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81.
In the United Kingdom, curricular music education has seen two main waves of development and is in the process of shaping a third. Ideas from the second wave have maintained theoretical dominance to the present day, despite the concerns expressed by some about their practical implementation. This paper suggests that problems with the implementation of second-wave ideas have been caused by hermeneutic complexities inherent to the word ‘music’ as well as by an ongoing ideological debate about the proper purpose of music education. It is proposed here that by approaching musical learning in the emergent third wave through the sub-discipline of ‘music theatre’ – and by conceiving that term in its broadest sense – this interpretive difficulty can be avoided whilst many practical advantages may be reaped. The notion of music theatre as a key component of music education's third wave is explored alongside its theoretical prerequisites, and a number of questions are identified for further consideration. 相似文献
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This paper offers a critical analysis of the education policy move towards teacher professional standards. Drawing on Lacan’s three registers of the psyche (real, imaginary and symbolic), the paper argues that moves towards codification (and domestication) of teachers’ work and identities in standardized (and sanitized) forms, such as the Australian Institute for Teaching and School Leadership professional standards recently adopted in Australia, can be read as a colonization of the Real and the imaginary by (a rather static, mortified form of) the symbolic. The paper argues that in response to such normalizing moves, we need to consider how we might conceptualize the reanimation of what it means to teach and be a teacher, something we attempt in terms of enabling each of the psyche’s registers to inter-animate each other, as a means of engendering teacher identities characterized by criticality, creativity and passion – that is, by an ethics of singularity rather than by standardization. 相似文献
84.
The exponential growth and sophistication of new information and computer technology (ICT) have greatly influenced human interactions and provided new metaphors for understanding the world. The acceptance and integration of ICT into social work field education are examined here using the technological acceptance model. This article also explores potential challenges regarding the adoption of ICT into social work field practica. The article concludes with implications for adopting and integrating ICTs in social work field education. 相似文献
85.
Regulatory policy as innovation: Constructing rules of engagement for a technological zone of tissue engineering in the European Union 总被引:2,自引:0,他引:2
Alex Faulkner 《Research Policy》2009,38(4):637-646
This paper addresses the question of the part that regulation plays in processes of innovation in sectors of technology. The politico-economic phenomenon of ‘Europe’ is partly constituted by regulatory regime-building, and new technologies are one of the major sites of regime-building. A constructionist social theory perspective shows that study of the conflictual processes of regulatory policymaking affords insights into the formation of the rules of engagement that constitute technology domains. Adopting the concept of emergent ‘technological zone’ in preference to industrial ‘sector’ or technoscientific network, the paper presents, using empirical research, a detailed account of the case of the debate and development of regulatory policy for therapeutic tissue engineering in the European Union's policy institutions and stakeholder networks. It describes how the jurisdiction of an emergent zone has been formed through such negotiations, providing a counter-example to the common view that regulation ‘lags behind’ innovation. The analysis takes account particularly of the part played by the malleability of the definition of the material technology itself in such constructive governance processes, and it also suggests various consequences for the array of producers of the technology, for market structuring and for the innovation pathways taken by tissue engineering technology. Concluding, the paper argues that there is conceptual advance to be made by bringing together constructionist social theory with innovation studies approaches that highlight the part played by non-firm, public institutions in shaping innovation ecologies. 相似文献
86.
Journal impact factor (IF) inflation is suggested as a problem resulting from commentaries published by the editors in chief (EiCs) of their respective journals. However, it is unclear whether this is a systemic problem across the top thirty cardiovascular medicine journals. Therefore, the purpose of this investigation was to examine the relationship between the number of commentaries written by an EiC and their journal''s IF and Eigenfactor (Ef). Utilizing Spearman rank partial correlations controlling for length of service as the EiC, significant moderate correlations were found between the number of commentaries and the number of first-author commentaries by the EiC and the IF of their journal (r=0.568, p=0.001 and r=0.504, p=0.005; respectively). A weak but still significant correlation was found between the number of commentaries by the EiC and the Ef of their journal (r=0.431, p=0.020). The reason for these correlations is unclear, and whether the methodology used to compute the IF and Ef should be modified needs further research. 相似文献
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Social loafing refers to the tendency for individuals to reduce their own personal input when performing as part of group. This phenomenon may be problematic if it exists in educational contexts, given a current emphasis on group collaborative classroom activities. The present study investigated whether social loafing existed in a collaborative educational task, employing groups of three and eight participants. The results indicated that individuals working within the smaller groups were more productive than those working in larger groups, consistent with the social loafing hypothesis. Future research should determine whether the detrimental effects on students' collaborative performance attributable to social loafing are justifiable in terms of gains accrued in other (e.g. interpersonal) domains. 相似文献
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