全文获取类型
收费全文 | 15575篇 |
免费 | 222篇 |
国内免费 | 9篇 |
专业分类
教育 | 11449篇 |
科学研究 | 1302篇 |
各国文化 | 103篇 |
体育 | 1216篇 |
综合类 | 7篇 |
文化理论 | 100篇 |
信息传播 | 1629篇 |
出版年
2021年 | 118篇 |
2020年 | 178篇 |
2019年 | 296篇 |
2018年 | 404篇 |
2017年 | 415篇 |
2016年 | 385篇 |
2015年 | 230篇 |
2014年 | 332篇 |
2013年 | 2987篇 |
2012年 | 336篇 |
2011年 | 401篇 |
2010年 | 255篇 |
2009年 | 262篇 |
2008年 | 367篇 |
2007年 | 273篇 |
2006年 | 330篇 |
2005年 | 231篇 |
2004年 | 212篇 |
2003年 | 203篇 |
2002年 | 245篇 |
2001年 | 341篇 |
2000年 | 303篇 |
1999年 | 278篇 |
1998年 | 146篇 |
1997年 | 168篇 |
1996年 | 188篇 |
1995年 | 188篇 |
1994年 | 158篇 |
1993年 | 178篇 |
1992年 | 251篇 |
1991年 | 233篇 |
1990年 | 223篇 |
1989年 | 252篇 |
1988年 | 261篇 |
1987年 | 210篇 |
1986年 | 215篇 |
1985年 | 227篇 |
1984年 | 198篇 |
1983年 | 242篇 |
1982年 | 181篇 |
1981年 | 171篇 |
1980年 | 167篇 |
1979年 | 246篇 |
1978年 | 197篇 |
1977年 | 176篇 |
1976年 | 159篇 |
1975年 | 134篇 |
1974年 | 127篇 |
1973年 | 133篇 |
1971年 | 108篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
131.
Déirdre Ní Chróinín Ailbhe Kenny Elaine Murtagh Elaine Vaughan 《Irish Educational Studies》2013,32(2):251-267
This study examined pre-service primary teachers' perspectives on teaching and learning experiences within college-based courses in ‘practical’ subject areas within a teacher education programme. Following three individual lectures (one each in art, music and physical education), pre-service teachers (n=11) participated in focus group interviews sharing their perspectives on the teaching and learning experiences. These data were analysed thematically and supported by teacher educators' (n=3) planning and reflection documentation. Although the problematic nature of the ‘practical’ suggests appeal and peril of the ‘practical’, the important nature of negotiating the ‘practical’ to enhance student learning is apparent. Students emphasised the value of practical engagement and expressed a strong preference for working in groups to create a safe learning environment to develop confidence and competence. These insights suggest key aspects of a pedagogy of teacher education in these ‘practical’ areas. The importance of being aware of and, in some cases, challenging student perspectives on how they learn best in these curricular areas is discussed. 相似文献
132.
Diane Duncan 《Education 3-13》2013,41(3):48-54
This article is an analysis of data drawn from semi-structured, taperecorded interviews with five female primary school headteachers. The research focused on their perceptions of their management role. One significant and unexpected finding was that these women not only denied feeling stressed but were deriving immense satisfaction from their work. It is suggested that much of their enjoyment comes from the high degree of emotional intelligence they display in managing people, time and resources and which also partly accounts for their success and managerial confidence. The degree of power, control and choice which these women exercise in their work lends support to the claim that there is an emerging group of managers in primary education who may represent the ‘new women of power’. 相似文献
133.
135.
Michelle D. Young 《International journal of qualitative studies in education》2013,26(6):629-660
This article maintains that all research involves crossing (i.e., researching across difference) and then explores how scholars have approached issues of cross-group feminist research. The article is divided into three major sections. The first section explores issues of women?s diversity and their meaning for cross-group feminist research. The second investigates concerns raised with regard to contradictions inherent in this type of research. The third section reviews and discusses a number of strategies feminist and other scholars of qualitative research have used to address problematic issues and contradictions involved in cross-group research. 相似文献
136.
137.
138.
Charles F. Thwing LL.D. 《Religious education (Chicago, Ill.)》2013,108(5):388-393
The careful distinctions in this article assist in clarifying the tasks of educators 相似文献
139.
140.
S J Muncer B S Gorman S Gorman D Bibel 《British journal of educational technology : journal of the Council for Educational Technology》1986,17(1):5-10
Previous attempts to examine the effects of different types of text format on reading have focused on the improvement of reading. The present study investigated the effect of using a text format that might be predicted to disrupt reading. In this study 56 individuals were presented with reading material presented in right-justified format and in'ragged'uneven line format. Subjects performed significantly worse on right-justified material. Subjects who were classified as good readers on the basis of a pretest were more affected than poor readers. It is suggested that this may result from differences in the reading style of good and poor readers. 相似文献