全文获取类型
收费全文 | 984篇 |
免费 | 21篇 |
国内免费 | 1篇 |
专业分类
教育 | 785篇 |
科学研究 | 33篇 |
各国文化 | 11篇 |
体育 | 53篇 |
文化理论 | 9篇 |
信息传播 | 115篇 |
出版年
2023年 | 4篇 |
2022年 | 10篇 |
2021年 | 17篇 |
2020年 | 17篇 |
2019年 | 36篇 |
2018年 | 58篇 |
2017年 | 59篇 |
2016年 | 46篇 |
2015年 | 46篇 |
2014年 | 35篇 |
2013年 | 214篇 |
2012年 | 23篇 |
2011年 | 37篇 |
2010年 | 25篇 |
2009年 | 25篇 |
2008年 | 28篇 |
2007年 | 22篇 |
2006年 | 19篇 |
2005年 | 15篇 |
2004年 | 24篇 |
2003年 | 9篇 |
2002年 | 22篇 |
2001年 | 23篇 |
2000年 | 20篇 |
1999年 | 10篇 |
1998年 | 12篇 |
1997年 | 7篇 |
1996年 | 11篇 |
1995年 | 10篇 |
1994年 | 5篇 |
1993年 | 8篇 |
1992年 | 5篇 |
1991年 | 7篇 |
1990年 | 14篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1987年 | 3篇 |
1986年 | 8篇 |
1985年 | 4篇 |
1983年 | 6篇 |
1982年 | 3篇 |
1981年 | 3篇 |
1980年 | 5篇 |
1979年 | 5篇 |
1978年 | 5篇 |
1977年 | 5篇 |
1973年 | 3篇 |
1970年 | 3篇 |
1967年 | 2篇 |
1966年 | 2篇 |
排序方式: 共有1006条查询结果,搜索用时 15 毫秒
181.
182.
183.
Angela Hadjipanteli 《Curriculum Journal》2013,24(4):448-463
AbstractThe article aims to introduce the epistemology of aretaic pedagogy as a refreshing paradigm of good teaching, situating at its centrality, instead of a knowledge-based perspective, a virtue-based approach to education. Its origins are in Aristotelian virtue ethics, which premise the acquisition of intellectual and ethical virtues as the highest good of the good life. Aretaic pedagogy is therefore constructed on the basis of the theory of virtue development and deliberates teaching as an ethical, virtue-driven practice. Its epistemological framework depends largely on three components: the notion of teaching as a practice, the embodiment of internal goods in teaching/learning and the harnessing of students’ private knowledge. Dialogue, beauty and play are proposed as the main internal goods within the students’ learning, which can act as key sources of their practice of virtues. As concerns a teacher’s pedagogical presence, it is argued from a dual professional prospect: the technological and the ethical. Therefore, a teacher is called to exercise a nexus of epistemic, technical, poetic and ethical virtues. 相似文献
184.
Shane R. Jimerson Gabrielle E. Anderson Angela D. Whipple 《Psychology in the schools》2002,39(4):441-457
The aim of this investigation is to provide a comprehensive review of dropout research that examines grade retention within both associative and predictive models. A systematic review of seventeen studies examining dropping out of high school prior to graduation demonstrates that grade retention is one of the most powerful predictors of dropout status. The discussion addresses the discrepancies among the perspectives of many educational professionals regarding the effectiveness of grade retention and deleterious long‐term correlates. The transactional model of development is presented, which emphasizes developmental trajectories over time, in order to facilitate the interpretation of the association between grade retention and school withdrawal. Educational professionals, teachers, researchers, parents, and policymakers considering the efficacy of grade retention are encouraged to consider the implications of these findings. © 2002 Wiley Periodicals, Inc. 相似文献
185.
Angela Schattner 《Sport in History》2014,34(2):198-222
By looking at sports facilities for non-professional players in England, this article explores early commercialization tendencies in sports that proceeded the process driven by the professionalization of sports in the eighteenth century. A growing demand for purpose-built sporting facilities gave rise to commercialized tennis courts, bowling alleys and greens in London as early as the beginning of the sixteenth century which mainly addressed upper class ‘gentlemen’. These facilities were not mere sports venues but created semi-public leisure venues where particularly men could meet outside their homes and enjoy sports, gambling, drinking and other entertainments together. They were also strongly embedded in a wider network of similar semi-public facilities such as alehouses, taverns and inns that offered multi-functional services. Taking the examples of London and Bath, the article explores the growth and organization of tennis courts, bowling alleys and greens on a local level, and how these were interlinked with other contemporary leisure and entertainment businesses. 相似文献
186.
187.
Alan Sutton Angela Wortley Jenny Harrison & Christine Wise 《British Journal of Educational Studies》2000,48(4):413-428
This article is concerned with the origins and evolution of the Advanced Skills Teacher (AST) initiative from its announcement in 1995 to the end of 1999. It examines the Government rationale and the contributions of the Department for Education and Employment (DfEE), the Teacher Training Agency (TTA) and the School Teachers' Review Body (STRB). 相似文献
188.
Scott W. Vanderstoep Paul R. Pintrich Angela Fagerlin 《Contemporary educational psychology》1996,21(4):345-362
The personal attributes of self-regulated learning are often described in terms of knowledge base, adaptive motivational beliefs, and appropriate use of cognitive and metacognitive strategies for learning. These attributes are usually assumed to apply across all disciplines and contexts, but there has been little research that has examined the disciplinary differences in these personal attributes of self-regulated learning. The present study examined college students’ knowledge, motivation, and self-regulatory learning strategies in humanities, social science, and natural science college courses. The sample included 380 college students from three different institutions. Students were given a measure of their course knowledge and a self-report measure of their motivational beliefs and use of self-regulatory strategies at the beginning and end of the semester. Three levels of achievement were created from final course grade and ANOVA's were used to examine the differences in knowledge, motivation, and self-regulation by achievement level and discipline. The results suggest that the components of knowledge, motivation, and self-regulation do distinguish high from low achievers in social and natural science courses, but not in the humanities courses. Results are discussed in terms of the generalizability of our models of self-regulated learning across disciplines and implications for measuring self-regulated learning in different disciplines. 相似文献
189.
A placement at the National Institute of Conductive Education (NICE) in Birmingham for children with motor disorders is strongly preferred over mainstream or special schools by some parents, but it has been noted that this is usually refused following the current statementing process. Although funding constraints have been articulated, Angela Morgan, a Research Fellow at the Wolverhampton University Policy Research Institute, and Kevin Hogan, also at the University of Wolverhampton, contend in this article that other explanations are possible, as variability remains in placement decisions. The experiences of education administrators working within the special educational needs departments of local education authorities who make the ultimate decision regarding school placement have hitherto been unexplored. This study offers findings from an exploratory qualitative study, which suggests that administrators are working from disparate understandings of conductive education within an arena fraught with conflict. Recommendations derived from the study include further in-service training for education administrators and prior training for individuals seeking a career in education administration to enhance collaborative working partnerships between administrators and parents. 相似文献
190.
Angela Jacklin is a senior lecturer in education and director of student support at the University of Sussex. William Farr is a teacher at a primary school in Sussex, and a former MA student at Sussex University. In the project reported in this article, they worked together to consider how valuable the computer may be as a medium to enhance social interaction with pupils with autistic spectrum disorders. The research took place in a special school for pupils with severe learning difficulties in the South East of England and involved 12 children from the school's unit for pupils with autism. From this initial group, three pupils were selected for more focused study. Using a mix of qualitative data gathering and analysis stragegies, the research highlighted the importance of social interaction a round the computer and indicated that the computer could be a useful tool for enhancing social interaction. This was found to relate in part to the adult's ability to follow the child's lead, as well as the complex intermingling of events known as 'tricky mixes'. Where this happened, use of the computer appeared to result in more sustained and more positive interactions for young people with autistic spectrum disorders. 相似文献