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961.
Daniel Felsenstein 《Research in higher education》1995,36(4):457-472
The migration-inducing effect of an institution of higher education is often overlooked in university impact studies. This paper deals with estimating the local economic impacts of a university accounting for the fact that students and staff induced to the area by the presence of the university are unlikely to remain in its absence. It is argued that this is an important aspect of the correct identification of the counterfactual position and a vital component in accurate impact analysis. A case study is presented relating to the short-term impacts of the Northwestern University campus in the city of Evanston, Illinois. The tendency to overstate this impact through the incorrect treatment of induced migration is illustrated. It is also shown that the estimated income and output impacts attributed to the university are very sensitive to changes in the local consumption patterns of migrants. 相似文献
962.
Richard J. Phillips Daniel Pead John Gillespie 《Educational Studies in Mathematics》1995,28(2):133-154
In order to understand the role of interactive video (IV) in mathematics classrooms, teachers were given a set of IV resources which were very mixed in character and style, and from which they could freely select. These were used in lessons over an extended period, in some cases two years or longer. By interviewing and by observing lessons, it has been possible to draw some tentative conclusions about the relative merits of different styles of IV in mathematics classrooms. IV resources are often managed in a similar way to computers and this similarity seems to have influenced teachers' opinions and choices. However, the affective impact of video was also evident in teachers' choices. A complex picture emerges with no one style dominating. 相似文献
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966.
Daniel M. Gross 《Quarterly Journal of Speech》2016,102(3):225-244
Michel Foucault’s famous history of the human sciences focused on “the order of things” and in doing so it overwhelmed a rhetorical perspective that can track the arts of moving souls: pedagogy, politics, and psychology. If we revisit Foucault from a rhetorical perspective there are consequences: (1) at the level of architectonic, we rediscover rhetoric’s role at the inception of the human sciences, and (2) at the level of thematic, we can make better sense of rhetorical phenomena such as the sixteenth-/seventeenth-century sacred arts of listening, which feature a “public ear.” Foucault’s late interest in the pastoral picks up this rhetorical thread, although he never was able to revise the disciplinary and biopolitical history implicated therein. This article initiates just such a revision, paying particular attention to historiographic questions, and to recent discussions of biopower that wind up looking very different from this rhetorical perspective. 相似文献
967.
ABSTRACT When Religious Education (RE) in England and Wales transitioned from Christian confessionalism to a multi-faith approach in the latter half of the twentieth century, the subject’s moral aims were reasserted. In this article, we explore the moral assumptions of this transformation and map some of their connections to other theological and ethical ideas. Inspired by Deleuze and Guattari’s metaphor of a rhizome, we make two novel contributions to scholarship in this regard. First, through some salient examples we show the connections between the moral aims of multi-faith RE and the assumptions of Kantian moral religion. The second contribution, building on this analysis, identifies three moral justifications of multi-faith RE: universalist (founded on assumptions of moral universals across religions), vicarious (the support of a religious worldview by using other religions’ moral teachings) and instrumentalist (a moral justification based on the supposed extrinsic benefits of studying religions). We then go onto consider how these assumptions may differ from the moral commitments of the religions they appropriate, suggesting they disrupt and recombine theocentric concepts into pedagogic ones. 相似文献
968.
Daniel Vallee 《International Journal of Inclusive Education》2017,21(9):920-937
Engagement, or student engagement, is widely used in educational research and public discourse to refer to the problem of public education. The underlying ontological and epistemological assumptions buoying engagement are rarely, if ever, addressed by educational researchers. The ‘silent omission’ (Sidorkin 2014. “On the Theoretical Limits of Education.” In Making a Difference in Theory: The Theory Question in Education and the Education Question in Theory, edited by Julie Allan Gert Biesta and Richard Edwards, 121–137. New York: Routledge) of engagement’s metaphysics has implications for inclusive education. This paper finds that despite being employed with good intent, engagement operates in a paradigm of normativity. In a gesture of bifocality (Weis and Fine 2012. “Critical Bifocality and Circuits of Privilege: Expanding Critical Ethnographic Theory and Design.” Harvard Educational Review 82 (2): 173–201), I critique engagement discourse and its historical context to find that it reproduces a longstanding tradition of psychologising public problems (Fine and Cross 2015. “Critical Race, Psychology and Social Policy: Refusing Damage, Cataloguing Oppression, and Documenting Desire.” In Contextualizing the Costs of Racism, edited by A. Alvarez and H. Neville. Washington, DC: APA Publications), thereby displacing conversations about what may be the most influential issue of public education: social and economic inequality. A reframing of engagement as [student/teacher] engagement is proposed. Highlighted in the reframing is the educational relationship and the context in which it is nested. Mitigated is the pathologising and exclusionary effect of engagement discourse which operates within a dialectic of normal/engaged // ab/normal/disengaged. 相似文献
969.
Kathryn Gibb Daniel Tunbridge Angelia Chua Norah Frederickson 《Educational Psychology in Practice》2007,23(2):109-127
The present study investigated a schools partnership program that has achieved an unusually high level of reintegration of children with Special Educational Needs (SEN) from a special school to neighbourhood mainstream schools. The study explores, through a qualitative methodology, the perspectives of mainstream and special school staff. Factors that were barriers and facilitators in successful inclusion are identified and a measure of social inclusion completed by peers is used to validate the perceptions of staff regarding the success of the children’s social inclusion. The article concludes by considering a model of special school–mainstream school partnerships in promoting inclusion, developed from the factors identified. 相似文献
970.
Jay Daniel Thompson 《Sex education》2019,19(1):41-53
This article addresses the controversy surrounding the Safe Schools Coalition Australia. Certain politicians and media commentators have accused the initiative of harming the students it ostensibly aims to benefit. Those accusations have, in turn, been labelled ‘homophobic’ by supporters of the Coalition. This article suggests that the term homophobic does not adequately describe or explain the visceral hostility of anti-Safe Schools discourses. Drawing on discourse analysis, I demonstrate how Safe Schools has been represented by its critics as being a sexual predator, while students have been represented as innocent, asexual, and requiring protection by their parents. These parents are the ones who can and should regulate their child’s access to sexual knowledge – and who can and should oppose Safe Schools. I conclude by arguing that the Safe Schools controversy is useful in that it provides an opportunity to recognise gender and sexually diverse student lives as being ‘lives’; and to consider how programmes such as Safe Schools can help create safer educational environments for these and other disadvantaged students. 相似文献