全文获取类型
收费全文 | 1162篇 |
免费 | 23篇 |
国内免费 | 1篇 |
专业分类
教育 | 967篇 |
科学研究 | 23篇 |
各国文化 | 24篇 |
体育 | 59篇 |
综合类 | 1篇 |
文化理论 | 8篇 |
信息传播 | 104篇 |
出版年
2023年 | 4篇 |
2022年 | 15篇 |
2021年 | 17篇 |
2020年 | 28篇 |
2019年 | 36篇 |
2018年 | 75篇 |
2017年 | 81篇 |
2016年 | 46篇 |
2015年 | 42篇 |
2014年 | 39篇 |
2013年 | 261篇 |
2012年 | 38篇 |
2011年 | 47篇 |
2010年 | 33篇 |
2009年 | 38篇 |
2008年 | 36篇 |
2007年 | 20篇 |
2006年 | 39篇 |
2005年 | 23篇 |
2004年 | 27篇 |
2003年 | 18篇 |
2002年 | 21篇 |
2001年 | 11篇 |
2000年 | 17篇 |
1999年 | 18篇 |
1998年 | 21篇 |
1997年 | 6篇 |
1996年 | 14篇 |
1995年 | 19篇 |
1994年 | 11篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1986年 | 6篇 |
1985年 | 3篇 |
1984年 | 3篇 |
1982年 | 5篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1977年 | 2篇 |
1976年 | 3篇 |
1975年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 2篇 |
排序方式: 共有1186条查询结果,搜索用时 15 毫秒
51.
52.
The world is increasingly characterised by profound income, health and social inequalities (Appadurai, 2000). In recent decades development initiatives aimed at reducing these inequalities have been situated in a context of increasing globalisation with a dominant neo‐liberal economic orthodoxy. This paper argues that neo‐liberal globalisation contains inherent contradictions regarding choice and uniformity. This is illustrated in this paper through an exploration of the impact of neo‐liberal globalisation on population policies and programmes. The dominant neo‐liberal economic ideology that has influenced development over the last few decades has often led to alternative global visions being overlooked. Many current population and development debates are characterised by polarised arguments with strongly opposing aims and views. This raises the challenge of finding alternatives situated in more middle ground that both identify and promote the socially positive elements of neo‐liberalism and state intervention, but also to limit their worst excesses within the population field and more broadly. This paper concludes with a discussion outling the positive nature of middle ground and other possible alternatives. 相似文献
53.
This article extends understanding of the connections between education, social capital, and development through a mixed-methods case study of the Sistema de Aprendizaje Tutorial, or SAT1, an innovative secondary-level education system. The quantitative dimension of the research used survey measures of social responsibility to compare 93 SAT students to 88 other students in conventional Honduran schools, with samples based on the naturally occurring (non-random) presence of one of these two different educational programs in each of nine nearby Honduran communities. Preliminary findings suggest that students in the SAT program held a greater sense of social responsibility than their peers in conventional schools. Students’ statements about their own educational experiences were analyzed in order to identify some of the characteristics of the SAT program that may have led to this difference. The SAT approach to developing social responsibility is contrasted to a human rights focused approach. 相似文献
54.
Catherine Pearn 《欧洲师范教育杂志》1999,22(2-3):277-294
In this paper, the specific concerns for literacy and numeracy as we enter a new era are addressed through a discussion of an innovative mathematics early intervention programme, which the author and classroom teachers have developed and applied. ‘Mathematics Intervention ‘ is an innovative programme developed by three classroom teachers to identify, then assist, children in year 1 ‘at risk’ of not coping with the current mathematics curriculum. The programme incorporates assessment tools and learning activities based on recent research about children's early numerical learning. It develops the basic concepts of number upon which children build their understanding of mathematics. All three teachers participated in a professional development course, which developed skills that allow teachers to recognise which children have a problem, to identify the underlying problem and to provide appropriate activities to advance their mathematical development. The course highlights the benefits of clinical interviewing as an assessment tool and promotes various strategies that classroom teachers can use to assist the development of numerical concepts. ‘Mathematics Intervention’ is an example of a programme developed and implemented by classroom teachers using new learning processes designed to empower classroom teachers to meet the challenge of advancing all children's mathematical development. 相似文献
55.
ABSTRACTCoombe Boys’ School in New Malden worked with Kingston University to establish a ‘Big Read’, a scheme of pre-arrival shared-reading for boys transitioning from local primary schools into year 7 of the Coombe Boys’ secondary school. A novel was chosen for shared-reading, and all arriving pupils were given a copy at their Induction Day (at the end of the summer term). Copies were also made available to all staff. The book was the basis of group-based activities during the school’s Summer School (three weeks before of the start of the autumn term) and of cross-curricular individual and group-based activities during the early teaching weeks of the new school year. Outcomes were monitored using online surveys of pupils, staff and parents/guardians, and through face to face interviews with individuals from representative groups. Here outcomes are reported, both direct and indirect, comparisons made with similar schemes within higher education, and recommendations are made for how the scheme might be adapted for greater effectiveness in future. 相似文献
56.
The low achievement of Native American students, as measured by standardized tests, results from a number of factors, including the lack of cultural relevance of curriculum materials used in their instruction. Using a pretest–posttest control group design, Native American students in Bureau of Indian Affairs schools in Grades 4–8 who were taught science using culturally relevant materials achieved significantly higher and displayed a significantly more positive attitude toward Native Americans and science than comparable students who were taught science without the culturally relevant materials. It is suggested that when educators of Native Americans teach science, they should use materials that incorporate frequent reference to Native Americans and science. 相似文献
57.
The purpose of this paper is to explore the tensions that erupted between the two authors during the final stages of their engagement with the practical argument process. These tensions arose when the 'researcher' constructed a representation of 'the teacher's' reality. In this paper, the researcher shares her representation and the teacher responds to her analysis. The teacher's response to the researcher's representation of her and her teaching suggests tensions arose between the teacher and the researcher over how the researcher constructed the teacher's practical argument. As the teacher and the researchers, we analyze our experiences with the practical argument process and our collaborative relationship. The result is an enlarged view of the place of story and practical argument within research collaborations. In addition, we learned the necessity of continuing dialog between researcher and teacher through the writing of the project. This ensures that, regardless of the research method, both collaborators are heard and their tales are told in the public representation. 相似文献
58.
This paper explores the significance of designing online learning led by the principle of direct and meaningful participant engagement. It considers the notion of kindness as a crucial value contributing to pedagogy and the development of meaningful learning relationships. The paper challenges the ‘delivery’ approach to online learning, suggesting that the flexible and explicit design of engagement opportunities from a sociocultural perspective is a more meaningful and human approach to learning online. The paper clarifies the term Digitally Mediated Learning (DML) to establish connections to important pedagogic positions. The research approach is based around a qualitative professional reflective enquiry. It considers the experiences of learners on a Masters in Education online module and concludes that design, engagement nurturing, community cohesion and kindness can become crucial aspects of successful DML, if institutions learn to value the life projects of others more fully. 相似文献
59.
Suzanne Morris Rachael Pitt Catherine Manathunga 《Assessment & Evaluation in Higher Education》2012,37(5):619-636
The joint supervision of Research Higher Degree (RHD) students by an industry and university supervisor is likely to increase in forthcoming years with a rise in the number of university–industry collaborations. Research students may become involved in these collaborative arrangements for a variety of reasons and may launch into their RHD without considering how they will serve two masters, and how this complex relationship will affect their RHD experience. Moreover, little research has been conducted to assess the impact of these arrangements on current RHD students’ experiences. The experiences of students with academic and industry supervisors were, therefore, explored in a survey of confirmed RHD students at an Australian research‐intensive university. This paper investigates whether RHD students conducting research in traditional academic settings have a different experience to students working on industry‐related projects in industry settings, specifically in regards to supervision and institutional access and engagement. 相似文献
60.
Catherine A. Kunsch Asha K. Jitendra Sheetal Sood 《Learning disabilities research & practice》2007,22(1):1-12
The purpose of this synthesis is to summarize the effectiveness of peer‐mediated interventions on the mathematics performance of both students with disabilities and those at risk for mathematics disabilities. Meta‐analytic techniques were used to calculate mean effect sizes for 17 studies that met inclusion criteria. Results indicate that peer‐mediated interventions in mathematics are moderately effective for improving students' mathematics performance. Also, findings are strongest for students at risk for mathematics disabilities, elementary‐aged participants, and mathematics computation content. Recommendations for future research and practical implications are discussed. 相似文献