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61.
62.
Hugh G. Gauch Jr. 《Science & Education》2009,18(6-7):905-927
This article responds to the other 10 papers in this thematic issue on science and worldviews and it clarifies some of the points in my lead article. The Bayesian framework provides helpful structure for worldview inquiries by recognizing and integrating both public and personal evidence. Drawing upon the other 10 papers, six kinds of potential evidence or considerations are identified: the problem of evil, evolution, miracles and prayer, the Anthropic Principle, religious experience, and natural theology. The thesis is defended that considerations informing worldview convictions include public evidence from the sciences and the humanities and personal evidence from individual experience. Additional topics addressed briefly include scientific realism, the tentativeness of scientific knowledge, science’s presuppositions, the relationship between natural science and natural theology, the nature of religious faith, and the importance of philosophy in science education. Seven questions are posed for which further leadership from the AAAS and NAS would benefit the scientific community. 相似文献
63.
Hugh G. Gauch Jr. 《Science & Education》2009,18(6-7):667-695
Whether science can reach conclusions with substantial worldview import, such as whether supernatural beings exist or the universe is purposeful, is a significant but unsettled aspect of science. For instance, various scientists, philosophers, and educators have explored the implications of science for a theistic worldview, with opinions spanning the spectrum from positive to neutral to negative. To delineate a mainstream perspective on science, seven key characterizations or “pillars” of science are adopted from position papers from the world’s largest scientific organization, the American Association for the Advancement of Science. Based on those pillars and an examination of scientific method, I argue that the presuppositions and reasoning of science can and should be worldview independent, but empirical and public evidence from the sciences and humanities can support conclusions that are worldview distinctive. I also critique several problematic perspectives: asserting that science can say nothing about worldviews and the opposite extreme of insisting that science decisively supports one particular worldview; weakening science so severely that it lacks truth claims; and burdening science with unnecessary presuppositions. Worldview-distinctive conclusions based on empirical evidence are suitable for individual convictions and public discussions, but not for institutional endorsements and scientific literacy requirements. 相似文献
64.
Audrey M. Depelteau Karl H. Joplin Aimee Govett Hugh A. Miller III Edith Seier 《CBE life sciences education》2010,9(3):342-347
“It takes a lot of courage to release the familiar and seemingly secure, to embrace the new. But there is no real security in what is no longer meaningful. There is more security in the adventurous and exciting, for in movement there is life, and in change there is power.”Alan Cohen (Used by permission. All rights reserved. For more information on Alan Cohen''s books and programs, see (www.alancohen.com.)With the support of the East Tennessee State University (ETSU) administration and a grant from Howard Hughes Medical Institute, the departments of Biological Sciences, Mathematics and Statistics, and Curriculum and Instruction have developed a biology–math integrated curriculum. An interdisciplinary faculty team, charged with teaching the 18 curriculum modules, designed this three-semester curriculum, known as SYMBIOSIS. This curriculum was piloted to two student cohorts during the developmental stage. The positive feedback and assessment results of this project have given us the foundation to implement the SYMBIOSIS curriculum as a replacement for the standard biology majors curriculum at the introductory level. This article addresses the history and development of the curriculum, previous assessment results and current assessment protocol, and the future of ETSU''s approach to implementing the SYMBIOSIS curriculum. 相似文献
65.
Alex Hugh David 《British Journal of Sociology of Education》2010,31(3):261-276
Schools in areas of concentrated disadvantage tend to have below‐average attainment, but there is no consensus on why. Mental and behavioural disorders in children are correlated with socio‐economic disadvantage. This paper puts forward the hypothesis that the first phenomenon can at least partly be accounted for by the second phenomenon through the concept of ‘collateral impact’ – collateral impact refers to the effect of externalising or internalising behaviour by a pupil on other pupils' learning and attainment. The argument developing the hypothesis is presented. An analysis of where evidence to support the hypothesis is most likely to be found identifies primary schools in areas of concentrated disadvantage, although testing of the proposed hypothesis would best be conducted by independent researchers to pre‐empt questions of confirmability. Potential implications for policy and practice are discussed, particularly managing difficult group behaviour in primary schools. 相似文献
66.
Hugh Pattenden 《History of education》2018,47(5):628-643
This article will argue that the current historiography considers the ‘public school experience’ of the First World War too narrowly, and will emphasise that boys from a wide range of establishments experienced the war in a similar fashion to those at elite public schools. It will do this through a case study of the alumni of the Perse Grammar School, Cambridge. By approaching the experience of Perseans in a thematic fashion it will shed new light on how the alumni of schools just below and developing towards full public-school status were affected by the war, an area hitherto not fully explored. 相似文献
67.
68.
Martyn John Binnie Brian Dawson Mark Alexander Arnot Hugh Pinnington Grant Landers Peter Peeling 《Journal of sports sciences》2013,31(11):1001-1012
AbstractThis study compared the use of sand and grass training surfaces throughout an 8-week conditioning programme in well-trained female team sport athletes (n = 24). Performance testing was conducted pre- and post-training and included measures of leg strength and balance, vertical jump, agility, 20 m speed, repeat speed (8 × 20 m every 20 s), as well as running economy and maximal oxygen consumption (VO2max). Heart rate (HR), training load (rating of perceived exertion (RPE) × duration), movement patterns and perceptual measures were monitored throughout each training session. Participants completed 2 × 1 h conditioning sessions per week on sand (SAND) or grass (GRASS) surfaces, incorporating interval training, sprint and agility drills, and small-sided games. Results showed a significantly higher (P < 0.05) HR and training load in the SAND versus GRASS group throughout each week of training, plus some moderate effect sizes to suggest lower perceptual ratings of soreness and fatigue on SAND. Significantly greater (P < 0.05) improvements in VO2max were measured for SAND compared to GRASS. These results suggest that substituting sand for grass training surfaces throughout an 8-week conditioning programme can significantly increase the relative exercise intensity and training load, subsequently leading to superior improvements in aerobic fitness. 相似文献
69.
Alan Tait∗ 《Higher Education in Europe》1994,19(2):82-93
This article describes the change of the Open University of the United Kingdom during the 1990‐1993 period from being a domestic to an international organization, with the expansion of its provision throughout the whole of the European Union and a range of other European countries, including Austria, Bulgaria, Romania, Russia, Slovakia, Slovenia, and Switzerland. As a case study, it raises issues about the development of universities from the unique organizations which they have been in European society to international organizations which understand their roles in business terms, and suggests that distance teaching universities, because of their industrialized nature and volume of activity, may become leading examples of this trend. 相似文献
70.
John Downing Carol A. Dwyer Dina Feitelson Mogens Jansen Ritva Kemppainen Hilkka-Liisa Matihaldi David R. Reggi Takahiko Sakamoto Hugh Taylor Derek V. Thackray Douglas Thomson 《Journal of Research in Reading》1979,2(1):8-23
Cultural expectations and sex-role standards about reading in Canada, Denmark, England, Finland, Israel, Japan, and U.S.A. were investigated. A picture test showing various activities and objects including reading and books was administered in each country to six sub-samples that approximated to the levels: students in grades I, IV, VIII, and XII, college students, and adults. Subjects had to ascribe the activity or object as being appropriate for either a boy or a girl. The results were consistent with the hypothesis that cultural expectations and sex-role standards about reading are congruent within one country but that they differ between countries. In particular, boys in Canada and the U.S.A. rapidly learn to perceive reading as a feminine activity, whereas Danish and Japanese males at all ages consistently view reading as acceptable masculine behaviour. 相似文献