全文获取类型
收费全文 | 2523篇 |
免费 | 39篇 |
国内免费 | 1篇 |
专业分类
教育 | 1797篇 |
科学研究 | 172篇 |
各国文化 | 25篇 |
体育 | 343篇 |
文化理论 | 61篇 |
信息传播 | 165篇 |
出版年
2023年 | 21篇 |
2022年 | 48篇 |
2021年 | 76篇 |
2020年 | 108篇 |
2019年 | 202篇 |
2018年 | 222篇 |
2017年 | 203篇 |
2016年 | 169篇 |
2015年 | 115篇 |
2014年 | 103篇 |
2013年 | 554篇 |
2012年 | 85篇 |
2011年 | 80篇 |
2010年 | 59篇 |
2009年 | 42篇 |
2008年 | 31篇 |
2007年 | 39篇 |
2006年 | 34篇 |
2005年 | 35篇 |
2004年 | 25篇 |
2003年 | 25篇 |
2002年 | 21篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 14篇 |
1998年 | 10篇 |
1997年 | 15篇 |
1996年 | 15篇 |
1995年 | 14篇 |
1994年 | 12篇 |
1993年 | 11篇 |
1992年 | 7篇 |
1991年 | 10篇 |
1990年 | 14篇 |
1989年 | 8篇 |
1988年 | 6篇 |
1987年 | 8篇 |
1986年 | 9篇 |
1985年 | 8篇 |
1984年 | 4篇 |
1982年 | 4篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1979年 | 7篇 |
1978年 | 9篇 |
1977年 | 8篇 |
1976年 | 4篇 |
1973年 | 3篇 |
1970年 | 6篇 |
1963年 | 3篇 |
排序方式: 共有2563条查询结果,搜索用时 15 毫秒
971.
Máirín Hennebry 《Irish Educational Studies》2013,32(1):83-112
This paper presents some of the findings of a study investigating young people's attitudes towards Europe and the European Union and their self-reported learning about European citizenship in Ireland. The paper considers adolescents’ attitudes and motivations for language learning in light of recent literature arguing for the role of modern foreign language instruction in the teaching of European citizenship. Findings based on the results of a knowledge test regarding the rights and opportunities offered through European citizenship are also included. Data provide evidence that Irish students possess more knowledge than their counterparts in England, Spain and France on the subject, while showing more positive attitudes than other students. The paper considers the contribution of modern foreign language teaching to this knowledge and their positive attitudes, drawing some possible inferences for other European member states. 相似文献
972.
In 1999, the primary curriculum was published in Ireland, with emphases on ‘breadth and balance’, recognition of the role of language and the arts and commitment to each child's potential and holistic development. In 2011, the Irish government published a strategy aimed to improve standards of literacy and numeracy among children and young people in Ireland, ‘Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020’. The approaches to address concerns over literacy and numeracy in Irish schools, taken by the Strategy, require deconstruction, and in this paper, we argue that the focus on literacy and numeracy to the exclusion of other educational objectives in Ireland at present threatens the holistic ethos of the curriculum. We challenge those involved in education in Ireland to ensure that pedagogical rather than political concerns motivate our strategies and policies. 相似文献
973.
Feliciano Villar Carme Triadó Sacramento Pinazo Montserrat Celdrán Carme Solé 《Educational gerontology》2013,39(3):244-259
This study examined the reasons expressed by older adults for attending a university program in Barcelona (Spain). Results were based on the responses of 36 elders to questions from a semistructured interview. These were (a) reasons for joining a university course and (b) factors that prevent enrolling in that course. Participants mentioned more expressive than instrumental reasons for participating in a university program. Most mentioned barriers to entering university that were lack of interest, lack of self-confidence, health problems, and limited information. These results are discussed in the context of new strategies to improve university courses aimed at the elderly. 相似文献
974.
975.
Antonio Carlos Amorim 《Educational Action Research》2013,21(4):581-594
Deleuze and his colleagues, particularly Guattari, have had a profound impact on a number of fields of study. The authors argue that their work offers a range of images to help think about and write action research, a way that acknowledges and celebrates the complexities of the sites of action. The article has a divided structure, coherent with the style of Deleuze & Guattari. The authors present some Deleuzian ideas, particularly the concept of rhizomatic growth, and show how they might profitably be used to analyse and write accounts of action research, reflecting the multiplicities of practice, in this case within education. They have shown the potentialities of the ‘rhizome’ as a way to rethink the field of action research, imagining a new epistemology (in which the concepts work, rather than represent) and how the rhizome demands experimental forms of writing ourselves in action research. They show a cartography (of smooth and striated space) that is required to think rhizomatically about action research. 相似文献
976.
Concepción Sánchez-Blanco 《Educational Action Research》2013,21(4):514-528
This article examines part of an action research project carried out in a Spanish public school. We explain the complex reality of an early childhood education classroom. Focusing on early childhood education, the project was developed in collaboration with a teacher from one of the classrooms of four year olds. Several of the children in the class have serious behaviour problems. The teacher (Lucía) is very concerned because they take their anger and frustration out on objects, classmates and adults by hitting them. She has a lot of difficulty working with these problem children. This research work deals with transforming the practices of the researcher, the pupils and the teacher. One of the first critical challenges was to turn classroom discussions into opportunities for addressing the injustices that the children experience daily. Teaching should serve to empower children. Programmed classroom discussions can be a place where pupils are given the chance to speak out about conflicts, and where important decisions are made to address them. 相似文献
977.
Rocío Sánchez Ares 《Educational Action Research》2013,21(4):529-544
Feminist action research interrogates gendered dynamics in the development of a collective consciousness. A group of immigrant Latina women (Latinas) from the Caribbean and Central America employed community-based theater as an instrument to mobilize diverse audiences against discriminatory practices and policies. Based on their theater work, I present two interrelated arguments. First, Latinas’ knowledge construction in multiple arenas counteracts gendered and racialized immigration discourses while leading to fundamental sociocultural transformations. Second, deeper epistemological rigor is needed in feminist action research to uphold Latin American women’s agency while countering pervasive discrimination. 相似文献
978.
Elia Fernández-Díaz Adelina Calvo Carlos Rodríguez-Hoyos 《Educational Action Research》2013,21(3):397-401
This article describes a collaborative action research process in pre-school and primary education in Spain during a four-year period (2006–2010). The aim was the need to promote a level of reflection among the participants as to their teaching practice. The methodology used was a technologically mediated action research process. The results are analysed based on the constructed meanings in the area of practice, innovation strategies used and the degree of collaboration reached in the research. Finally, conclusions are made regarding the essential need to prioritize the research and professional development of teachers in the innovative use of technology. It proved necessary to promote collaboration in action research in order to rethink and negotiate the use of technology in a social learning environment. 相似文献
979.
Paulí Dávila Balsera 《History of education》2013,42(1):23-40
The aim of this article is to study the construction of the Spanish education system and its relationship with nationalist education policies. Throughout the 20th century, there has been a great deal of tension between Spanish nationalism and Basque and Catalan nationalism, in particular, over the establishment of a national curriculum that is the expression of different conceptions of national identity. In this period, the Spanish education system evolved from centralisation to decentralisation, and as a result brought about the creation of the Spanish national curriculum. The educational contributions made in Catalonia and the Basque Country were included in this process, which partially satisfied the aspirations of these communities. 相似文献
980.
Juan Manuel Fernández-Soria 《History of education》2013,42(1):50-71
Spain suffered a severe political and moral crisis in the final years of the nineteenth century and the first third of the twentieth. Pedagogues and politicians belonging to the Institución Libre de Enseñanza (ILE), or those close to it, did not consider it possible to regenerate the country without attending to education and Britain was the model to be followed. Many important figures of the ILE were declared anglophiles and therefore open to incorporating British education in Spain. This research reveals the roots of this preference for Britain on behalf of two of the key figures of the ILE: one of its most relevant founders, Francisco Giner, and his close collaborator, José Castillejo. The article then describes how the educational approach of the ILE found its answers in Britain. The paper ends with some reflections on the scope of the British reference. 相似文献