全文获取类型
收费全文 | 1348篇 |
免费 | 25篇 |
国内免费 | 3篇 |
专业分类
教育 | 1114篇 |
科学研究 | 24篇 |
各国文化 | 22篇 |
体育 | 44篇 |
文化理论 | 8篇 |
信息传播 | 164篇 |
出版年
2023年 | 6篇 |
2022年 | 4篇 |
2021年 | 15篇 |
2020年 | 23篇 |
2019年 | 38篇 |
2018年 | 59篇 |
2017年 | 56篇 |
2016年 | 49篇 |
2015年 | 36篇 |
2014年 | 44篇 |
2013年 | 300篇 |
2012年 | 34篇 |
2011年 | 43篇 |
2010年 | 34篇 |
2009年 | 36篇 |
2008年 | 44篇 |
2007年 | 49篇 |
2006年 | 39篇 |
2005年 | 34篇 |
2004年 | 13篇 |
2003年 | 22篇 |
2002年 | 34篇 |
2001年 | 19篇 |
2000年 | 20篇 |
1999年 | 22篇 |
1998年 | 16篇 |
1997年 | 22篇 |
1996年 | 19篇 |
1995年 | 16篇 |
1994年 | 25篇 |
1993年 | 30篇 |
1992年 | 16篇 |
1991年 | 13篇 |
1990年 | 19篇 |
1989年 | 13篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 14篇 |
1985年 | 11篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1982年 | 5篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 7篇 |
1977年 | 7篇 |
1975年 | 7篇 |
1974年 | 8篇 |
1966年 | 2篇 |
排序方式: 共有1376条查询结果,搜索用时 15 毫秒
961.
Kate Wall Steve Higgins Emma Glasner Ulfëbt Mahmout Jane Gormally 《The Australian Educational Researcher》2009,36(2):93-117
The Learning to Learn in Schools Phase 3 Evaluation was a four year project across England exploring the concept of Learning
to Learn in 33 primary and secondary schools. The project was funded through the UK based Campaign for Learning. One of the
key aims of the project was to ensure that the locus of control in terms of development remains with the schools, who decided
on the focus of innovation relevant to them under the umbrella heading of Learning to Learn. A team from the Research Centre
for Learning and Teaching at Newcastle University then supported and facilitated the teachers in the systematic evaluation
of their experiences. As a result we believe that this process supported meaningful professional development about teaching
and learning. This paper exemplifies this process through two professional enquiries into pupil talk in the classroom and
how it supported learning. The projects were carried out by teachers in two schools, one secondary (11–18 years) and one primary
(4–11 years). Both schools decided that encouraging pupil talk about learning best fit with their priorities and the project
aims of exploring Learning to Learn. The paper describes the different research methods and findings of the teachers’ research,
focusing on the decision making which occurred and how the process of the research has impacted on their professional development.
Conclusions are drawn about how the philosophy of Learning to Learn can be as easily applied to the process of professional
enquiry through action research and teachers’ learning, as to the more traditional domain of students’ learning and how this
might contribute to the development of a successful Learning to Learn school culture. 相似文献
962.
Interview Experiences and Diversity Concerns of Counselor Education Faculty From Underrepresented Groups
下载免费PDF全文
![点击此处可从《Counselor Education & Supervision》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Angie D. Cartwright Janeé R. Avent‐Harris Rebecca Beck Munsey Jessica Lloyd‐Hazlett 《Counselor Education & Supervision》2018,57(2):132-146
The authors used transcendental phenomenology to explore the campus interview experiences and diversity concerns of counselor education faculty from underrepresented populations. Six themes were identified: issues of integrity, disappointment in the counseling profession, importance of authenticity, intersectionality of major identity markers, competence, and supportive experiences. Findings suggest that culturally competent search committees should be aware of biases and policies promoting institutional and systemic discrimination. 相似文献
963.
Peter?VamplewEmail authorView authors OrcID profile Richard?Dazeley Cameron?Foale Sally?Firmin Jane?Mummery 《Ethics and Information Technology》2018,20(1):27-40
As the capabilities of artificial intelligence (AI) systems improve, it becomes important to constrain their actions to ensure their behaviour remains beneficial to humanity. A variety of ethical, legal and safety-based frameworks have been proposed as a basis for designing these constraints. Despite their variations, these frameworks share the common characteristic that decision-making must consider multiple potentially conflicting factors. We demonstrate that these alignment frameworks can be represented as utility functions, but that the widely used Maximum Expected Utility (MEU) paradigm provides insufficient support for such multiobjective decision-making. We show that a Multiobjective Maximum Expected Utility paradigm based on the combination of vector utilities and non-linear action–selection can overcome many of the issues which limit MEU’s effectiveness in implementing aligned AI. We examine existing approaches to multiobjective AI, and identify how these can contribute to the development of human-aligned intelligent agents. 相似文献
964.
Jane Fedorowicz Ulric J. Gelinas Jr. Janis L. Gogan Christine B. Williams 《Government Information Quarterly》2009
Large-scale information technology implementations are risky projects, and the challenges and risks multiply when multiple organizations are involved, as is often the case in e-government initiatives. Some of the risk can be addressed by carefully aligning the partners' motivations, which are affected by each organization's internal and external operational and information technology strategies. In this paper, we propose a strategic alignment framework and use it to examine the motivations of a set of collaborating government agencies and businesses in the pilot implementation of the Internet Payment Platform, an interorganizational, third-party hosted, e-procurement system. As we predict, the partners in this study had varied technical, political, economic, and operational motivations for participating in the project. Even so, the participating agencies reported positive outcomes from the project, and look forward to further collaboration on the next iteration of this e-procurement system. 相似文献
965.
966.
Julie Allan Geri Smyth John I'Anson Jane Mott 《Journal of Research in Special Educational Needs》2009,9(2):115-121
This paper reports on a specific event which attempted to facilitate discussions with children and young people about diversity issues, including disability. The concept of social capital was operationalised and used as both a resource to stimulate discussions and as an explicit goal. The paper first reports on the processes involved and the topics identified for discussion by the children and young people and then considers their engagement with disability. Their insights on knowing disability, relationships, and provision and support illustrate a shift from an essentialising of impairment to an articulation of barriers which excluded disabled people and the lessons which teachers might take from these are discussed. 相似文献
967.
Jane B. Keat Jane M. Wilburne 《美中教育评论》2009,6(7):61-67
This paper presents a mixed methods study that explored how storybooks influence kindergarten children's mathematical achievement and approaches to mathematics learning. Teachers' observations and research stating primary grade children's lack of mathematical knowledge and negative attitudes towards mathematics served as the impetus for the study. Three kindergarten teachers taught a mathematics unit using various children's storybooks and the characters in the stories as the context for mathematical problems. The results of the study show an impact on students' mathematical achievement as well as the identification of four themes that emerged on how students' approaches to learning were influenced when storybooks were integrated into the mathematics unit. 相似文献
968.
Jane M. Watson Ben A. Kelly 《International Journal of Science and Mathematics Education》2009,7(1):25-54
Data from 154 interviews with students in grades 3 to 13 were analyzed to suggest a developmental progression of conceptual
understanding associated with the sample space for two ordinary six-sided dice tossed simultaneously. The model was then considered
in the light of responses to an extension task involving three six-sided dice with four sides painted black and two white.
Forty-five of the interviews were longitudinal interviews of students 3 or 4 years after the original interviews, allowing
for analysis of change in levels of understanding across time. This study suggests some of the intuitions and understandings
that form the intermediate steps to a complete understanding of outcomes for two dice, as well as documenting the conceptual
regression likely to occur when a more difficult task is encountered. Links to previous research, including well-known misconceptions,
and educational implications of the model are among the discussion points. 相似文献
969.
This study of further education teachers, conducted over a two-year period, captures the realities of their working lives and, in particular, draws attention to how teachers reconcile competing pressures. This contributes to the growing interest in and body of knowledge about teachers' lives and the formation of their professional identities. The study draws on a variety of data including ethnographic observation, journals and biographical accounts to indicate the nature of their fractured professional base that leaves them open to exploitation. The ongoing pressure for performativity and constant change destabilises their work, yet they remain committed to meeting the needs and interests of their students. 相似文献
970.
简·麦迪森 《宁波职业技术学院学报》2009,13(6):97-101
从人物、环境、叙事者、主题、风格、结构等六个方面对小说《坎特维尔古堡幽灵》进行了分析与解读。 相似文献