全文获取类型
收费全文 | 1948篇 |
免费 | 39篇 |
专业分类
教育 | 1572篇 |
科学研究 | 39篇 |
各国文化 | 21篇 |
体育 | 98篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 243篇 |
出版年
2022年 | 17篇 |
2021年 | 24篇 |
2020年 | 40篇 |
2019年 | 66篇 |
2018年 | 92篇 |
2017年 | 97篇 |
2016年 | 92篇 |
2015年 | 41篇 |
2014年 | 71篇 |
2013年 | 423篇 |
2012年 | 60篇 |
2011年 | 73篇 |
2010年 | 70篇 |
2009年 | 70篇 |
2008年 | 73篇 |
2007年 | 64篇 |
2006年 | 46篇 |
2005年 | 50篇 |
2004年 | 48篇 |
2003年 | 30篇 |
2002年 | 31篇 |
2001年 | 18篇 |
2000年 | 23篇 |
1999年 | 13篇 |
1998年 | 24篇 |
1997年 | 27篇 |
1996年 | 23篇 |
1995年 | 27篇 |
1994年 | 17篇 |
1993年 | 31篇 |
1992年 | 23篇 |
1991年 | 14篇 |
1990年 | 21篇 |
1989年 | 21篇 |
1988年 | 18篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 6篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1982年 | 6篇 |
1980年 | 6篇 |
1979年 | 11篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 4篇 |
1975年 | 5篇 |
1974年 | 7篇 |
1973年 | 6篇 |
1968年 | 4篇 |
排序方式: 共有1987条查询结果,搜索用时 15 毫秒
981.
Intelligence gathering, or data collection, is a preliminary and critical stage of decision making. Two key approaches to intelligence gathering are “discovery” and “idea imposition.” The discovery approach allows us to learn about possibilities by gathering intelligence in order to identify and weigh options. The idea imposition approach limits intelligence gathering and focuses resources on promoting a solution. The purpose of this study is to explore the intelligence‐gathering stage of organizational leaders during decision making from both of these perspectives and to begin to identify themes as they relate to the data considered, types of decisions and outcomes sought, and level of confidence in decision‐making success. 相似文献
982.
Anne Hickling-Hudson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):201-218
This study explores various elements in the struggle for a post-colonial refashioning of cultural identity through education.
Drawing on experiences in Australia and the Caribbean, the author illustrates how educational systems undergoing decolonisation
reflect socio-cultural tensions of race and power. The author discusses the complexities for comparative educators in engaging
with suppressed knowledge, recognising the yearnings of the marginalised, challenging the conditions that lead to poverty,
and refashioning education for social justice in an era when the achievement of justice seems increasingly difficult. She
argues that comparative educators can benefit from using post-colonial thinking to understand cultural complexity and promote
life-affirming practices in educational change.
The author: Anne Hickling-Hudson teaches international and intercultural studies in education at the Queensland University of Technology, Brisbane. As the immediate past President of the World Council of Comparative Education (2001–2004), she coordinated the council representing comparative education societies from over thirty countries and led the organisation of the 12th World Congress of Comparative Education. Her research interests focus on race relations and policy analyses of education, and on intercultural and postcolonial approaches in comparative and international pedagogy. Contact address: School of Cultural and Language Studies in Education, Queensland University of Technology, Kelvin Grove, Queensland, 4059 Australia. E-mail: a.hudson@qut.edu.au. 相似文献
Zusammenfassung KULTURELLE KOMPLEXIT?T, POSTKOLONIALISMUS UND P?DAGOGISCHE VER?NDERUNG: HERAUSFORDERUNGEN FüR VERGLEICHENDE P?DAGOGEN – Diese Studie erforscht verschiedene Bestandteile im Kampf um eine postkoloniale Neugestaltung von kultureller Identit?t durch Bildung. Unter Bezugnahme auf Erfahrungen in Australien und dem karibischen Raum illustriert die Autorin, wie Bildungssysteme unter dem Einfluss der Entkolonialisierung soziokulturelle Probleme wie Rassenspannungen und Machtstrukturen widerspiegeln. Die Autorin diskutiert die Schwierigkeiten für vergleichende P?dagogen darin, mit unterdrücktem Wissen umzugehen; darin, die Bedürfnisse derer, die gesellschaftlich am Rand stehen, wahrzunehmen; darin, den Bedingungen, die zur Armut führen, entgegenzutreten; und darin, die Bildung für soziale Gerechtigkeit in einem Zeitalter neu zu gestalten, in dem die Durchsetzung von Gerechtigkeit zunehmend schwierig erscheint. Sie legt dar, dass vergleichende P?dagogen aus der Nutzung von postkolonialen Denkweisen profitieren k?nnen, um kulturelle Komplexit?t zu verstehen und lebensbejahende Praktiken in der Ver?nderung des Bildungswesens voranzutreiben.
Résumen COMPLEJIDAD CULTURAL, POST-COLONIALISMO Y CAMBIO EDUCATIVO: RETOS PARA EDUCADORES COMPARATIVOS – El presente estudio explora diversos elementos de la lucha por una recomposición postcolonial de la identidad cultural a través de la educación. Haciendo referencia a experiencias hechas en Australia y el Caribe, la autora ilustra cómo los sistemas educativos que están pasando por la descolonisación reflejan las tensiones socioculturales de raza y poder. La autora expone las complejidades que tienen que encarar los educadores comparativos al enfrentarse con conocimientos reprimidos, reconocer las demandas de los marginados, desafiar las condiciones que causan pobreza y recomponer la educación para lograr la justicia social en una era donde conseguir justicia parece ser cada vez más difícil. La autora sostiene que a los educadores comparativos les podría resultar beneficioso utilizar un pensamiento postcolonial para comprender la complejidad cultural y para promover prácticas que mejoren la calidad de vida en el cambio educativo.
Résumé COMPLEXITé CULTURELLE, POSTCOLONIALISME ET CHANGEMENT éDUCATIF : LES DéFIS POUR LES éDUCATEURS COMPARéS – Cette étude explore les éléments divers de la bataille pour un remodellement postcolonial de l’identité culturelle à travers l’éducation. Se basant sur des expériences en Australie et aux Antilles, l’auteur illustre comment les systèmes éducatifs sous-tendant la décolonisation reflètent les tensions socio-culturelles de races et de pouvoir. L’auteur discute des difficultés pour les éducateurs comparés à s’engager pour des savoirs étouffés, à reconna?tre les désirs ardents des marginaux, à défier les conditions qui mènent à la pauvreté, à remodeler l’éducation en faveur de la justice sociale dans une époque où l’obtention de la justice semble extraordinairement difficile. Elle soutient que les éducateurs comparés peuvent tirer profit d’un usage de la pensée post-coloniale afin de comprendre la complexité culturelle et de promouvoir des pratiques soutenant la vie au sein d’un changement éducatif.
The author: Anne Hickling-Hudson teaches international and intercultural studies in education at the Queensland University of Technology, Brisbane. As the immediate past President of the World Council of Comparative Education (2001–2004), she coordinated the council representing comparative education societies from over thirty countries and led the organisation of the 12th World Congress of Comparative Education. Her research interests focus on race relations and policy analyses of education, and on intercultural and postcolonial approaches in comparative and international pedagogy. Contact address: School of Cultural and Language Studies in Education, Queensland University of Technology, Kelvin Grove, Queensland, 4059 Australia. E-mail: a.hudson@qut.edu.au. 相似文献
983.
The study described here aimed to examine the relations between test anxiety, competence beliefs and achievement goals, and in particular if the relations between competence beliefs and test anxiety were moderated by achievement goals. Pupils in their first year of secondary schooling completed self-report questionnaires for test anxiety, competence beliefs and achievement goals. Results indicated that pupils with low competence beliefs in Mathematics reported more worrisome thoughts when they held a mastery-avoidance goal and female pupils with low verbal competence beliefs reported more off-task behaviours when they held a performance-approach goal. Male pupils with low verbal competence beliefs reported fewer off-task behaviours when they held a performance-approach goal. These findings may reflect how Mathematics may be uniquely related to a fear of failure among school subjects and how the gendered nature of verbal self-concept becomes important when peer comparison is a salient goal for pupils. 相似文献
984.
Obtaining funding to support community-based childbirth education programs can be a challenge for childbirth educators who may have little grant-writing experience. This article was written by two nurse educators/nurse-midwives who have been involved for over 10 years with a grant-funded parenting and childbirth education program for pregnant teens. It reviews the background of the Resource Center for Young Parents-To-Be, suggests grant-funding sources, and explains the building of partnerships in the community. The basic steps involved in the grant-writing process are presented as well as the importance of follow-up evaluations and reports. Grant-writing skills and the ability to forge partnerships with other community organizations can be important tools for childbirth educators and health-care professionals. 相似文献
985.
986.
In this paper we discuss to what extent the international and national equality goals regarding gender balance and inclusive education have been reached in the education sector development in Tanzania. According to recent reports, the development trend has been generally positive, and the country is close to achieving its primary education targets. More detailed reviews suggest, however, that current monitoring and evaluation mechanisms are too narrow to catch the critical factors regarding equality, particularly in secondary education. Our comment concerns the achievements and challenges, and emphasises the significance of a multidimensional set of information including in‐depth qualitative research on connections between socio‐cultural factors and education. 相似文献
987.
Market‐oriented school reform in England and Finland: school choice,finance and governance 总被引:1,自引:1,他引:0
This paper explores the introduction of market‐oriented reforms into school‐based education in England and Finland. The contexts into which reforms were introduced differed, with a fully comprehensive system being in place in Finland but not in England; the motives were also different; and different trajectories have since been followed. Whilst there are apparent similarities, with choice and diversity having a high political profile in each country, the policy mix varies: two different models can be discerned, with the Finnish reforms being characterised by more regulatory control in relation to school access and choice, but less in relation to the financing of schools by local authorities. It is argued that the mediating role played by local authorities in jurisdictions with high levels of decentralisation means that the legislative framework needs to be taken into account when examining policy implementation and educational outcomes. 相似文献
988.
Jo‐Anne LeFevre Eleoussa Polyzoi Sheri‐Lynn Skwarchuk Lisa Fast Carla Sowinski 《International Journal of Early Years Education》2010,18(1):55-70
Children’s experiences with early numeracy and literacy activities are a likely source of individual differences in their preparation for academic learning in school. What factors predict differences in children’s experiences? We hypothesised that relations between parents’ practices and children’s numeracy skills would mediate the relations between numeracy skills and parents’ education, attitudes and expectations. Parents of Greek (N = 100) and Canadian (N = 104) five‐year‐old children completed a survey about parents’ home practices, academic expectations and attitudes; their children were tested on two numeracy measures (i.e., KeyMath‐Revised Numeration and next number generation). Greek parents reported numeracy and literacy activities less frequently than Canadian parents; however, the frequency of home numeracy activities that involved direct experiences with numbers or mathematical content (e.g., learning simple sums, mental math) was related to children’s numeracy skills in both countries. For Greek children, home literacy experiences (i.e., storybook exposure) also predicted numeracy outcomes. The mediation model was supported for Greek children, but for Canadian children, the parent factors had both direct and mediated relations with home practices. 相似文献
989.
990.