全文获取类型
收费全文 | 568篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 411篇 |
科学研究 | 66篇 |
各国文化 | 2篇 |
体育 | 41篇 |
文化理论 | 14篇 |
信息传播 | 42篇 |
出版年
2023年 | 5篇 |
2022年 | 4篇 |
2021年 | 4篇 |
2020年 | 16篇 |
2019年 | 14篇 |
2018年 | 27篇 |
2017年 | 23篇 |
2016年 | 14篇 |
2015年 | 7篇 |
2014年 | 12篇 |
2013年 | 102篇 |
2012年 | 12篇 |
2011年 | 14篇 |
2010年 | 6篇 |
2009年 | 7篇 |
2008年 | 15篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 7篇 |
2004年 | 7篇 |
2003年 | 11篇 |
2002年 | 9篇 |
2001年 | 5篇 |
2000年 | 12篇 |
1999年 | 7篇 |
1998年 | 8篇 |
1997年 | 5篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 12篇 |
1986年 | 8篇 |
1985年 | 5篇 |
1983年 | 6篇 |
1982年 | 6篇 |
1981年 | 10篇 |
1980年 | 6篇 |
1979年 | 5篇 |
1978年 | 6篇 |
1977年 | 4篇 |
1976年 | 4篇 |
1974年 | 5篇 |
1897年 | 4篇 |
1872年 | 7篇 |
1871年 | 6篇 |
1870年 | 5篇 |
排序方式: 共有576条查询结果,搜索用时 15 毫秒
91.
Ted Richards 《Science & Education》2012,21(6):899-910
This paper describes a method for teaching planetary retrograde motion, and the Ptolemaic and Copernican accounts of retrograde motion, by means of a series kinesthetic learning activities (KLAs). In the KLAs described, the students literally walk through the motions of the planets in both systems. A retrospective statistical analysis shows that students who participated in these activities performed better on examination questions pertaining to retrograde motion than students who did not. Potential explanations for this result, including the breaking of classroom routine, the effect of body movement on conceptual memory, and egocentric spatial proprioception, are considered. 相似文献
92.
Lewis A. Richards 《College Teaching》2013,61(3):146-148
“And the shoemaker was not allowed by us to be a husbandman or a weaver, or a builder–in order that we might have our shoes well made.” Plato, Republic, Book II. 相似文献
93.
Alex M. Susskind Donald F. Schwartz William D. Richards J. David Johnson 《Communication Studies》2013,64(4):397-418
This article documents the 30‐year history of communication network research at Michigan State University (M.S.U.), providing a case study of the evolution and diffusion of an academic innovation. Three past and continuing issues for network scholars are identified: a lack of professional reward for developing user‐friendly computer programs, unresolved methodological problems, and a need for better theoretical and conceptual frameworks. The narrative also illustrates the difficulty communication as a discipline has in impacting broader intellectual traditions. The story begins with the first doctoral dissertation (Schwartz, 1968) and the first network analysis software program in 1970 (Richards’ Negopy), continuing to the last dissertation (Susskind, 1996), and ending in 1998 when J. David Johnson left the M.S.U. faculty. Other major players in the M.S.U. network tradition included David K. Berlo, Eugene Jacobson, Everett M. Rogers, Vincent Farace, Peter Monge, and Erwin Bettinghaus. Ironically, Schwartz and Susskind met in 1998 while Schwartz was preparing to retire from Cornell University and Susskind was starting as an Assistant Professor in a different department, thus providing closure to the M.S.U. network. 相似文献
94.
This article analyzes Free Rice within the context of “the rise of the ludic sublime,” where video games are hailed as the solution to highly sophisticated political problems. As part of what we call practices of “philitainment,” Free Rice, we argue, functions within the political domain of what Jodi Dean has termed “communicative capitalism” and therefore both captures resistance and actually solidifies global capitalism. Ultimately, this case study of Free Rice reveals ways in which practices of philitainment signal the proliferation of a convergence between the technological sublime and neoliberal politics through which the disinvestment of the state from social problems is legitimized and reproduced through a reconfiguration of citizenship in terms of techno-consumerism. 相似文献
95.
Cameron Mccarthy 《International journal of qualitative studies in education》2013,26(1):127-133
In this review essay, the author situates five recent articles on white identity and teacher education within the emergent fields of whiteness studies and critical race theory. He maintains that while the authors of these articles make a significant contribution to the field of race studies by expanding theories and methodologies of whiteness studies to education that there is a consistent failure to theorize race in the five articles. McCarthy argues instead that any effort to theorize racial identities must address the deep-seated contradictions that are produced in the unequal racial experiences that define modern education and society. He argues, ultimately, that we cannot understand race by studying race alone. It is vital in thinking about whiteness to consider factors of class, gender, sexuality, and nation - dynamics of social and cultural stratification that cut at right angles to narrow specifications of racial or ethnic community. These dynamics take on a particularly poignant quality of overdetermination and coarticulation in the modern context of the rapid movement of economic and cultural capital across borders summarized in the term "globalization." 相似文献
96.
K. Andrew R. Richards Thomas J. Templin Karen Lux Gaudreault 《Quest (Human Kinetics)》2013,65(4):442-457
While quality physical education teacher education requires recruits to be trained in the knowledge, skills, and dispositions necessary for effective teaching, research stemming from socialization theory and role theory indicates that this may not be adequate. Pre-service teachers also need to be made aware of organizational challenges they will face when transitioning into their first teaching position. These challenges stem from the ways in which recruits are socialized into physical education, and are related to the complex, sociopolitical structure of schooling. The purpose of this article is to provide a review of the organizational challenges faced by beginning physical education teachers and to present recommendations for how teacher training programs can better prepare pre-service teachers to meet these challenges. The discussion includes both general and specific strategies that can be implemented to provide pre-service teachers with the knowledge and skills necessary to enhance their ability to navigate life in the sociopolitical contexts of schools. Preparing students for the realities of school life should correspond with a decrease in reality shock and the washout effect. 相似文献
97.
Richards JL 《Isis; an international review devoted to the history of science and its cultural influences》2006,97(4):700-713
At least since the seventeenth century, the strange combination of epistemological certainty and ontological power that characterizes mathematics has made it a major focus of philosophical, social, and cultural negotiation. In the eighteenth century, all of these factors were at play as mathematical thinkers struggled to assimilate and extend the analysis they had inherited from the seventeenth century. A combination of educational convictions and historical assumptions supported a humanistic mathematics essentially defined by its flexibility and breadth. This mathematics was an expression of l'esprit humain, which was unfolding in a progressive historical narrative. The French Revolution dramatically altered the historical and educational landscapes that had supported this eighteenth-century approach, and within thirty years Augustin Louis Cauchy had radically reconceptualized and restructured mathematics to be rigorous rather than narrative. 相似文献
98.
This paper argues that theorizations of the state which are sensitive to both its durability and its permeability, and theorizations which can account for the massive interconnections between local and global forces as well as different material and discursive sites are missing from contemporary work in the sociology of education. Drawing on Foucault's notion of 'governmentality' as a key resource for addressing this impasse, the authors highlight the constant fabrication of racial identity through the production of the pure space of racial origins or 'resentment'—the process of defining one's identity through the negation of the other. This dynamic, the article maintains, now informs key discourses both in popular culture and education. The authors conclude that these processes operate in tandem in the prosecution of the politics of racial exclusion in our times, informing key policy debates, including those around affirmative action and bilingual education. 相似文献
99.
Kimberly Richards 《International journal for the advancement of counseling》2000,22(2):143-155
This paper examines theneed for a new paradigm of counsellor supervision in Zimbabwe andprovides components for a new paradigm. The article identifiesissues that need to be considered in order to develop counsellorsupervision practice in an appropriate cultural and social contextfor the country. The issues that are examined are: counsellortraining in Zimbabwe; sociohistoric and present racial themes inZimbabwe; the impact of Eurocentric counselling theory, research andpractice in Zimbabwe; and the basic tenets of indigenous culture inZimbabwe that impact on the counsellor supervision process. 相似文献
100.
Cameron Fincher 《Innovative Higher Education》2000,24(3):175-182
Taking into consideration what has occurred with planning in American higher education over the past three decades and in light of the demands for institutional effectiveness, our planning efforts must be reinvigorated and recast. In the belief that different strategies are needed now, ten imperatives for planning are presented and explained so as to address this need. 相似文献