionnées les difficultés idéologiques qu'entrainent des curricula, des pédagogies et des bâtiments plus vastes, et les stratégies comme les études intégrées, le jour intégré, le groupement en famille et les écoles conçues sans murs, ni parois, et l'on s'efforce de mettre en évidence l'étendue de la participation comme étant celle où l'amélioration est souhaitable, si l'on veut expliquer et justifier les développements de manière appropriée. L'article se termine en mentionnant la relation entre éducation ouverte et un engagement permanent à l'importance de la franchise dans la société anglaise.相似文献
84.
Recent leadership research has demonstrated a need for better understanding the process of becominga leader because it might be qualitatively different to being a leader. If so, there is likely to be a need for pedagogies designed deliberately to support first-time outdoor leadership experiences and any such pedagogies must be informed by the needs of first-time leaders. Becoming a leader in outdoor educational settings involves moving from the relative equality of being one participant among several in a group to a position of some influence in the group. This paper draws on empirical data from in-depth semi-structured interviews with adult outdoor education (friluftsliv) students in Norway to explore factors influencing initial leadership experiences in a formal educational setting. We found that becoming an outdoor leader involves transformations that can be complicated by the educational setting. We discuss implications for pedagogical approaches to outdoor leadership development in formal education settings. 相似文献
85.
Panayiota?KendeouEmail author Julie?S.?Lynch Paul?van den?Broek Chris?A.?Espin Mary?Jane?White Kathleen?E.?Kremer 《Early Childhood Education Journal》2005,33(2):91-98
Developing the ability to read is a complex process involving a variety of skills, including both basic language skills and
language comprehension skills. Although a balanced reading program would include the development of basic language and comprehension
skills, comprehension has often been overlooked in early reading instruction. In this article, we examine recent research
findings on how comprehension skills develop in young children and discuss the implications of those findings for comprehension
assessment and interventions. 相似文献
86.
87.
88.
89.
ABSTRACT The future of research libraries will be shaped by broader developments at research universities in the areas of creating, sharing, disseminating, and curating knowledge. Universities face fundamental policy choices in all of these areas that have been recast by developments in information technology. This article discusses trends in digital scholarship practices across the humanities, science, and social science disciplines and examines implications for academic institutions and their research libraries as a means of framing these policy choices. This article originally published in Journal of Library Administration, Vol. 49, Issue 3, pages 227–244, 2009. doi:http://dx.doi.org/10.1080/01930820902785041. 相似文献
90.
James Lynch 《Clearing house (Menasha, Wis.)》2013,86(6):339-341