全文获取类型
收费全文 | 671篇 |
免费 | 8篇 |
专业分类
教育 | 493篇 |
科学研究 | 38篇 |
各国文化 | 12篇 |
体育 | 54篇 |
文化理论 | 2篇 |
信息传播 | 80篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 5篇 |
2020年 | 9篇 |
2019年 | 27篇 |
2018年 | 37篇 |
2017年 | 30篇 |
2016年 | 28篇 |
2015年 | 18篇 |
2014年 | 19篇 |
2013年 | 157篇 |
2012年 | 13篇 |
2011年 | 20篇 |
2010年 | 6篇 |
2009年 | 19篇 |
2008年 | 13篇 |
2007年 | 6篇 |
2006年 | 15篇 |
2005年 | 12篇 |
2004年 | 12篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 19篇 |
2000年 | 5篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1993年 | 5篇 |
1992年 | 9篇 |
1991年 | 13篇 |
1990年 | 7篇 |
1989年 | 6篇 |
1988年 | 8篇 |
1986年 | 7篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 4篇 |
1981年 | 7篇 |
1980年 | 10篇 |
1978年 | 4篇 |
1977年 | 3篇 |
1976年 | 5篇 |
1975年 | 3篇 |
1974年 | 4篇 |
1973年 | 5篇 |
1968年 | 2篇 |
1934年 | 2篇 |
排序方式: 共有679条查询结果,搜索用时 0 毫秒
81.
Craig Whitsed Peter Wright 《International journal of qualitative studies in education》2016,29(4):594-615
This paper reports on research focusing on a group of adjunct teachers of English employed in Japanese universities. Grounded in interpretive epistemology foregrounding constructionist traditions, this research employed bricolage as way of inquiring into, then representing, these teacher’s experiences utilising multi-perspectival, multi-theoretical and multi-methodological approaches. Employing elements of Turnerian liminality and blending these with Japanese cultural mythology, this paper explores participants’ experience, knowledge and identity. Through interviews and focus groups, participants (n = 43) gave voice to their lived world in Japanese universities locating their ‘place’ as simultaneously inside and outside the boundaries of mainstream Japanese society and universities. As ‘liminal personas’, participants likened themselves to a ‘necessary evil’ in the context of internationalising the curriculum. Thus, their condition is understood to be both ambiguous and paradoxical. The Japanese university is likened to genkan (a common architectural feature in Japanese houses resembling an entrance hall or transitional space between inside and outside worlds) space and employing Japanese mythology, it is argued these teachers share features attributed to Tengu (Tengu are goblin-like monsters in Japanese mythology with long noses and bright red faces who traditionally act in mischievous, disruptive ways). 相似文献
82.
Jan Wright Ken Cruickshank Stephen Black 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):98-112
Much of the literature on social class and language study in schools argues that for middle-class parents and their children, languages are chosen for their capacity to offer forms of distinction that provide an edge in the global labour market. In this paper, we draw on data collected from interviews with parents and children in middle-class schools in Australia to demonstrate how a complex amalgam of elite, cultural identity and/or trade language discourses came into play to explain the choice (or not) to study a language and the choice of specific languages. For many of the parents languages provided a limited form of ‘civic multiculturalism’, as a means of better understanding and respecting the ‘other’. We argue that the value attributed to high status languages via this discourse, means their continued presence in schools hoping to attract middle-class parents, but their relative absence in schools with largely working-class populations, where more ‘practical’ concerns dominate. 相似文献
83.
Jennifer Cole Wright Trisha Sedlock Jenny West Kelly Saulpaugh Michelle Hopkins 《Journal of moral education》2016,45(3):308-323
One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends. 相似文献
84.
Loyd Wright Theron Stimmel 《International Journal of Disability, Development & Education》1984,31(3):203-208
Of 1773 college students who completed self‐administered questionnaires, 80 indicated they had been diagnosed as having a learning disability (LD). Those students were then compared on measures of self concept and recalled family stress, and reported personal problems with those who indicated no LD. It was found that the LD participants, in comparison with their non‐LD peers, tended to view themselves and their parents more negatively, recall more family stress during childhood and adolescence and report more drug abuse problems, delinquency and suicidal thoughts. 相似文献
85.
86.
87.
Jan Wright Lisette Burrows 《Discourse: Studies in the Cultural Politics of Education》2004,25(2):211-230
In this paper we examine the discursive resources that year 4 and year 8 students draw on to construct meanings for health. Drawing on students' responses to tasks in the New Zealand National Monitoring Project (Crooks & Flockton, Health & Physical Education, University of Otago Educational Assessment Research Unit, 1999) we examine what students have to say about health, and speculate on where these responses have come from and on the implications of these for health education pedagogy. The students' responses indicate that they are well versed in “healthism” discourses that link practices like eating, exercise, smoking, drinking and taking drugs with “health”. The students' responses also point to the construction of health knowledge as certain and static. Relatively little attention is paid to the social, cultural, economic or political contexts of people's lives. Indeed, the “typical” responses clearly point to the dominance of white, middle class values about health and fitness promoted in New Zealand society. We conclude by posing several questions generated for educators. 相似文献
88.
89.
Patricia Wright Robert Milroy Ann Lickorish 《European Journal of Psychology of Education - EJPE》1999,14(2):203-224
Animating the graphics in electronic documents may increase readers’ willingness to study them but may impair or distort the processes of gist comprehension. Experiment 1 confirmed that, compared with static diagrams, animation increased readers willingness to study a range of graphic genres (maps, time-lines, drawings of unfamiliar objects). Total reading time was also increased but readers’ differential access of static and animated graphics confounded the interpretation of immediate and delayed retention tests. Experiment 2 contrasted the effects of accessing the graphics before or during reading. Scores on a quiz immediately after reading were significantly higher when the graphics were seen before rather than during reading, suggesting that readers found it difficult to integrate the graphics while still building the gist of the text. Scores on both an immediate and a delayed quiz were significantly higher when the graphics were static rather than animated. One pointer to the cause of the decrement with animated graphics was that the quiz performance of readers having animated graphics correlated with their scores on a picture memory test, whereas those of readers with static graphics did not. In contrast the delayed quiz scores of readers with static graphics showed a significant interaction with their performance on a digit memory task. Readers with high scores on digit memory benefited from accessing the graphics while reading, but readers with low scores on the digit test were impaired by such access during reading. This suggests that the cognitive skills needed for integrating text with animated graphics may differ from those needed for dealing with static graphics. 相似文献
90.