全文获取类型
收费全文 | 251篇 |
免费 | 5篇 |
专业分类
教育 | 204篇 |
科学研究 | 14篇 |
各国文化 | 4篇 |
体育 | 5篇 |
文化理论 | 2篇 |
信息传播 | 27篇 |
出版年
2022年 | 3篇 |
2020年 | 5篇 |
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 10篇 |
2016年 | 8篇 |
2015年 | 5篇 |
2014年 | 5篇 |
2013年 | 61篇 |
2012年 | 8篇 |
2011年 | 7篇 |
2010年 | 8篇 |
2009年 | 2篇 |
2008年 | 8篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2005年 | 3篇 |
2004年 | 3篇 |
2003年 | 4篇 |
2002年 | 3篇 |
2001年 | 3篇 |
1997年 | 3篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 3篇 |
1991年 | 3篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 4篇 |
1981年 | 4篇 |
1980年 | 4篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 6篇 |
1973年 | 5篇 |
1971年 | 2篇 |
1970年 | 3篇 |
1969年 | 1篇 |
1968年 | 3篇 |
1967年 | 6篇 |
1966年 | 1篇 |
1942年 | 1篇 |
1933年 | 1篇 |
1923年 | 1篇 |
1920年 | 1篇 |
1899年 | 2篇 |
排序方式: 共有256条查询结果,搜索用时 0 毫秒
41.
Parker Tyler, The Hollywood Hallucination (originally published in 1944) and The Magic and Myth of the Movies (originally published in 1947) Jerome Agel's The Making of Kubrick's 2001 (Signet Books, $1.50) 相似文献
42.
This article is based on the authors' reflections on observations and interviews with students and staff involved in a debate competition in London secondary schools. Taking the data we collected as our starting point, we seek to draw on research from a range of perspectives, including political education, political philosophy and debate as a teaching method, to clarify the role of debate within a pedagogy for democracy. We consider the case for promoting debate in general terms, and then go on to discuss the role and form debate should take in such a pedagogy. Here we contrast models based on adversarial and deliberative democracy and consider the need for teachers to be aware of the benefits and shortcomings of each. We then draw on the concept of students' public voice to discuss some of the issues that need to be borne in mind when developing these strategies in class. Finally we pose a number of questions for future investigation, which may help teachers reflect on their own practice as well as inform our own ongoing research in this area. 相似文献
43.
44.
Jerome S. Bruner 《牛津教育评论》2013,39(1):31-50
ABSTRACT The child‐centred theme of natural development in Rousseau's Emile has exercised a powerful and benign influence on education. Rousseau's proposed curriculum for girls, however, seems extraordinarily illiberal, requiring as it does a rigorous preparation for playing the traditional female role in a male‐dominated society. It is argued here that such a conservative policy on the education of girls is inevitable in an educational theory which makes a virtue of its empirical foundations. Observational studies of the female's nature and of her needs and interests portray her as society permits or requires her to be rather than as she could or should be. This is a dangerous weakness in influential twentieth‐century versions of child‐centred theory which have embraced a scientific approach in the hope of enhancing their credibility. The full educational development of girls, however, requires a distinctive vision of how things ought to be, a willingness to defend such value judgments, and a determination to intervene positively in the classroom. 相似文献
45.
Jerome F 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(4):627-639
The most remarkable aspect of Einstein's 1946 address at Lincoln University is that it has vanished from Einstein's recorded history. Its disappearance into a historical black hole symbolizes what seems to happen in the creation of a cultural icon. It is but one of many political statements by Einstein to have met such a fate, though his civil rights activism is most glaringly missing. One explanation for this historical amnesia is that those who shape our official memories felt that Einstein's "controversial" friends like Paul Robeson and activities like co-chairing the anti-lynching crusade might tarnish Einstein as an icon. That icon, sanctified by Time magazine when it dubbed Einstein "Person of the Century" at the end of 1999, is a myth, albeit a marvelous one. Yet it is not so much the motive for the omission but the consequence of it that should concern us. Americans and the millions of Einstein fans around the world are left unaware that he was an outspoken, passionate, committed antiracist. 相似文献
46.
Adam Winsler Deepti Gupta Karkhanis Yoon Kyong Kim Jerome Levitt 《The Urban Review》2013,45(4):416-447
Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed. 相似文献
47.
This study was designed to uncover and evaluate unintended and indirect consequences of using the Secondary Entrance Assessment (SEA) in Trinidad and Tobago for high-stakes selection and placement. A major argument is that the test-taker is central to consequences, both intended and unintended. Data were obtained from eleven-year-olds preparing and taking the examination using multiple qualitative methods, which privilege agency and personal and social consciousness. Methods capturing the test-takers’ experience included diaries, focus groups, drawings, photovoice, and photo-elicitation. The findings were summarised by a theory of action and reported in integrated themes. Test preparation was mostly drill and practice. Both test preparation and test-taking were emotion-eliciting events requiring significant investment in positive social relationships to buffer negative impact. The costs and impact of early high-stakes examinations in Trinidad and Tobago might be higher than anticipated. 相似文献
48.
A group of 95 black and 52 white low socioeconimic children assigned to special education calsses were initially given the Stanford-Binet (1972 norms) and three years later the WISC-R. Correlations between the Stanford-Binet and WISC-R Full Scale IQs were significant in both ethnic groups, with r=.60 for the total group. Correlations between the Stanford-Binet and WISC-R subtests also were generally signiificant (rs between .29 and .52 for the total group). Stanford-Binet and WISC-R Full Scale IQs did not differ significantly. For this sample of special education children, the Stanford-Binet was found to have satisfactory predictive validity. 相似文献
49.
50.