全文获取类型
收费全文 | 721篇 |
免费 | 9篇 |
专业分类
教育 | 554篇 |
科学研究 | 25篇 |
各国文化 | 34篇 |
体育 | 58篇 |
综合类 | 1篇 |
文化理论 | 5篇 |
信息传播 | 53篇 |
出版年
2021年 | 1篇 |
2020年 | 12篇 |
2019年 | 23篇 |
2018年 | 36篇 |
2017年 | 24篇 |
2016年 | 19篇 |
2015年 | 19篇 |
2014年 | 17篇 |
2013年 | 176篇 |
2012年 | 21篇 |
2011年 | 18篇 |
2010年 | 21篇 |
2009年 | 34篇 |
2008年 | 23篇 |
2007年 | 20篇 |
2006年 | 20篇 |
2005年 | 15篇 |
2004年 | 20篇 |
2003年 | 23篇 |
2002年 | 7篇 |
2001年 | 11篇 |
2000年 | 17篇 |
1999年 | 10篇 |
1998年 | 13篇 |
1997年 | 6篇 |
1996年 | 9篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 2篇 |
1992年 | 11篇 |
1991年 | 5篇 |
1990年 | 10篇 |
1989年 | 10篇 |
1988年 | 5篇 |
1987年 | 8篇 |
1986年 | 4篇 |
1985年 | 6篇 |
1984年 | 4篇 |
1983年 | 7篇 |
1982年 | 4篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1954年 | 1篇 |
1953年 | 1篇 |
排序方式: 共有730条查询结果,搜索用时 15 毫秒
701.
Jim Garbutt 《Teaching Statistics》1992,14(2):7-8
This article reports on a practical activity which provides a realistic context for collecting and analysing data. 相似文献
702.
703.
A scheme of professional development for teachers, leading to the award of Advanced Certificate, Advanced Diploma or degree of Master of Education, has been in operation at the University of Bath School of Education for some years. Recently this modular scheme has been extended to become more accessible to teachers in international and overseas schools around the world, with modules taught in a range of locations internationally including a Summer School held annually in July at the University of Bath. The Methods of Educational Enquiry (MEE) module provides an introduction to aspects of educational research and is recommended to participants as an early module for study: between 1992 and 1993 this module has thus been taught on more occasions than any other, in a number of different locations and by a number of different tutors. This paper considers issues arising from the implementation of an instrument for the evaluation of some aspects of the taught component of the MEE module in a wide range of contexts, and describes the development of two related measures of participants' satisfaction with respect to this component. A further paper will consider a wider range of issues across a number of different modules in a range of locations. 相似文献
704.
705.
ABSTRACTComputer algorithms, the logic and code that power automated decision-making programs, increasingly dominate many aspects of modern society. There are already many examples of institutional biases – including ideological bias, racism, sexism, ableism – being solidified in algorithms, causing harm to already underprivileged populations. This article explores library-specific and society-wide examples as well as efforts to prevent the implementation of these biases in the future. 相似文献
706.
Alan Chalmers Lloyd Ackert Pnina Abir-Am Maria Trochatos Carolyn R. Miller Nicolas Rasmussen Roy Macleod Ingo Brigandt Lorna Barrow Ian Maclean Elof Axel Carlson Susan E. Cozzens Cindy Klestinec Patricia O'Grady Alison Bashford Jim Endersby Jonathan Simon David Mercer David Oldroyd Suzanne Verderber Peter Slezak Rachel Cooper Patricia Fara Ravi Arvind Palat Peder Anker Bernhard Fritscher David Branagan 《Metascience》2002,11(3):329-429
707.
Erminia G. Pedretti Larry Bencze Jim Hewitt Lisa Romkey Ashifa Jivraj 《Science & Education》2008,17(8-9):941-960
Although science, technology, society and environment (STSE) education has gained considerable force in the past few years, it has made fewer strides in practice. We suggest that science teacher identity plays a role in the adoption of STSE perspectives. Simply put, issues-based STSE education challenges traditional images of a science teacher and science instructional ideologies. In this paper, we briefly describe the development of a multimedia documentary depicting issues-based STSE education in a teacher’s class and its subsequent implementation with 64 secondary student-teachers at a large Canadian university. Specifically, we set out to explore: (1) science teacher candidates’ responses to a case of issues-based STSE teaching, and (2) how science teacher identity intersects with the adoption of STSE perspectives. Findings reveal that although teacher candidates expressed confidence and motivation regarding teaching STSE, they also indicated decreased likelihood to teach these perspectives in their early years of teaching. Particular tensions or problems of practice consistently emerged that helped explain this paradox – including issues related to: control and autonomy; support and belonging; expertise and negotiating curriculum; politicization and action; and biases and ideological bents. We conclude our paper with a discussion regarding the lessons learned about STSE education, teacher identity and the role of multimedia case methods. 相似文献
708.
How best to introduce philosophical ideas? Is the best and only way by studying the history of philosophy and its rational arguments and discussions? But can literature, usually hived off from philosophy, be used instead and can this be as effective as rational argument? This paper explores these questions. First it considers a text which introduces philosophy through the analysis of literature, in particular James Joyce's 'Araby', arguing that the traditional analytic approach employed by the text, by concentrating on epistemology, obscures other philosophical insights offered by Joyce. It then turns to French philosophy and literature and suggests that Sartre, Beauvoir and Camus by 'blurring' the analytic distinction between philosophy and literature have much to offer to the grasping and understanding of philosophical ideas and principles. 相似文献
709.
Multi-media Case Methods in Pre-service Science Education: Enabling an Apprenticeship for Praxis 总被引:2,自引:0,他引:2
In recent years, teacher educators have looked to case methods as one means of bridging the theory-practice gap in university-based pre-service programs. This paper explores how case methods may be used to foster habits of praxis – that is, critical, reflective practice – that enable beginning teachers to adapt to the many diverse contexts they may encounter in the field. Our research used qualitative ethnographic methods to determine the efficacy of a case method designed to encourage critical analysis of a Year 8 science Optics lesson. Results suggest student teachers: (1) understood an associated analytical framework; (2) effectively analysed curriculum and pedagogy; and (3) exercised prudence in their assessment of the case. These findings tentatively indicate emerging habits of praxis. Notwithstanding such gains, we encourage designers of case-based curricula to: ensure case authenticity, protect subjects from critique and use multi-media case methods in conjunction with other approaches to promote habits of praxis. 相似文献
710.
Knowledge Management Research & Practice - Knowledge management is a method for simplifying and improving the process of sharing, distributing, creating, and understanding organizational... 相似文献