全文获取类型
收费全文 | 167篇 |
免费 | 0篇 |
专业分类
教育 | 135篇 |
科学研究 | 3篇 |
各国文化 | 4篇 |
体育 | 5篇 |
文化理论 | 1篇 |
信息传播 | 19篇 |
出版年
2020年 | 3篇 |
2019年 | 3篇 |
2018年 | 7篇 |
2017年 | 7篇 |
2016年 | 7篇 |
2013年 | 38篇 |
2012年 | 2篇 |
2011年 | 3篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 5篇 |
2007年 | 4篇 |
2005年 | 3篇 |
2004年 | 2篇 |
2002年 | 2篇 |
2001年 | 2篇 |
1999年 | 2篇 |
1998年 | 3篇 |
1996年 | 2篇 |
1995年 | 1篇 |
1994年 | 1篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 1篇 |
1987年 | 2篇 |
1986年 | 1篇 |
1985年 | 3篇 |
1984年 | 1篇 |
1983年 | 5篇 |
1982年 | 1篇 |
1981年 | 3篇 |
1980年 | 3篇 |
1979年 | 7篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 2篇 |
1971年 | 3篇 |
1970年 | 1篇 |
1968年 | 2篇 |
1966年 | 1篇 |
1962年 | 1篇 |
1960年 | 2篇 |
1934年 | 1篇 |
1920年 | 1篇 |
排序方式: 共有167条查询结果,搜索用时 46 毫秒
111.
112.
Gabriel Jacobs 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):113-121
The history of education shows a long-standing, comprehensive rejection of teaching based on discovery, exploration and individual experience—the cornerstone of the hypermedia revolution in education which we are told to expect in the near future. By looking at some of the many failed past attempts to change rigid educational practices into malleable, free-form ways of learning, the author argues that any such revolution in education is probably further away than is supposed by many of those working in the field of interactive technologies. 相似文献
113.
In spite of the increase in formal and informal expectations for research by Canadian librarians, there have been few—if any—Canada-wide initiatives to help support librarians in meeting research expectations. Moreover, there have been few opportunities to address academic librarians' needs and Canadian librarian research culture in any systematic way, especially on a national scale. As a way of redressing these absences and filling this need, a four-day nation-wide institute was proposed and conducted in order to bring together Canadian librarians interested in developing their own research programs and working toward fostering a positive and productive research culture in Canadian academic libraries. This article describes the principles informing the institute's development and locates the institute's objectives within discussions of research culture, mentorship, and strengths-based approaches. 相似文献
114.
In this study, we investigate differences in occupational status between women and men, and between ethnic minority and majority members, by means of a content analysis of Belgian prime-time television in 2013. We evaluate the accuracy of these television portrayals using interreality comparison strategies. Results indicate that although in television content women obtain higher average scores for occupational status than men, this is mainly due to the underrepresentation of women in low-status occupations. Although previous studies focused on the absence of women in high-status jobs, this analysis shows for the first time that women are also absent in low-status manual and industrial jobs. Ethnic minorities have lower average scores for occupational status. Moreover, interaction terms made clear that this especially holds for female ethnic minorities, suggesting that mechanisms of intersectionality are at play. In general, the labor world as portrayed on television diverges strongly from the real labor world. 相似文献
115.
Katrien Struyven Karen Jacobs Filip Dochy 《European Journal of Psychology of Education - EJPE》2013,28(3):1007-1022
In times of teacher shortage, well-considered, goal-oriented teacher recruitment is important. An understanding of the reasons why different groups of students undertake teacher training would be useful in developing targeted campaigns. Against this background, the research question is as follows: what are the motivations prompting students to enter primary teacher training and do these motivations vary according to student characteristics? A questionnaire based on the reasons and expectations included in the Learning and Studying Questionnaire was administered during a compulsory course. Participants were 1,805 pre-service primary education teachers starting their first year of study at 14 different schools in Flanders (Belgium). Results show that students mainly undertake teacher training for intrinsic and altruistic reasons such as developing skills and knowledge that will be useful in their future teaching career, attending interesting and well-taught courses, gaining an understanding of the subject and helping children and making a difference in the world. In addition, students also take into account extrinsic factors such as good working conditions, long holidays and the ability to balance work and family responsibilities. Significant differences in motivation were found to be related to student characteristics such as gender, age, educational background and self-reported academic achievement, suggesting that teacher recruitment could benefit from population-specific approaches aimed at increasing the attractiveness of teaching and teacher training. 相似文献
116.
Clinton L. Beckford Clint Jacobs Naomi Williams Russell Nahdee 《The Journal of environmental education》2013,44(4):239-248
Generally speaking, environmental education teaching, research, and practice have been informed by the traditions of western, Euro-centric culture. In this context indigenous perspectives are often marginalized, maligned, and perceived to be unscientific and therefore inferior. This essay adds to the growing body of literature exploring aboriginal indigenous environmental epistemologies and responsible human interactions with the natural environment. The paper provides a Canadian context as it examines the environmental philosophy and attitude of a Canadian First Nations community to the natural environment grounded in the lived experiences of adults, children and elders from the Walpole Island First Nation. We make the argument that while not a panacea, Aboriginal environmental epistemologies hold lessons for teaching environmental stewardship and sustainability behavior in mainstream classrooms. 相似文献
117.
Action research assumes the active engagement of the stakeholders, such as the community, in the research, and a multiple‐level process of reflection in order to evaluate and monitor the actions taken. This makes action research a suitable methodology to increase the critical understanding of the participants. In this paper we describe the challenge of teaching action research within the context of an undergraduate community health psychology module. The module was designed using principles from transformative learning, critical pedagogy and action learning. The module took place over one semester; and 15 students (13 females, two males) took part in it. We discuss the background to the module development and the alignment of the learning objectives with the teaching and assessment methods, and reflect upon the students’ experiences in the module and the learning outcomes. We conclude by addressing the major challenges involved in teaching action research to increase critical understanding: the ability to engage in deep learning of undergraduate psychology students; our role and expectations as tutors on the course; and the current higher education system in which action science yet has to find a place. 相似文献
118.
119.
120.