全文获取类型
收费全文 | 1995篇 |
免费 | 38篇 |
专业分类
教育 | 1544篇 |
科学研究 | 113篇 |
各国文化 | 21篇 |
体育 | 101篇 |
综合类 | 1篇 |
文化理论 | 13篇 |
信息传播 | 240篇 |
出版年
2022年 | 17篇 |
2021年 | 24篇 |
2020年 | 39篇 |
2019年 | 65篇 |
2018年 | 92篇 |
2017年 | 94篇 |
2016年 | 91篇 |
2015年 | 41篇 |
2014年 | 71篇 |
2013年 | 413篇 |
2012年 | 60篇 |
2011年 | 74篇 |
2010年 | 67篇 |
2009年 | 66篇 |
2008年 | 74篇 |
2007年 | 62篇 |
2006年 | 47篇 |
2005年 | 48篇 |
2004年 | 47篇 |
2003年 | 29篇 |
2002年 | 31篇 |
2001年 | 18篇 |
2000年 | 24篇 |
1999年 | 15篇 |
1998年 | 25篇 |
1997年 | 27篇 |
1996年 | 24篇 |
1995年 | 26篇 |
1994年 | 17篇 |
1993年 | 32篇 |
1992年 | 21篇 |
1991年 | 15篇 |
1990年 | 23篇 |
1989年 | 21篇 |
1988年 | 18篇 |
1987年 | 8篇 |
1986年 | 9篇 |
1984年 | 7篇 |
1982年 | 7篇 |
1980年 | 6篇 |
1979年 | 10篇 |
1973年 | 7篇 |
1929年 | 12篇 |
1928年 | 7篇 |
1927年 | 6篇 |
1926年 | 6篇 |
1925年 | 6篇 |
1924年 | 8篇 |
1923年 | 10篇 |
1922年 | 6篇 |
排序方式: 共有2033条查询结果,搜索用时 15 毫秒
141.
142.
This paper builds on Leslie Morton's vision of enabling users through education and training. It describes three different approaches to mediated training for medical students and clinicians provided by peers, juniors (i.e. medical students) and information specialists (i.e. clinical librarians) and considers the benefits to the participants. The training was provided either on a one-to-one basis or within teams in their work environments (e.g. offices, wards, team meetings). The first two projects (peer tutoring and reverse mentoring) suggest that contextualized training, using intermediaries, provides the direct benefit of cost-effective IT skill development and the indirect benefits deriving from the interactions between the trainers and the target groups. The third project, the outreach librarian study, provides evidence of both direct benefits (i.e. time saved, quality of service, skills acquired, financial savings and improved evidence-based medicine implementation) and indirect, long-term benefits relating to more social issues (e.g. perceptions of the library, clinical teams, job satisfaction and patient interactions). The general conclusion to emerge from this review of case studies is that the concept of educational benefits is very broad and that empirical studies need to look at both obvious and less obvious benefits. 相似文献
143.
144.
145.
The identity work engaged in by Indigenous teachers1 in school settings is highlighted in a study of Australian Indigenous teachers. The construction of identity in home and community relationships intersects with and can counteract the take up of a preferred identity in the workplace. In this paper we analyse data from interviews with Indigenous teachers, exploring the interplay between culture and identity. We foreground the binary nature of racial assignment in schools, demonstrate how this offers contradictory constructions of identity for Indigenous teachers, and note the effects of history, culture and location in the process of forming a teaching ‘self’. 相似文献
146.
Anne Kahr‐Hjland 《Curator: The Museum Journal》2010,53(4):501-509
Abstract EGO‐TRAP is a cellphone‐facilitated interactive narrative game created at the Experimentarium in Copenhagen. Designed to support scientific literacy among students from upper secondary schools, the project is part of a reform that has increased focus on educational methods and alternative learning resources in Denmark since 2005, and that explores the educational potential of museums and science centers outside formal school settings. EGO‐TRAP can be called a “digital narrative” or Augmented Reality (AR)—a digital extension of a physical setting. 相似文献
147.
In universities, development as a teacher may be contradicted with developing as a researcher. Most previous studies have investigated pedagogical development merely as a result of pedagogical training and ignored the dual teacher-researcher identity. This study examines what kind of meaningful experiences are perceived to have triggered and influenced the process of developing as a teacher in the fields of science and technology. The data were gathered by interviewing 10 academics who had participated in a pedagogical training offered by a Finnish technical university between 1999 and 2009. Based on a narrative analysis utilizing dimensions of transformative learning, the results highlight the influence of the working environment and experiences, and imply that teacher development process in the fields of science and technology can be better understood in terms of becoming a teacher, rather than as a continual, conscious development process. The resulting teacher-researcher identity provides a basis for pedagogical development. 相似文献
148.
Academics’ teacher identities is a relatively little explored area. This paper explores this through an analysis of drawings by academics. The data consist of 90 drawings. The participants are academics who have attended basic courses in university pedagogy. The drawings were content analysed. In the drawings, the academics expressed themselves as teachers through the teaching context and the actors, artefacts and activities of teaching and learning. By drawing attention to these elements, academics can be encouraged to reflect on their beliefs about teaching and teacher role. 相似文献
149.
Anne‐Lise Arnesen Reetta Mietola Elina Lahelma 《International Journal of Inclusive Education》2013,17(1):97-110
The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the patterns of diversity and inclusion are conceived and constructed; the phenomenon of ‘diversity’, as it is formulated in policy documents and as it is expressed in categories with which teachers operate and act upon in school; and, ‘diversity’ in the context of inclusive practices. We draw from ethnographic studies in Finnish and Norwegian schools; both from mainstream and from special classes. 相似文献
150.