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81.
82.
Extra-Curricular Activity and the Transition from Higher Education to Work: A Survey of Graduates in the United Kingdom 总被引:1,自引:0,他引:1
Guy Tchibozo 《Higher Education Quarterly》2007,61(1):37-56
This paper focuses on the effects of extra‐curricular activity on graduates' transition from higher education to the labour market. The study is based on a survey of 119 graduates conducted in 2004 in the UK. The data gathered cover a large range of social and leisure activities that the graduates carried on while students at their universities. Several aspects of their transitional process from student to worker are also covered. Data were analysed by means of linear and logistic regression models. Results show that extra‐curricular activity has a significant influence on the transition process. First, extra‐curricular experience gives access to better occupational status but lengthens the period of unemployment preceding the first job. Second, as compared with the most frequently observed extra‐curricular behaviour, two profiles could be distinguished: the one better performing than average, and the other worse performing. Results suggest extra‐curricular strategies to better enable graduates' effective transition to work. 相似文献
83.
Guy Beauregard 《Inter-Asia Cultural Studies》2019,20(4):564-581
ABSTRACTThis essay investigates the stakes involved in responding to transpacific texts in East Asia, specifically in universities in Macau and Taiwan. It focuses on responses to two texts that represent in distinct ways precariatized lives in a transpacific frame: Souvankham Thammavongsa’s Found, a text that uncovers a path from Laos to a refugee camp in Thailand to Canada, a path made legible through a scrapbook kept by Thammavongsa’s father; and Rita Wong’s forage, a text that cuts across and between South China and North America to track the movements of peoples and goods and waste, including the movement of electronic waste (or “e-waste”). By discussing selected responses to these texts, this essay investigates how such responses can be considered as part of a long-term pedagogical process of cultivating imaginations and striving to develop forms of responsibility to what this essay calls transpacific precarities. It suggests that carefully attending to such responses, always partial and in progress, can help us to better understand Asian American studies in East Asia as it continues to evolve through acts of teaching and learning in different sites. 相似文献
84.
Dominique Cavet 《Educational Media International》2013,50(4):211-218
Abstract As described in the different announcements made by Kodak, their PHOTO CD originally appeared as a product targeted at the general public. However, the purpose of this article is to describe the system which Kodak is going to produce and which is specifically directed towards professionals. This will be of interest to the educational system for its potential use of photographs and images. As well as its attraction for the general public and the professional, PHOTO CD is characterized by the following two important aspects: ‐ The system does not in any way affect the way pictures are actually taken; conventional films are used which are only transferred onto optical disks after being developed. — The pictures can be viewed equally well on an ordinary television, or on a compatible PC micro or Macintosh. PHOTO CD, then, seems to be a means of constructing picture banks which are available for editing. Recalling existing pictures poses no greater problem than integrating new pictures into the bank,” on the other hand, from the number of possible ways of viewing pictures, one can foresee quite complex use (multimedia or micro) as well as simple use (diaporama on a television). 相似文献
85.
86.
Guy Burton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2012,58(1):91-108
This article analyses the progression of education policy by the Workers?? Party (PT) in Brazil from its experience of municipal administration to national government. The first section presents this development, noting its progression from a participatory, social(ist) project to a more reformist, elite-directed model. The second section accounts for the domestic influences that led to a more reformist PT education policy by the 2000s. These include: (1) increasing electoral success, (2) changing membership composition, (3) policy innovations supported by its members and (4) a growing asymmetry in resources (and influence) towards the party leadership and its members. The third section presents the global changes in education thinking that coincided with the PT??s entry into national government. It distinguishes between a neo-liberal and neo-conservative ??first generation?? and a state-oriented ??second generation?? Washington Consensus, associated with the New Right and the centre-left that emerged across the region after 2000 respectively. 相似文献
87.
In this article we focus on ‘cooperative engineering’, in which teachers and researchers co-design didactic sequences. In the first part of the article, we present cooperative engineering by describing some of the main principles on which it is grounded. The second part is dedicated to a case study, which enables us to illustrate some elements of the collective work in a specific cooperative design in kindergarten. The designed learning game, the ‘Treasure Game’, aimed to assist kindergarten students to build a system of graphical representations, which was implemented in a series of phases in which students were asked to memorise a series of items with increasing levels of difficulty. The game demonstrated the students’ growing competence in recalling items using strategies such as making lists and working collaboratively to collectively recall items through a ‘treasure box’. In the third part of the article, we show how this case study embodies some of the main principles put forward in the first part. 相似文献
88.
Dominique Groux 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2006,52(1):107-123
EARLY LANGUAGE TRAINING: SOCIOLOGICALLY AND POLITI- CALLY DETERMINED PRACTICES – Throughout the world there is a great diversity
of curricula for introducing early foreign language training more or less intensively. These curricula correspond to different
pedagogical approaches. But these pedagogical choices are not neutral. They are the result of political choice. They are also
sociologically discriminatory. The author studies and contrasts various forms of language training of certain countries and
within the same countries (for example, the correlation between bilingual training and private schools, or the choice of bilingual
education as a political goal). She proposes a scale for classifying the kinds of early foreign language training, depending
on sociological criteria and political choice.
L’auteur: Dominique Groux est professeur des université s à l’IUFM de Versailles. Elle est actuellement dé taché e comme attaché e de coopé ration universitaire à l’Ambassade de france en Allemagne et elle travaille à l’université de Potsdam (Allemagne). Ses champs de recherche sont l’é ducation comparé e, l’apprentissage pré coce des langues, les échanges internationaux et l’é ducation à l’alté rité . Addresse: 5, cité de Phalsbourg, 75011, Paris, France. E-mail: dgroux@noos.fr. 相似文献
Zusammenfassung FREMDSPRACHENUNTERRICHT IM FRüHEN KINDESALTER: SOZIOLOGISCH UND POLITISCH DETERMINIERTE PRAKTIKEN – Weltweit gesehen besteht eine gro?e Diversit?t in den Lehrpl?nen für die Einführung von Fremdsprachenunterricht im frühen Kindesalter (in mehr oder weniger intensiver Weise). Solche Lehrpl?ne entsprechen verschiedenen p?dagogischen Zugangsweisen. Aber diese p?dagogischen Entscheidungen sind nicht neutral. Sie sind das Ergebnis politischer Entscheidungen. Sie sind auch, soziologisch betrachtet, diskriminierend. Die Autorin untersucht und vergleicht verschiedene Formen von Sprachunterricht in bestimmten L?ndern und innerhalb dieser L?nder selbst (z. B. das Verh?ltnis von bilingualem Unterricht und Privatschulen oder die Wahl der bilingualen Erziehung als ein politisches Ziel). Sie schl?gt ein Raster vor, mit dem sich die Arten des Fremdsprachenunterrichtes im frühen Kindesalter abh?ngig von soziologischen Kriterien und politischen Entscheidungen klassifizieren lassen.
Resumen EL APRENDIZAJE PRECOZ DE LAS LENGUAS LAS PRàCTICAS SOCIOLOGICA Y POLíTICAMENTE DETERMINADAS – Alrededor del planeta existe una gran diversidad de planes de estudio para el aprendizaje más o menos intensivo de una lengua extranjera a temprana edad. Estos currículos se corresponden con diferentes enfoques pedagógicos. Sin embargo, la elección de estos enfoques no es neutral; estos enfoques son el resultado de una elección política, y también son discriminantes a nivel sociológico. La autora analiza y contrasta diferentes formas de aprendizaje de lenguas extranjeras de determinados países y dentro de los mismos países (por ejemplo, la correlación existente entre ense?anza bilingüe y escuelas privadas, o la elección de una educación bilingüe como objetivo político). La autora propone que se confeccione una escala, para clasificar las formas de ense?anza precoz de lenguas extranjeras en función de criterios sociológicos y de elecciones políticas.
Résumé Il existe, dans le monde, une grande diversité de curricula qui proposent un apprentissage des langues plus ou moins intensif et plus ou moins t?t dans le cursus. Ces curricula correspondent à des choix pédagogiques différents. Mais ces options pédagogiques ne sont pas neutres. Elles sont le produit de choix politiques. Elles sont aussi sociologiquement discriminantes. L’auteur étudie les différentes formes d’apprentissage des langues dans certains pays (contrastés) et à l’intérieur même de ces pays (corrélation entre enseignements bilingues et écoles privées, par exemple, choix d’une éducation bilingue à des fins politiques). Elle propose une grille de classement de ces formes d’enseignement précoce des langues étrangères en fonction de critères sociologiques et de choix politiques.
L’auteur: Dominique Groux est professeur des université s à l’IUFM de Versailles. Elle est actuellement dé taché e comme attaché e de coopé ration universitaire à l’Ambassade de france en Allemagne et elle travaille à l’université de Potsdam (Allemagne). Ses champs de recherche sont l’é ducation comparé e, l’apprentissage pré coce des langues, les échanges internationaux et l’é ducation à l’alté rité . Addresse: 5, cité de Phalsbourg, 75011, Paris, France. E-mail: dgroux@noos.fr. 相似文献
89.
Angelos Stefanidis Guy Fitzgerald Steve Counsell 《International Journal of Information Management》2012
There is little conclusive evidence about the state of the IS curriculum in the UK. This paper presents the results of a detailed survey about the provision of Information Systems (IS) undergraduate degree courses in the UK using the newly developed IS 2010 curriculum guidelines as its basis. IS 2010 identifies three main categories of knowledge that underpin the essence of IS as an academic subject: IS Specific Knowledge and Skills, Domain Fundamentals and Foundational Knowledge and Skills. Our desire to offer a holistic and conclusive representation of the curriculum is supported by the development of an IS curriculum survey framework that caters for the mapping of every subject that populates the IS curricula of undergraduate degrees in the UK, including subjects that are generic or are derived from other hierarchical disciplines. 相似文献
90.
Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献