全文获取类型
收费全文 | 1004篇 |
免费 | 21篇 |
国内免费 | 2篇 |
专业分类
教育 | 762篇 |
科学研究 | 40篇 |
各国文化 | 15篇 |
体育 | 66篇 |
文化理论 | 7篇 |
信息传播 | 137篇 |
出版年
2021年 | 9篇 |
2020年 | 10篇 |
2019年 | 25篇 |
2018年 | 30篇 |
2017年 | 32篇 |
2016年 | 19篇 |
2015年 | 29篇 |
2014年 | 24篇 |
2013年 | 234篇 |
2012年 | 27篇 |
2011年 | 27篇 |
2010年 | 26篇 |
2009年 | 37篇 |
2008年 | 28篇 |
2007年 | 19篇 |
2006年 | 22篇 |
2005年 | 17篇 |
2004年 | 17篇 |
2003年 | 18篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 11篇 |
1999年 | 9篇 |
1998年 | 31篇 |
1997年 | 12篇 |
1996年 | 12篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 21篇 |
1992年 | 13篇 |
1991年 | 12篇 |
1990年 | 12篇 |
1989年 | 9篇 |
1988年 | 11篇 |
1987年 | 7篇 |
1986年 | 11篇 |
1985年 | 18篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 16篇 |
1981年 | 16篇 |
1980年 | 8篇 |
1979年 | 12篇 |
1977年 | 7篇 |
1976年 | 5篇 |
1974年 | 5篇 |
1973年 | 5篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1964年 | 4篇 |
排序方式: 共有1027条查询结果,搜索用时 15 毫秒
941.
942.
943.
944.
Georgina Julian, a third year undergraduate, and Jean Ware, a lecturer in the Psychology of Education and Special Educational Needs, at the University of Wales, Cardiff, report on research into the current position on the relevant qualifications of teachers, and intending teachers, in schools and units for pupils with moderate to profound learning difficulties. They suggest that there has been little consistent progress in the preparation of teachers for this work since the ACSET (Advisory Committee on the Supply and Education of Teachers) Report in 1984. 相似文献
945.
Jean Claude Girard 《Teaching Statistics》2013,35(1):61-65
This article illustrates how statistical arguments can be used to influence public policy . . . for better or for worse. 相似文献
946.
Jean G. Jones 《Communication quarterly》2013,61(4):523-535
In memory of Professor Ted Windt, this essay considers his significant contributions to rhetorical scholarship and pedagogy. It examines his unique contributions to our understandings of American presidential and protest rhetoric of the late 20th century, highlighting his application of Greek cynicism as explanatory schema for American protest rhetoric and then recounting Windt's framework for analyzing “crisis” rhetoric as appropriated by recent American presidents to advance their agendas. The essay then considers Windt's pedagogical perspectives and argues that Windt's teaching itself was acclaimed because it was rooted in the rhetorical and oratorical excellence. In conclusion, it is argued that Ted Windt was a unique and important rhetorical scholar and critic whose life and work provide lasting scholarly contributions and a robust model for achieving excellence in the college classroom. 相似文献
947.
Jean McNiff 《Studies in Continuing Education》2013,35(1-2):86-96
Although much of the literature on educational action research is rich in recommendations to self‐reflect, it is impoverished in examples of self‐reflective practice. This constitutes a theory‐practice gap; for how is it possible to recommend a particular form of practicewithout living up to that recommendation, and still claim that the practice has integrity? Such a contradiction is particularly serious when the issue is self‐reflection, since self‐reflection is put forward as the main constituent of moral practice, and its denial has deep implications for the practitioner's own moral standing. In this paper I ask why there is such slippage between the theory and practice of self‐reflection? Iassume that many people either do not perceive such slippage,or choose to ignore it. Either way, this is a serious matter, and involves issues of legitimation—for by what right do we consider ourselves to be exempt from engaging in those self‐same practices that we require of others? I challenge the separatist view that it is acceptable for some to say what others must do, without first doing it themselves. I apply the same critique to myself, and I aim to show the process of my own self‐reflection by critically analysing what I am doing as I do it. This, I hope, sets the scene for an emergent theory of critical self‐reflection. 相似文献
948.
Jean Gwin Donna Troxell Martha Lane Freedle Kenneth R. Mullins Juanita Gentry 《Peabody Journal of Education》2013,88(2):91-95
Science Related to Life: Book Two, Heat and Health. By Reh. American Book Co., New York, 1932. Pp. 192. Embryology. By Mary T. Haeman. Philadelphia: Lea &; Febiger, 1932. Pp. 2–476. Educational Biology. By William H. Atwood and Elwood D. Heiss. Philadelphia: P. Blakiston's Son and Company, 1933. Pp. xiii + 475. Problems in Biology. By George W. Hunter. New York: American Book Company, 1931. Pp. v + 706. Practical Bacteriology. By T. J. Mackie and J. E. McCartney. New York: William Wood and Company, 1931. Pp. xv + 421. The Collection and Preservation of Animal Forms. By Morris M. Wells. Chicago: General Biological Supply House, 1932. Pp. 72. A Textbook of Histology. By J. Lewis Bremer. Philadelphia: P. Blakiston's Son &; Co., Inc. Pp. 568. Elementary Bacteriology. By Joseph E. Graves and Ethelyn O. Graves. Philadelphia: W. B. Saunders Company, 1932. Pp. 5–535. Directing Language Power in the Elementary School Child. By Caroline J. Trommer and Teresa A. Regak. New York: The Macmillan Company, 1933. Pp. xii + 497. Adventures, Book I; Trail Fires, Book II; Eastward Ho! Book III; Higher Levels, Book IV. By Grace Walker, Neli. F. Bartels and Mary E. Marye. (A series of work‐books) New York: Harcourt Brace and Company, 1932. Effective Instructional Leadership. By a Committee, Rudolph D. Lindquist, Chairman. New York: Columbia University, 1933. Pp. ix + 183. On Teaching English. By Howard Francis Seely. New York: American Book Company, 1933. Pp. xix + 391. My Life Book. By Neal Stoddard. Cincinnati: American Book Company, 1933. Pp. vi + 106. Fundamentals of Bookkeeping and Business. By Charles E. Bowman and Atlee L. Percy. Cincinnati: American Book Company, 1933. Pp. viii + 316. The New First Course in Home Making. By Maude Richman Calvert and Anne E. Richardson. Atlanta: Smith, Hammond and Company, 1932. Pp. xiii + 507. The Role of the Teacher in Personnel Work. By Ruth StranG. New York: Columbia University, 1932. Pp. xv + 332. An Orientation Course in Education. By Joseph S. Butterweck and J. Conrad Seegers. New York: Houghton Mifflin Company, 1933. Pp. vi + 392. Education and Certification of Elementary Teachers. Frank P. Bachman. Field Study No. 5 of the Division of Surveys and Field Studies, Peabody College. Modern School Administration—Its Problems and Progress. By John C. Almack. New York: Houghton Mifflin Company, 1933. Pp. viii + 382. The Evolving Common School. By Henry C. Morrison. Cambridge: Harvard University Press, 1933. Pp. 62. State Scholarship Students at Hunter College of the City of New York. By Adele Bii dwrsee. New York: Columbia University, 1932. Pp. xii + 138. Teaching History in the High School. Mary E. Peck. Published by the State Teachers College, Farmville, Virginia, 1933. Forward Steps in Thinking and Writing. Wilson‐Rubado‐Scovlle and Johnson. Silver Burdett &; Co., 1933. A Point Scale of Performance Tests. By Grace Arthur. New York: The Commonwealth Fund, 1933. Pp. xi + 106. Principles of Genetics. By Edmund W. Sinnott and L. C. Dunn. New York: McGraw‐Hill Book Company, Inc., 1932. Pp xvi + 441. New High School Arithmetic—Revised. By Webster Wells and Walter W. Hart. New York: D. C. Heath and Company, 1933. Pp. viii + 357. Teacher Absence and Leave Regulations. By William D. Kuhlman. New York: Columbia University, 1933. Pp. viii + 75. Co‐operative Citizenship. By Joseph Irvin Arnold. Evanston, Ill.: Row, Peterson and Co., 1933. Pp. lii + 716. Stimulation of Educational Undertakings. By J. Wayne Whightstone. New York: Columbia University, 1933. Pp. viii + 76. Biology and Human Welfare (New Edition). By James Edward Peabody and Arthur Ellsworth Hunt. New York: The Macmillan Company, 1933. Pp. xii + 658. 相似文献
949.
The policy of encouraging schools to compete has been justified on the basis of raising measured levels of attainment and widening choice. In this paper we review the basis for this policy, utilising the economic analysis of markets with a small number of providers. We note that in such markets, typical of local schooling markets, increased competition may generate diverse market behaviour and identify factors likely to produce rivalry and co-operation. We then present evidence of two apparently similar local schooling markets that exhibit very different levels and types of competition. We show how an assessment of the intensity of competition in a local schooling market depends on the particular indicators chosen. We review alternative interpretations for these differences in the nature of competition and relate to recent policy initiatives. 相似文献
950.
Pui Hing Chau Benise Mak Shuk Yi Choy Kam Che Chan Sai Hei Cheung Jean Woo 《Educational gerontology》2013,39(1):12-25
This study aimed to determine the educational needs of members of the public and related professional disciplines in order to improve health literacy in elderly issues. A cross-sectional survey was conducted in 2007; 2,694 subjects were recruited from the noninstitutional Hong Kong population aged 16 years and over. Undergraduate students of health care professions, professionals working at the hospitals, and the seniors were purposefully over-sampled. Results showed significant knowledge gaps and misconceptions. The gaps were more prevalent with increasing age in general, although they also existed among health care professionals. Public education should target the revealed areas of knowledge gaps and misconceptions. 相似文献