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21st century skills is a global network of corporate and governmental influences that promotes competences suited to fit the future knowledge economy. Through a discourse analysis of an influential Official Norwegian Report, ‘The School of the Future. Renewal of Subjects and Competences’ (NOU 2015:8), this paper explores how ideas of 21st century skills are translated into the Norwegian education policy context. Firstly, the paper analyses the context-specific reasons for receptiveness by investigating discursive warrants. Secondly, the paper identifies how the policy document constructs a set of preferred subject positions that constitute an image of an ideal student. Thirdly, the paper investigates the discursive framing of these subject positions. We find that the policy document constructs an image of an ideal student who is creative, responsible, cooperative, engaged, self-regulated and in complete control of herself, her learning and her future. This image draws on more pronounced neo-liberal discourses, but also well-established discourses in the Norwegian context, such as social democratic progressivism. This intertwining of discourses shows how traits of homogeneity related to global ideas, as well as heterogeneity related to the Norwegian policy context, are both visible in the Norwegian translation of 21st century skills. 相似文献
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Research in Higher Education - Using large-scale longitudinal data, this study sought to examine factors influencing two important student development outcomes in students with disabilities... 相似文献
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The cut-off levels of insufficient literacyskills used in national and internationalliteracy studies have not been validated. Thus,it remains uncertain whether adult poor readersare handicapped by insufficient reading skillsin everyday life, i.e. in job-related oreducational activities. The primary purpose ofthe study was to identify a minimum level belowwhich insufficient reading skills proved ahandicap to adults in their educational efforts. One hundred and eighty-nine adults in formal adult education participated in the study. The adults' reading comprehension, decoding skills, primarylanguage, level of exam, student and teacherratings of the adults' reading skills, and theadults' exam grades for courses in formal adulteducation were obtained. Exam grades below themean were taken as documentation of educationalfailure. Adults in the lowest 10thpercentile in reading skills only managed toobtain exam grades below the mean in coursesplacing heavy demands on their reading skills,indicating that poor reading skills were infact a threat to the adults' educationalachievements. Possible causes of insufficientreading skills were further examined. Adults inthe lowest 10th percentile suffered fromvery poor decoding skills. Even though a largervariation was seen in the exam grades foradults in the 10–25th percentile, theytoo, were handicapped by poor readingcomprehension. The decoding skills andsocio-economic data of these adults indicatedthat improved reading skills might increasetheir chances of getting an education. 相似文献
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Objective: This study was undertaken in order to determine how health sciences libraries in a ten-state region are using Loansome Doc, with an emphasis on whether this tool continues to be used to serve unaffiliated health professionals. Methods: Usage data were examined and health sciences libraries were administered a survey to determine how they are using this tool. Results: Loansome Doc usage across libraries is low and declining, and a number of libraries do not serve unaffiliated health professionals with this tool. Conclusions: Use of Loansome Doc is low and declining, in part, due to license restrictions, declining interlibrary loan, and the prevalence of alternatives, such as OCLC's ILLiad, for document delivery to affiliated users. 相似文献
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Recent leadership research has demonstrated a need for better understanding the process of becominga leader because it might be qualitatively different to being a leader. If so, there is likely to be a need for pedagogies designed deliberately to support first-time outdoor leadership experiences and any such pedagogies must be informed by the needs of first-time leaders. Becoming a leader in outdoor educational settings involves moving from the relative equality of being one participant among several in a group to a position of some influence in the group. This paper draws on empirical data from in-depth semi-structured interviews with adult outdoor education (friluftsliv) students in Norway to explore factors influencing initial leadership experiences in a formal educational setting. We found that becoming an outdoor leader involves transformations that can be complicated by the educational setting. We discuss implications for pedagogical approaches to outdoor leadership development in formal education settings. 相似文献