全文获取类型
收费全文 | 1224篇 |
免费 | 24篇 |
国内免费 | 2篇 |
专业分类
教育 | 955篇 |
科学研究 | 84篇 |
各国文化 | 15篇 |
体育 | 77篇 |
综合类 | 3篇 |
文化理论 | 16篇 |
信息传播 | 100篇 |
出版年
2023年 | 9篇 |
2022年 | 8篇 |
2021年 | 21篇 |
2020年 | 25篇 |
2019年 | 38篇 |
2018年 | 55篇 |
2017年 | 61篇 |
2016年 | 61篇 |
2015年 | 35篇 |
2014年 | 48篇 |
2013年 | 262篇 |
2012年 | 51篇 |
2011年 | 44篇 |
2010年 | 26篇 |
2009年 | 30篇 |
2008年 | 38篇 |
2007年 | 32篇 |
2006年 | 34篇 |
2005年 | 33篇 |
2004年 | 36篇 |
2003年 | 21篇 |
2002年 | 27篇 |
2001年 | 18篇 |
2000年 | 23篇 |
1999年 | 18篇 |
1998年 | 17篇 |
1997年 | 9篇 |
1996年 | 10篇 |
1995年 | 12篇 |
1994年 | 9篇 |
1993年 | 5篇 |
1992年 | 3篇 |
1991年 | 15篇 |
1990年 | 11篇 |
1989年 | 8篇 |
1988年 | 8篇 |
1987年 | 7篇 |
1986年 | 5篇 |
1985年 | 13篇 |
1984年 | 9篇 |
1983年 | 4篇 |
1982年 | 7篇 |
1981年 | 7篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 3篇 |
1976年 | 4篇 |
1974年 | 3篇 |
1972年 | 4篇 |
1947年 | 2篇 |
排序方式: 共有1250条查询结果,搜索用时 8 毫秒
81.
Jan W. Steutel 《Journal of Philosophy of Education》1997,31(3):395-407
There is a lot of talking and writing on virtues and education nowadays. In spite of this, a clear and convincing account of the defining characteristics of the virtue approach to moral education is still lacking. This paper suggests and discusses three different definitions of such an approach. With reference to each definition it is examined whether the virtue approach can be distinguished from other main perspectives on moral education, in particular from the so-called cognitive-developmental approach (including the just community approach). It is argued that only the definition that refers to an ethics of virtue will have the required differentiating capacity. Consequently, only on the basis of this definition can the virtue approach be regarded as a qualitatively new development in research on moral education. 相似文献
82.
Jan Fridthjof Bernt 《Higher Education in Europe》1994,19(4):109-120
This report discusses the Workshop as a whole and reflects upon the points raised in the papers presented and the resulting discussions. First, the reasons for establishing non‐university higher education are presented and discussed, and then types of diversification, particularly vertical diversification, are examined. The most important questions raised, however, are those of how diversification is to be established and by what mechanisms it is to be controlled. The conclusions are mixed but stress that diversification should be undertaken very carefully and very democratically, care being taken both to recognize the value of the university tradition which has been evolving for centuries to avoid threats to flexibility and international recognition and mobility. 相似文献
83.
84.
85.
Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about interaction with deafblind children, and provided the basis for suggestions on how the interaction pattern might be changed. 相似文献
86.
Jan K Hart Bruce W Newton Steven E Boone 《Journal of the Medical Library Association》2010,98(3):212-216
The University of Arkansas for Medical Sciences (UAMS) is planning interprofessional training in electronic health records (EHRs) and medical informatics. Training will be integrated throughout the curricula and will include seminars on broad concepts supplemented with online modules, didactic lectures, and hands-on experiences. Training will prepare future health professionals to use EHRs, evidence-based medicine, medical decision support, and point-of-care tools to reduce errors, improve standards of care, address Health Insurance Portability and Accountability Act requirements and accreditation standards, and promote appropriate documentation to enable data retrieval for clinical research. UAMS will ensure that graduates are ready for the rapidly evolving practice environment created by the HITECH Act. 相似文献
87.
Anthony F.J. van Raan Thed N. van Leeuwen Martijn S. Visser Nees Jan van Eck Ludo Waltman 《Journal of Informetrics》2010,4(3):431-435
We reply to the criticism of Opthof and Leydesdorff on the way in which our institute applies journal and field normalizations to citation counts. We point out why we believe most of the criticism is unjustified, but we also indicate where we think Opthof and Leydesdorff raise a valid point. 相似文献
88.
Jan Parker 《Teaching in Higher Education》2013,18(4):529-543
This article inveighs against the prevalent commodified discourse in Higher Education especially as it impacts on curriculum planning, quality assurance and learner typologies. It expresses a concern that educational research, in offering models drawn, but now divorced from, practice, may contribute to this negative impact. As an example, a polarised model distinguishing features of ‘traditional’ from ‘emerging’ curricula is criticised as contributing to this commodification; as diminishing the status of university teachers, as offering an instrument to reductive quality assurance systems and as militating against the disciplines operating as communities of practice. In contradistinction to this dichotomizing model, but extrapolating from the same article, a ‘both/and’ model outlining elements of process- and discipline community-based ‘transformational curricula’ is offered. It is perhaps impossible to write about the evils of externalised models and reductively abstract discourse without contribut ing to that very effect. The article therefore ends with two voices which are not those of educational researchers. 相似文献
89.
Jan Elen Geraldine Clarebout Rebecca Léonard Joost Lowyck 《Teaching in Higher Education》2013,18(1):105-117
This contribution explores the relationship between teacher-centred and student-centred learning environments from a student's perspective. Three different views with respect to this relationship can be retrieved. The balance view suggests that the more teacher-centred a learning environment is, the less student-centred it is and vice versa. The transactional view stresses the continuous renegotiation of teacher- and student-roles. The independent view argues that teacher- and student-centredness are independent features of learning environments. Results from three survey studies of higher education students’ conceptions of quality education are discussed. While the practice-oriented literature regularly seems to adopt a balance view, factor analyses did not reveal evidence for the balance view in any of these studies. In students’ minds student-centredness and teacher-centredness seem to be mutually reinforcing features of high quality education. From a curricular point of view, and especially with regard to teacher training, the results warrant to argue for the development of so-called powerful learning environments rather than for the transition from teacher-centred towards student-centred learning environments. 相似文献
90.
The purpose of this study was to determine the importance of introducing schematising to children in early childhood and to determine whether schematising can be taught to children. This was done using a longitudinal, quantitative study with a quasi-experimental design (N = 133). In this study, the use of schematising was taught to an experimental group of children to determine if it is possible to realise significantly improved results in schematising tasks for an experimental group in comparison to a control group of children who were not taught schematising. Pupils in the experimental group demonstrated significantly better results on schematising, which cannot be explained by maturation. In our future research, we will investigate the mathematical performances of these experimental and control groups in the next grade of the primary school curriculum. 相似文献