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田劲松 《五邑大学学报(社会科学版)》2001,3(1):57-61
明代李贽、汤显祖等人的"童心说"与"性情论"是中国近代自然人性论的美学宣言。它所表现的是一种以先验公设的纯粹人性为标准,反对假道学与闻见道理对人的异化的思想方法。它将"情"提升到本体地位,以突出人的日常物质生活欲求的合理性和对它的表现的"迩言"、"真情"之美,成为以新的市民趣味为代表,以小说戏剧为主体的新的艺术观念。它与近代西方人文思潮及其艺术观具有一致性,体现了某种人类历史运动的共同规律。 相似文献
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IAN BLISS 《欧洲师范教育杂志》1989,12(2):59-67
The intention is to define principles which will provide a focus for the discussion of language teaching in plural societies. The principles are concerned with policy decisions and with ways in which policy decisions can be translated into classroom practice in schools. The perspective is English, but the assumptions are pluralist. 相似文献
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PARDO MUSTILLO PIERRE BÉLANGER GILLES FAYAD IAN MENZIES 《European Journal of Engineering Education》1997,22(2):135-142
Video-on-demand (VOD) is one of a series of emerging interactive broadband services. VOD provides users with the capability to access a vast variety of interactive programmes on demand, and give them full VCR-like control over their programme selections. This paper presents and describes a user interface that was designed for a business VOD service trial operated by Stentor, which began in January 1994, at two universities in Ottawa, Canada. It describes the service architecture and trial setting, as well as presents some trial results. Finally, some recommendations based on these results, and future enhancements to the VOD user interface, are described. 相似文献
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John White defends the UK private school system from the accusation that it allows an unfair form of ‘queue jumping’ in university admissions. He offers two responses to this accusation, one based on considerations of harm, and one based on meritocratic distribution of university places. We will argue that neither response succeeds: the queue-jumping argument remains a powerful case against the private school system in the UK. We begin by briefly outlining the queue-jumping argument, before evaluating White's no-harm and meritocracy arguments. 相似文献
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IAN A. WATSON 《European Journal of Engineering Education》1999,24(3):323-332
The Code of Professional Practice (COPP) and the guidelines were studied and reviewed by working group 2 (WG2) of the European Safety and Reliability Association's (ESRA) Technical Committee on Risk Management (ERMTC). The COPP and the guidelines are discussed in this article along with the observations of the ERMTC WG2. The conclusions of the working group are succinctly stated: “Throughout Europe the COPP and the GUIDELINES are clearly well regarded and no substantial changes are needed”. ESRA recommends their widespread distribution throughout Europe for training purposes. The COPP is also included in the guidelines as an appendix, which can be obtained directly from the Engineering Council, 10 Maltravers Street, London WC2R 3ER, UK. 相似文献
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ALEC IAN GERSHBERG 《比较教育学》1999,35(1):63-80
Much of the development community has advocated decentralization of basic education, and many countries have implemented some form of decentralization policy. This paper explores one important facet of the reform process: the relationship between the creation of official legislation, on the one hand, and the actual implementation of changes in governance, on the other. Most countries have, like Mexico, followed a strategy of legislation first and actual reform second. Nicaragua pursued a very different strategy, implementing significant changes in governance with little legal framework. Each strategy had benefits and pitfalls, but the comparison of the two experiences illustrates that prioritizing the creation of a legislative framework, as most countries have done, is no golden rule. Reforming governments have important lessons to learn from considering the attributes of both strategies to allow enough flexibility to facilitate learning by doing and to minimize wasted administrative effort and political capital, without jeopardizing the reform because of uncertainty and a lack of transparency. 相似文献
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IAN McPHERSON 《Journal of Philosophy of Education》2007,41(1):129-139
James Conroy's Betwixt and Between: The Liminal Imagination, Education and Democracy implies three main aims: first, to celebrate aspects of imagination in education and politics; second, to challenge defensive closure in varieties of discourse, especially in the language of economic and monetary management in education and politics; and third, to open up, for reciprocal enrichment, situations and discourses pertaining to consideration of state funding for religiously affiliated schools. Liminality, characteristic of thresholds and borders, calls for interpretation and mediation, as well as appreciation of uncertainties. Liminality of imagination is explored in contexts associated with this third aim, but also in other kinds of context associated with the first two aims. As well as offering critical assessment of the book, this review article indicates some scope for interpretation and development. 相似文献