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951.
The participation of women faculty in Chinese universities: paradoxes of globalization 总被引:1,自引:1,他引:1
This paper contributes to a discussion of how globalization is affecting women faculty in different countries around the world. It reports on a collaborative, international research project designed to understand the participation of women faculty members in Chinese universities, sketching the historical context necessary for understanding women's place in universities in China, describing the process of surveying university faculty on gender issues and reporting the findings of the survey for universities that prepare secondary school teachers. The paper concludes that in China, ‘gender consciousness’ is a major barrier preventing women's full participation as faculty. As a result, women are likely to increase their disadvantage in the next few years as Chinese universities expand, diversify, emphasize research and broaden their links with the rest of the world. 相似文献
952.
Jan Van Ongevalle Steff Deprez Iris Jane‐Mary Chimbodza 《Environmental Education Research》2011,17(4):433-449
Within the first year of the Secondary Teacher Training Environmental Education Project (St2eep) in Zimbabwe, project stakeholders, including lecturers, college administrators, local project coordinators, and donor representatives, expressed concern about the non‐sustainability of the project due to its over‐reliance on its international donor. In response to this challenge, a process of critical self‐reflection through self‐assessment workshops was started to give an opportunity for key project stakeholders to explore the challenge of project sustainability. Applying the principles of expansive learning theory to St2eep’s reflection processes, this paper shows how the contradictions that emerge from the interaction between different project stakeholders can be powerful sources for learning. This has resulted in new forms of activity to address the challenge of project sustainability in St2eep. The insights of this paper may be useful for other donor‐funded environmental education projects that are confronted with the challenge of project sustainability. 相似文献
953.
Mehmet Aydeniz Kristen Baksa Jane Skinner 《Journal of Science Education and Technology》2011,20(4):403-421
The purpose of this study was to understand the impact of an apprenticeship program on high school students’ understanding
of the nature of scientific inquiry. Data related to seventeen students’ understanding of science and scientific inquiry were
collected through open-ended questionnaires. Findings suggest that although engagement in authentic scientific research helped
the participants to develop competency in experimentation methods it had limited impact on participants’ learning of the implicit
aspects of scientific inquiry and NOS. Discussion focuses on the importance of making the implicit assumptions of science
explicit to the students in such authentic scientific inquiry settings through structured curriculum. 相似文献
954.
Jane Bone 《Gender and education》2019,31(6):673-687
The concept of domesticity plays out in early childhood educational settings and has a long tradition. Domesticity in its pre-domestic, domestic and post-domestic phases is used here as a site for reconsidering the role of Maria Montessori. The ideas put forward here are intended as a provocation and methodologically the device of constructing an assemblage of materials from various sources is used to enable different ideas to be brought forward. New possibilities emerged through a diffractive approach to this theoretically driven work. The ambiguities Montessori embodied in her life are revisited and by looking at her focus on the materials of ‘practical life’ a way to be intra-activelyengaged with regenerative forces became possible. Repositioning Maria Montessori as ‘domestic goddess’ tangles with contemporary ideas in order to unsettle her image. This analysis draws on new feminist materialist theoryto question what being domestic/ate/d means in terms of being a woman in a femin/ised/ist educational space. 相似文献
955.
This study reveals students’ unauthorised downloading of e-books in higher education. In-person surveys were administered at four university campuses in Taiwan. The 422 valid samples were made up of both undergraduate and graduate students. Students in the more legitimate segment illegally downloaded 0.26 e-books per month on average. Shockingly, students in the less legitimate segment illegally downloaded 18.50 e-books per month on average. Respondents in the less legitimate segment would definitely search for unauthorised e-books if they could not locate those in digital libraries, and they would use software to download. This study examined unauthorised downloading of e-books by students in higher education in hopes of bringing much needed attention to this area. The contributions from this study are not merely to fill a gap in the literature, but to provide a baseline for further research. 相似文献
956.
There is growing international concern to regulate and assure standards in higher education. External peer review of assessment, often called external examining, is a well-established approach to assuring standards. Australian higher education is one of several systems without a history of external examining for undergraduate programmes that is currently considering the approach. What can entrants to external examining at that level learn from the UK higher education system's long history of external examining? To that end, this paper reports on a mixed methods research project designed to investigate current practices in how academic standards are conceived, constructed and applied by external examiners and debates the implications of the findings for the development of external examining in other countries. The findings suggest that the potential of experienced peers in a subject discipline to provide the assurance of standards is limited. It concludes by presenting various possible enhancements that might be considered. 相似文献
957.
Since the neoliberal reforms to British education in the 1980s, education debates have been saturated with claims to the efficacy of the market as a mechanism for improving the content and delivery of state education. In recent decades with the expansion and ‘massification’ of higher education, widening participation (WP) has acquired an increasingly important role in redressing the under-representation of certain social groups in universities. Taken together, these trends neatly capture the twin goals of New Labour’s programme for education reform: economic competitiveness and social justice. But how do WP professionals negotiate competing demands of social equity and economic incentive? In this paper we explore how the hegemony of neoliberal discourse – of which the student as consumer is possibly the most pervasive – can be usefully disentangled from socially progressive, professional discourses exemplified through the speech and actions of WP practitioners and managers working in British higher education institutions. 相似文献
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960.
The license negotiated at the beginning of the electronic resources lifecycle impacts access to the resource throughout the life of the contract. To simplify the negotiating process, the Texas A&M University (TAMU) Libraries developed a licensing checklist. In order to make completed licenses accessible to all library personnel, the TAMU Libraries use the electronic resources management system Centralized Online Resources and Licensing (CORAL) to store license documents and terms. This presentation reviewed the TAMU Libraries’ licensing process, the creation and evolution of the licensing checklist, and the suitability of CORAL to share license details. The presenters also recounted several examples of difficult negotiations and license violations. 相似文献