全文获取类型
收费全文 | 2752篇 |
免费 | 54篇 |
国内免费 | 1篇 |
专业分类
教育 | 2298篇 |
科学研究 | 36篇 |
各国文化 | 43篇 |
体育 | 81篇 |
综合类 | 1篇 |
文化理论 | 12篇 |
信息传播 | 336篇 |
出版年
2023年 | 14篇 |
2021年 | 25篇 |
2020年 | 31篇 |
2019年 | 66篇 |
2018年 | 91篇 |
2017年 | 108篇 |
2016年 | 84篇 |
2015年 | 62篇 |
2014年 | 90篇 |
2013年 | 673篇 |
2012年 | 85篇 |
2011年 | 77篇 |
2010年 | 75篇 |
2009年 | 77篇 |
2008年 | 77篇 |
2007年 | 67篇 |
2006年 | 57篇 |
2005年 | 67篇 |
2004年 | 77篇 |
2003年 | 60篇 |
2002年 | 56篇 |
2001年 | 62篇 |
2000年 | 44篇 |
1999年 | 34篇 |
1998年 | 23篇 |
1997年 | 33篇 |
1996年 | 23篇 |
1995年 | 38篇 |
1994年 | 45篇 |
1993年 | 39篇 |
1992年 | 19篇 |
1991年 | 33篇 |
1990年 | 35篇 |
1989年 | 21篇 |
1988年 | 18篇 |
1987年 | 21篇 |
1986年 | 24篇 |
1985年 | 19篇 |
1984年 | 29篇 |
1983年 | 23篇 |
1982年 | 21篇 |
1981年 | 24篇 |
1980年 | 22篇 |
1979年 | 20篇 |
1978年 | 15篇 |
1977年 | 17篇 |
1976年 | 17篇 |
1975年 | 11篇 |
1974年 | 17篇 |
1973年 | 9篇 |
排序方式: 共有2807条查询结果,搜索用时 338 毫秒
101.
Ann Lewis 《欧洲特需教育杂志》2013,28(1):95-105
Abstract The National Curriculum represents one of the most significant UK educational reforms of this century. However, it was planned and introduced with little reference to pupils with special needs, particularly those attending special schools or units. Alongside pragmatic responses to the implementation of the National Curriculum in special education, there has been a lively and continuing debate about its appropriateness, in principle, for pupils in special schools. This paper reports data derived from interviews with headteachers of twelve special schools (encompassing three distinct special needs groups). Continuities of view, notably an acceptance of the principle of a national curriculum for all pupils, are discussed. Divergent Views reflected an adherence to equality or individuality as underlying educational principles. The findings are placed in two contexts: first, the process of curriculum change, and second, the links between integration and curricular conformity as reflected in some European special education literature. 相似文献
102.
103.
Abstract Particular elements of a new initial certification program are described. The use of inquiry, collaboration, and reflection as teaching strategies resulted in new learning for preservice teachers, experienced teachers, and university faculty involved in the program. Each partner in the endeavor indicated an increased understanding of these strategies as effective tools for teaching and learning at every level of the profession. Furthermore, a vision of professional development for experienced professionals in the context of their work with novice teachers emerged. Guidelines for the design and implementation of such programs are proposed. 相似文献
104.
Barbara Ann Cole 《欧洲特需教育杂志》2013,28(3):287-307
This paper considers the role of the Special Educational Needs Coordinator (SENCO), the teacher responsible for the implementation of policies relating to the teaching and learning of children with special educational needs (SEN) in mainstream schools in England and Wales. SENCOs also have a role to play in the inclusion of children with learning difficulties/disabilities in mainstream schools. Yet research indicates that despite the revision of the Special Educational Needs Code of Practice in 2001, many SENCOs are still overwhelmed by the operational nature of the role with little support, time or funding to consider more strategic aspects of inclusion and SEN. The article draws on research by the author and offers the voices of SENCOs from two unitary authorities in the north of England which suggest that where the SENCO is supported by senior management within the school, the role can be a powerful one in relation to inclusion. It concludes by arguing that the role of the SENCO needs to be re‐conceptualized, redefined and remunerated as a senior management post within mainstream schools. If this were to be enforced by national policy, every mainstream school could have at least one powerful advocate for the inclusion of children with learning difficulties/disabilities. 相似文献
105.
Carol C. Riddick 《Educational gerontology》2013,39(2-3):127-135
The impact of an inservice program on practitioners’ gerontological knowledge and attitudes was examined. A nonequivalent control group design was used to conduct the study. The experimental group was made up of geriatric recreational service providers attending the first of two annual one‐week inservice educational programs. An outdoor resource management undergraduate level class served as the control group. The experimental group relative to the control group underwent a significant increase in their gerontological knowledge. Neither group experienced a significant change in their attitudes regarding the social value of the elderly or personal anxiety toward aging. The amount of change experienced in gerontological knowledge by program participants was significantly influenced by the degree of contact the individual had had with elders but not by their educational background. Educational background and degree of contact were not significantly associated with change in gerontological‐related attitudes. Implications for persons involved in designing and developing educational programs are discussed. 相似文献
106.
Elizabeth Shaunessy Patricia Alvarez McHatton Claire Hughes Alejandro Brice Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182
Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided. 相似文献
107.
108.
109.
110.