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371.
Alex Koohang James Ondracek 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(3):407-423
This study examined users’ views about the usability of digital libraries—current and perceived importance. Age, gender, prior experience with the Internet, college status, and digital library proficiency are the independent variables. Users’ current views about the usability of digital libraries and users’ perceived importance of digital library usability are treated as dependent variables. The Digital Library Usability Survey, a Likert‐type instrument developed by Koohang, was used. The study's participants were 107 undergraduate students enrolled in an interdisciplinary and cross‐functional degree programme at a large state university in the Midwest, USA. The collected data were analysed through statistical procedures. The overall results yielded significant differences for the variables of users’ prior experience with the Internet and users’ proficiency level with the digital library. The univariate results indicated a significant difference on the users’ perceived importance of digital library usability. However, digital library proficiency produced a significant difference on users’ current views about the digital library's usability. These results are discussed. Recommendations are made for practice and future research. 相似文献
372.
柏拉图在西方哲学历史上扮演了非常重要的角色,他的形而上学体系—理念论塑造了西方文化意识形态。而中国的老子则以他的道思想深刻影响了中国人的思维方式。探讨二者的形而上学体系的异同在全球化的今天具有重要的意义。 相似文献
373.
Alex Pomson Frayda Gonshor Cohen Pearl Mattenson Zohar Rotem 《Journal of Jewish Education》2020,86(2):130-146
ABSTRACT This paper is a first effort to systematically document programmatic interventions in five of the ten communities participating in The Jewish Teen Education & Engagement Funder Collaborative, a joint philanthropic effort launched in 2013. The paper identifies patterns and trends reflected in the programmatic choices made by each community. It then makes explicit five assumptions that underpin these choices and reflects on what they imply for further teen education and engagement efforts. These assumptions, as elaborated in the paper, are identified as: (1) “every body counts;” (2) “breaking down the silos;” (3) “integrating curation and innovation;” (4) “tapping Israel;” and (5) “searching for blue ocean.” 相似文献
374.
Alex C. Huynh 《Journal of moral education》2020,49(1):9-29
ABSTRACTInterest in the topic of wisdom-focused education has so far not resulted in empirically validated programs for teaching wisdom. To start filling this void, we explore the emerging empirical evidence concerning the fundamental elements required for understanding how one can foster wisdom, with a particular focus on wise reasoning. We define wise reasoning through a combination of intellectual humility, recognition of world in flux/change, open-mindedness to diverse viewpoints, and search for compromise/integration of diverse perspectives. In this article, we review evidence concerning how wise reasoning can be facilitated through experiences, teaching materials, environments and cognitive strategies. We also focus on educators, reviewing emerging evidence on how the process of explaining and guiding others impacts one’s wisdom. We conclude by discussing the development of wisdom-focused education, proposing that greater attention to the situational demands and the variability in wisdom-related characteristics across social contexts should play a critical role in its development. 相似文献
375.
ABSTRACTThe inclusion of lesbian, gay, bisexual, transgender, and queer (LGBTQ) perspectives and experiences in the social work classroom is necessary to adequately include LGBTQ students and prepare graduates to practice effectively. Drawing from queer theory as a theoretical framework and the authors’ experiences in practice and teaching/learning spaces with LGBTQ youth, this article offers practical strategies for creating classrooms inclusive of LGBTQ persons. Queering the classroom builds skills in students beyond practice with LGBTQ people and communities, thereby enhancing their capacity to engage diversity in practice more generally and to advance human rights and social justice. 相似文献
376.
ABSTRACTLanguage policy in German-speaking Swiss kindergartens recently has been subject to change. While dialect traditionally was spoken to kindergartners, the use of High German has been established to promote the integration of migrant children and equality of opportunity. In this contribution, we look at how kindergarten teachers translate the new diglossic language policy into language practices. Drawing on data from an ongoing ethnographic study, we examine four logics of language use concerning when to speak dialect or High German. As teachers’ use of language differs not only according to situations and pedagogical sequences but also due to children’s social and migrant backgrounds, we ask – drawing on the theoretical concept of (un-)doing difference – how different linguistic addressing reflects (and affects) children’s positions in the social order. 相似文献
377.
Alex Haley 《海外英语》2003,(11):24-26
不少年轻人跟我说他想当作家。我总是鼓励这样的人。但我同时指出“当作家”与写作之间有很大区别。这些人中,大多数都是在梦想着 相似文献
378.
Mohammad Hosseini Julien Colomb Alex O. Holcombe Barbara Kern Nicole A. Vasilevsky Kristi L. Holmes 《Learned Publishing》2023,36(2):275-284
Contributor Role Ontologies and Taxonomies (CROTs) are standard vocabularies to describe individual contributions to a scholarly project or research output. Contributor Roles Taxonomy (CRediT) is one of the most widely used CROTs, and has been adopted by numerous journals to describe author's contributions, and recently formalized as a ANSI/NISO standard. Despite these developments, there is still much work left to be done to improve how CROTs are used across different research domains, research output types, and scholarly workflows. In this paper, we describe how CROTs could be extended to include roles from various disciplines in an ethical and inclusive manner. We explore potential approaches to apply CROTs to diverse research objects and various disciplines; as well as envision their integration into various scholarly workflows, such as promotion and tenure in academic institutions. Lastly, we discuss potential mechanisms for wide adoption and use. While acknowledging that improving current systems of attribution is a slow and iterative process, we believe that engaging the community in the evolution of CROTs will ultimately enhance the ethical attribution of credit and responsibilities in scholarly publications. 相似文献
379.
Pieterse Alex Fang Ke Evans Sarah 《International journal for the advancement of counseling》2011,33(4):280-292
This content analysis examined internationally focused scholarship published from 1997 to 2009 in two counseling journals
published in the United States (US), namely The Counseling Psychologist (TCP) and the Journal of Counseling Psychology (JCP). Both demographic and content criteria, including author affiliation, participant location, topic area, cultural relevancy
of construct examined, method of collaboration and research design, were examined. A positive trend for the publication of
non-US-based scholarship was observed; however, a 10% representation of internationally-oriented scholarship in the past 13 years
suggests the potential for further international initiatives and integration in the field. Questions and implications for
future development of internationalization within US-based counseling psychology are discussed. 相似文献
380.