全文获取类型
收费全文 | 3946篇 |
免费 | 378篇 |
专业分类
教育 | 3731篇 |
科学研究 | 37篇 |
各国文化 | 103篇 |
体育 | 130篇 |
文化理论 | 11篇 |
信息传播 | 312篇 |
出版年
2023年 | 6篇 |
2022年 | 9篇 |
2021年 | 40篇 |
2020年 | 77篇 |
2019年 | 145篇 |
2018年 | 158篇 |
2017年 | 191篇 |
2016年 | 133篇 |
2015年 | 189篇 |
2014年 | 197篇 |
2013年 | 1182篇 |
2012年 | 157篇 |
2011年 | 176篇 |
2010年 | 190篇 |
2009年 | 151篇 |
2008年 | 173篇 |
2007年 | 110篇 |
2006年 | 111篇 |
2005年 | 95篇 |
2004年 | 87篇 |
2003年 | 49篇 |
2002年 | 49篇 |
2001年 | 41篇 |
2000年 | 47篇 |
1999年 | 45篇 |
1998年 | 30篇 |
1997年 | 29篇 |
1996年 | 48篇 |
1995年 | 43篇 |
1994年 | 23篇 |
1993年 | 28篇 |
1992年 | 29篇 |
1991年 | 27篇 |
1990年 | 35篇 |
1989年 | 27篇 |
1988年 | 23篇 |
1987年 | 19篇 |
1986年 | 15篇 |
1985年 | 18篇 |
1984年 | 13篇 |
1983年 | 16篇 |
1982年 | 13篇 |
1981年 | 7篇 |
1980年 | 7篇 |
1979年 | 15篇 |
1978年 | 7篇 |
1977年 | 6篇 |
1974年 | 4篇 |
1973年 | 7篇 |
1971年 | 5篇 |
排序方式: 共有4324条查询结果,搜索用时 15 毫秒
11.
What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2
12.
13.
14.
Melissa Tremblay Jacqueline Pei Denise Plesuk Aimee Muchortow Paula Mihai Rod Jordao 《International journal for the advancement of counseling》2017,39(1):82-97
There is a lack of systematic research on the training of clinicians toward providing counselling services and support to individuals with Fetal Alcohol Spectrum Disorder (FASD). The aim of this qualitative project was twofold: (1) to develop and pilot a clinical consultation process that would address clinicians’ reported need for greater communication and information sharing in serving clients affected by FASD; and (2) to build a model of FASD-informed clinical counselling practice by examining this consultation process and by capturing the experiences of clinicians who were involved. Findings from focus groups and meeting minutes are reported with respect to the model’s focus on reflection, communication, and action. 相似文献
15.
Neoliberal practices amidst social justice orientations: global citizenship education in South Korea
AbstractGlobal citizenship education (GCE) positions itself on the global arena as a transformative social justice oriented educational curriculum that addresses the political, social, economic and cultural inequalities brought about through colonisation and neoliberalism on the global and local levels. Through an exploration of the discourse, design and delivery of GCE in the young nation-state of South Korea, we argue that, in fact, GCE reinforces and maintains the hegemonic ideals of global capitalism; core-periphery global and local relationships; and dichotomous views of poverty and inequalities. We argue that these approaches reflect South Korea’s geopolitical realities, but that attitudes towards GCE in South Korea also reflect its cultural norms and values towards working together towards a common good. Ultimately, we call for a more nuanced approach to GCE scholarship in which we move away from theoretical divisions to practical applications of social justice that work within increasingly capitalist/neoliberal interests for a more inclusive world. 相似文献
16.
Tori Haring‐Smith 《About Campus》2011,16(5):9-12
Washington & Jefferson College undergraduate Magellan Scholars explore the world on their own. Tori Haring‐Smith describes this unique program and explains why it offers so much more than a traditional study abroad experience. 相似文献
17.
Rachel E. Crook‐Lyon Jennifer Presnell Lynda Silva Mich Suyama Janine Stickney 《Journal of College Counseling》2011,14(1):34-49
Predoctoral interns' responses to an internship supervision training questionnaire indicated that counseling center interns supervised more trainees, received more supervision in their supervisory roles, reported more supervision training activities, and yielded higher supervisor development scores than did non‐counseling‐center interns. A qualitative analysis of participants' responses showed that non‐counseling‐center interns desired more supervision training and opportunities to provide supervision during their internship year than did counseling center interns. 相似文献
18.
Wolff‐Michael Roth 《科学教学研究杂志》2001,38(7):768-790
In the course of a decade of research on learning in technology‐centered classrooms, my research group has gained considerable understanding of why and how students learn science by designing technology. In this article I briefly review two dimensions in which science and technology share fundamental similarities: (a) the production and transformation of representations and (b∥ the action‐oriented language describing the two domains. Because it is fundamentally problematic to derive what ought to happen in science classrooms from other dimensions, I provide three episodes to illustrate what and how students know and learn science during technological design activities. Episodes and analyses embody the two dimensions previously outlined. Because these episodes are representative of the database established during an extensive research program, I suggest there is sufficient ground for using and investigating science‐through‐technology curricula. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 768–790, 2001 相似文献
19.
Bernadette Hauglustaine‐Charlier 《欧洲师范教育杂志》1997,20(3):227-242
The theoretical part of this paper argues for an embedding of the question of stability and change of teachers’ conceptions of learning into the researchers epistemological standpoint. The empirical part illustrates this statement by showing how changes in a teacher's conception of learning could be understood from a constructivist perspective. According to this perspective, conceptions are related to other relational and environmental variables that form a meaningful configuration. Thus, although conceptions of learning appear as relatively stable cognitive structures, they are also related to environmental variables to be managed by the teachers’ educators. This research result determines the discussion of the basic questions addressed in the title of this paper: why do we want to change teachers beliefs and how could we, as teachers’ educators, support these changes. 相似文献
20.
Yvonne Farr‐Wharton 《Assessment & Evaluation in Higher Education》1997,22(2):211-224
Student diversity has increased within Australian universities. This has changed the teaching and learning needs of students. The implementation of quality was aimed at enhancing the quality of the higher educational product. However, the policy, while providing an accountability framework at the institution level, failed to provide the structural mechanisms needed to achieve quality in the teaching and learning the students receive, that is the sub‐faculty level. Other factors, such as the potential growth of non‐government resources in the form of more international students have perhaps a greater chance of improving the quality of teaching and learning within the faculties, because they provide both the funds and an incentive for more funds as a reward for implementing quality assurance within the teaching and learning function of universities. 相似文献