全文获取类型
收费全文 | 1253篇 |
免费 | 20篇 |
国内免费 | 1篇 |
专业分类
教育 | 1067篇 |
科学研究 | 8篇 |
各国文化 | 13篇 |
体育 | 22篇 |
文化理论 | 6篇 |
信息传播 | 158篇 |
出版年
2023年 | 5篇 |
2022年 | 2篇 |
2021年 | 8篇 |
2020年 | 11篇 |
2019年 | 20篇 |
2018年 | 34篇 |
2017年 | 38篇 |
2016年 | 34篇 |
2015年 | 28篇 |
2014年 | 42篇 |
2013年 | 280篇 |
2012年 | 46篇 |
2011年 | 43篇 |
2010年 | 32篇 |
2009年 | 33篇 |
2008年 | 31篇 |
2007年 | 33篇 |
2006年 | 33篇 |
2005年 | 31篇 |
2004年 | 41篇 |
2003年 | 36篇 |
2002年 | 34篇 |
2001年 | 38篇 |
2000年 | 28篇 |
1999年 | 17篇 |
1998年 | 14篇 |
1997年 | 11篇 |
1996年 | 8篇 |
1995年 | 18篇 |
1994年 | 27篇 |
1993年 | 19篇 |
1992年 | 11篇 |
1991年 | 13篇 |
1990年 | 21篇 |
1989年 | 12篇 |
1988年 | 11篇 |
1987年 | 16篇 |
1986年 | 13篇 |
1985年 | 10篇 |
1984年 | 8篇 |
1983年 | 11篇 |
1982年 | 7篇 |
1981年 | 10篇 |
1980年 | 10篇 |
1979年 | 11篇 |
1978年 | 10篇 |
1977年 | 7篇 |
1976年 | 6篇 |
1975年 | 3篇 |
1974年 | 3篇 |
排序方式: 共有1274条查询结果,搜索用时 15 毫秒
31.
32.
33.
Carol Mutch 《Asia Pacific Education Review》2001,2(1):74-84
In the 1980s and 1990s many countries felt the impact of new right economic ideology on their social policies: New Zealand
was no exception. Education was seen as the key to improving economic competitiveness and to this end it was deemed necessary
to upgrade the system. The reforms arising from the adoption of this position were to take two paths: administrative and curricular.
This paper focuses on the curricular reforms and the development of two key national curriculum statements within their political
and economic context. The curriculum for compulsory schooling became centrally controlled, subject-based, and achievement
oriented. In contrast the early childhood document outlined a child-centred, thematic and experiential curriculum. This paper
explores how such divergence arose out of the same socio-political context. The content of the documents is analysed using
a theoretical model after Bernstein (1971). 相似文献
34.
Carol A. Ferrara 《Religious education (Chicago, Ill.)》2018,113(1):14-25
This article explores and analyzes private Muslim schooling in France using ethnographic research performed in 2013–2014 in Lille-, Lyon-, and Paris-based Muslim schools. The article discusses the course content and the interpretations of Islam that are taught, demonstrating how French republican values are fused together with Islam to promote a specific brand of French Muslim citizenship and identity. I argue that Muslim schools should be seen as part of the process of the normalization of Muslim-based civic engagement and that they represent a particular response to France's new plurality that reinterprets the boundaries of “French” and “Muslim.” 相似文献
35.
Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse. 相似文献
36.
37.
The Revised-Children's Manifest Anxiety Scale (Reynolds & Richmond, 1978) was administered to 97 kindergarten children. Coefficient alpha reliabilities of .79 for males (N = 53), .85 for females (N = 44), and .82 for the total sample resulted. Contrary to findings with older children, no sex differences occurred in scoring on the anxiety scale. The kindergarten children generally scored higher on the anxiety scale than did older children. Lie scale scores were comparable to those of other primary grade children. Implications for use of the scale with young children are discussed. 相似文献
38.
The hypothesis that young adolescents in vocational education programs would differ from young adolescents in a regular program along several affective dimensions was examined. The Today Form of the Multiple Affect Adjective Check List (MAACL) was administered twice during the school year to 111 students in a vocational program and to 50 students in regular classrooms. Dimensions of Anxiety, Depression, and Hostility were examined. Significant main effects for all three dimensions were noted for school program (regular vs. CVAE) and for grade (seventh vs. eighth). Students in the vocational program and those in seventh grade scored higher on Anxiety, Depression, and Hostility. These differences persisted across time, with the exception of Depression, for which there was a significant interaction between time (pretest vs. posttest) and school program (regular vs. CVAE), with regular students reporting increased depression at the second testing. 相似文献
39.
Objective:This study compared the recall and precision of MeSH-term versus text-word searching to better understand psychosocial MeSH terms and to provide guidance on whether to include both strategies in an information literacy session or how much time should be spent on teaching each search strategy.Methods:Using the relevant recall method, a total of 3,162 resources were considered and evaluated to form a gold standard set of 1,521 relevant resources. We compared resources discussing psychosocial aspects of children and adolescents living with type 1 diabetes using two search strategies: text-word strategy versus MeSH-term strategy. The frequency of MeSH terms, the MeSH hierarchy, and elements of each search strategy were also examined.Results:Using the 1,521 relevant articles, we found that the text-word search strategy had 54% recall, while the MeSH-term strategy had 75% recall. Also, the precision of the text-word strategy was 34.4%, while the precision of the MeSH-term strategy was 47.7%. Therefore, the MeSH-term search strategy yielded both greater recall and greater precision. The MeSH strategy was also more complicated in design and usage than the text-word strategy.Conclusions:This study demonstrates the effectiveness of text-word and MeSH search strategies on precision and recall. The combination of text-word and MeSH strategies is recommended to achieve the most comprehensive results. These results support the idea that MeSH or a similar controlled vocabulary should be taught to experienced and knowledgeable students and practitioners who require a myriad of resources for their literature searches. 相似文献
40.