全文获取类型
收费全文 | 1715篇 |
免费 | 30篇 |
专业分类
教育 | 1464篇 |
科学研究 | 54篇 |
各国文化 | 27篇 |
体育 | 66篇 |
综合类 | 2篇 |
文化理论 | 18篇 |
信息传播 | 114篇 |
出版年
2023年 | 10篇 |
2022年 | 12篇 |
2021年 | 22篇 |
2020年 | 36篇 |
2019年 | 44篇 |
2018年 | 75篇 |
2017年 | 83篇 |
2016年 | 72篇 |
2015年 | 48篇 |
2014年 | 43篇 |
2013年 | 465篇 |
2012年 | 51篇 |
2011年 | 47篇 |
2010年 | 35篇 |
2009年 | 42篇 |
2008年 | 57篇 |
2007年 | 46篇 |
2006年 | 44篇 |
2005年 | 52篇 |
2004年 | 35篇 |
2003年 | 24篇 |
2002年 | 27篇 |
2001年 | 23篇 |
2000年 | 30篇 |
1999年 | 23篇 |
1998年 | 19篇 |
1997年 | 19篇 |
1996年 | 22篇 |
1995年 | 14篇 |
1994年 | 10篇 |
1993年 | 12篇 |
1992年 | 14篇 |
1991年 | 14篇 |
1990年 | 9篇 |
1989年 | 14篇 |
1988年 | 12篇 |
1987年 | 9篇 |
1986年 | 9篇 |
1985年 | 7篇 |
1984年 | 8篇 |
1983年 | 13篇 |
1982年 | 8篇 |
1981年 | 6篇 |
1979年 | 6篇 |
1978年 | 9篇 |
1977年 | 8篇 |
1976年 | 5篇 |
1975年 | 8篇 |
1973年 | 4篇 |
1971年 | 7篇 |
排序方式: 共有1745条查询结果,搜索用时 15 毫秒
81.
Helen Bilton 《International Journal of Early Years Education》1994,2(2):54-65
The majority of state nursery education in the United Kingdom is part‐time. Although there are exceptions this usually means that children attend either in the morning or afternoon. The format of the afternoon session can often resemble the morning session, offering similar activities. This paper sets out to examine the comparative quality of experience for children attending part‐time nursery at different times of the day. It looks particularly at storytime, when the whole group of children is brought together to share a story. The findings suggest the two sessions are not of equal value to the children, that children may not be performing as well in the afternoon and that the traditional group storytime may not be as effective for the afternoon children. This type of storytime may need to be adapted/changed to match the needs of the particular group of children, taking into consideration performance during the day. Finally, suggestions are given for other ways to ensure children have worthwhile story experiences. 相似文献
82.
Allan Yarrow Jan Millwater Bill Foster 《Asia-Pacific Journal of Teacher Education》1996,24(2):197-212
The roles and responsibilities of university supervisors in the practicum have changed during the last ten years. Once, the routine tasks of observation and feedback of student teaching performance were the main responsibilities associated with visits to the school. Lecturers in this role also determined, with the school personnel, the assessment rating of the student teacher. Presently, there is considerable variation in the part played by university supervisors of the practicum. Against this background, this paper examines the actual and ideal characteristics of university supervisors from their own viewpoint and from the perspective of teacher supervisors, principals and student teachers. The reasons for the actual‐ideal discrepancies are discussed, and suggestions are made in relation to addressing the matter. 相似文献
83.
Cheng Miaoting Chen Lu Yuen Allan H. K. 《Educational technology research and development : ETR & D》2022,70(5):1931-1949
Educational technology research and development - Based on Bourdieu’s cultural capital theory, our study examined the engagement of newly arrived children (NAC) with ICT and e-sports both at... 相似文献
84.
85.
This paper reports a small-scale project to develop a prototype web-based information system to support teaching and learning
within the modern languages department of a comprehensive secondary school. The system was developed in close consultation
with the teaching staff and the work is presented within the broader context of knowledge management systems and their potential
use in an educational environment. 相似文献
86.
Helen C. Purchase 《Assessment & Evaluation in Higher Education》2000,25(4):341-352
Peer assessment is recognised as a useful learning activity, not merely as a means by which assignments can be marked. In a design subject such as Human-computer Interaction, peer-assessment offers a unique opportunity for students to be exposed to a wide range of different designs in an environment that ensures that they reflect on these designs. However, it is important that the marking criteria are well specified and unambiguous. This paper reports on the use of peer-assessment as an effective learning activity for revealing the wide range of design issues and dimensions in interface design, where formal marking is based on clear, functional criteria. Subjective consideration of the interfaces is encouraged through a ranking system and the subsequent elicitation of interface design principles. The successful implementation of this scheme demonstrates its benefits both as a learning activity and as an opportunity for student reflection. 相似文献
87.
Helen Johnson 《Pastoral Care in Education》2004,22(3):22-28
In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
88.
89.
Helen Wood 《Media History》2015,21(3):342-359
This article considers the responses of women, many of whom describe themselves as housewives, in the 1949 Mass Observation Television Directive, in order to interrogate some of the broader assumptions around television's relationship with ‘the housewife’ as key to its success. Against the backcloth of social histories revising ideas about gender, modernity and suburbia in the post-war period, this article considers some of the ways in which initial reluctance towards television was recorded and negotiated. It presents three themes around tensions between home and leisure, the domestication of entertainment and ‘going out’, and the appreciation of particular genre, which suggest that the adoption of television as mass entertainment by women might not have been as smooth a process as we have come to understand. 相似文献