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51.
Renate Nestvogel Harold J. Noah Sixten Marklund Richard Noonan John Nisbet Desmond J. Keegan Jeremy Greenland Robert G. Thomas Douglas Thom Mina J. Moore-Rinvolucri Wolfgang Tietze A. Harry Passow Michael A. White D. S. Anderson Philip G. Altbach R. Gardner Bogdan Suchodolski Malcolm Rosier Ronald H. Wilson David H. Partington 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1983,29(4):493-521
52.
Gabrielle Cliff Hodges 《Changing English: An International Journal of English Teaching》2016,23(4):375-386
AbstractThe poet, Seamus Heaney, argues that transformations for both teachers and students may be engendered through recognising the connections and distinctions between the language of poetry and the language of everyday life. This article explores some of the ways in which choral reading of poetry, using multiple voices like musical instruments, may change student teachers’ perceptions of poetry. Five small groups of Secondary English student teachers on an initial teacher education Postgraduate Certificate of Education (PGCE) course constructed choral readings, each group working with a different poem. During the session, they wrote journal entries about how creating the readings and listening to other people led them to think differently about studying poetry with students in the classroom as future secondary English teachers. Several months later, a small voluntary group met to recollect the session and consider more critically the potential of choral reading as one possible approach to teaching poetry. 相似文献
53.
54.
William Winn Cliff Solomon 《Educational technology research and development : ETR & D》1993,41(1):29-41
In two experiments, subjects received problem sets consisting of a simple diagram accompanied by two sentences and were asked to select the sentence that best expressed the meaning of the diagram. Each diagram showed a relationship between two concepts. The relationships were category membership, possession of a property, and causality. The relative placement of the concepts was varied. In the first experiment, the concepts were given nonsense names. Significant biases in response frequencies were found, suggesting that, in the absence of semantic content, the interpretation of the diagrams was largely determined by syntactic rules of English. In the second experiment, similar biases were found for diagrams whose concepts were given English names. However, the biases were less evident when the diagrams violated the rules of English syntax. This suggested that conflict between the sense of English and a diagram's spatial arrangement makes consistent interpretation unlikely. Conclusions are drawn concerning the relationships between the spatial arrangement of diagrams and the meaning of relationships among concepts stated in sentences. Suggestions for diagram design are offered. 相似文献
55.
Malcolm Maguire 《International Journal for Educational and Vocational Guidance》2004,4(2-3):179-192
This paper considers the importance of contextual factors which impinge on career guidance activities and their outcomes. It then seeks to identify and clarify definitional and measurement issues, and considers the types of outcomes which are considered desirable and can be identified. Following a discussion of the types of outcomes which are commonly addressed, and the criteria attached to those outcomes, it assesses the various methods of measuring outcomes which are, or might be, employed. It next reviews the existing evidence on the outcomes from career guidance. Finally, the implications of the discussion for both policy and future research agendas are addressed. 相似文献
56.
57.
David Donald Malcolm 《Counselor Education & Supervision》1971,10(2):171-179
If school counseling is to be a career commitment, not a temporary or occasional assignment, the school counselor must possess some special expertise that enables him to make a unique contribution to the school. It follows that counselor educators should identify this special expertise as precisely as possible and then offer an instructional program designed to develop it. Since such special expertise is not likely to be acquired without extensive and intensive training, the instructional program will ordinarily require a minimum of two years of full-time study. This position paper elaborates the rationale for the above beliefs and attempts to suggest directions in which they may lead. 相似文献
58.
This article analyses the extent to which archival exemptions for historical, scientific and statistical research in privacy
legislation support preservation in selected European Union countries, and comparable aspects of Australian, American and
Canadian law within a legal, ethical and digital archival perspective. The authors recommend that the further processing of
personal data under data protection law be given a wider scope of interpretation for archival preservation purposes in both
the public and private sector, coupled with the use of researcher and archival codes in relation to access to personal data.
They also recommend early appraisal and integration of privacy with freedom of information and archival regimes.
相似文献
Malcolm ToddEmail: |
59.
Malcolm Skilbeck 《Asia Pacific Journal of Education》1988,9(1):1-8
The nature of the indigenous development movement in education is considered and a case made for using regional strengths in the developing world as a foundation for a new internationalism incorporating the best of the East and West. It is further argued that a well resourced education system is the best instrument for coping with the vast changes to the economic industrial and social order. However, the new demands will have to be met not by further narrow vocationalism but by an emphasis on universal education and providing opportunities for mature age students. Educators are called upon to maintain their commitment to the full personal development of all people. 相似文献
60.
In aiming to support school-based outdoor learning opportunities, this paper critiques the extent to which Deweyan and neo-Aristotelian theorising is helpful in highlighting how personal growth and practical wisdom gains can be realised. Such critique is necessary, as there are signs of an implementation gap between practice and policy, which is made worse by a lack of conceptual clarity about how educational aspirations can be dependably achieved. Dewey’s habit-forming social constructivist emphasis on learning and problem-solving is reviewed and the prospects of a neo-Aristotelian conception of human flourishing, which recognises that virtues are nurtured as moral sensitivities, are then considered. Concerns that Dewey’s writings are often vague on how ideas can be operationalised and criticisms that Aristotle’s educational thoughts rather over-privilege cognition relative to emotions are also addressed. The article concludes by teasing out suggestions on how Deweyan and neo-Aristotelian ideas on learning might coherently inform curriculum planning and pedagogical practices. 相似文献