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171.
In the formation and composition of what might be termed personal identity a key but often neglected aspect is ideal identity. While comprising aspirations rather than realities, it makes a major contribution to the definition of self-identity. It does this as a result of: (a) clarifying what kind of person the individual wishes to be; and (b) an interrogation of how she sets about achieving her ideal identity, intimating what kind of person she is at a particular moment by virtue of the way in which she strives to achieve her ideal. The article argues for a re-appraisal of the notion of ideals in education and for its reinstatement as a significant feature of education. Indeed, we argue, children cannot avoid ideals--they are presented to them everyday from a wide variety of sources. But these sources or the ideals that they promote are not necessarily good for the child's well-being or for her fellow citizens. Consequently, teachers as moral agents have an important role in assisting children to acquire ideals that do meet such a criterion of goodness in addition to helping them reflect critically on the range of ideals they may encounter in their communities and society. 相似文献
172.
Paul Connolly 《牛津教育评论》2013,39(2):235-252
Summary statistics continue to play an important role in identifying and monitoring patterns and trends in educational inequalities between differing groups of pupils over time. However, this article argues that their uncritical use can also encourage the labelling of whole groups of pupils as ‘underachievers’ or ‘overachievers’ as the findings of group‐level data are simply applied to individual group members, a practice commonly termed the ‘ecological fallacy’. Some of the adverse consequences of this will be outlined in relation to current debates concerning gender and ethnic differences in educational attainment. It will be argued that one way of countering this uncritical use of summary statistics, and the ecological fallacy that it tends to encourage, is to make much more use of the principles and methods of what has been termed ‘exploratory data analysis’. Such an approach is illustrated through a secondary analysis of data from the Youth Cohort Study of England and Wales, focusing on gender and ethnic differences in educational attainment. It will be shown that, by placing an emphasis on the graphical display of data and on encouraging researchers to describe those data more qualitatively, such an approach represents an essential addition to the use of simple summary statistics and helps to avoid the limitations associated with them. 相似文献
173.
AbstractThis paper scrutinises the educational knowledge requirements of craft, technical, and reflective professional conceptions of teaching, as recently outlined by Winch, Oancea, and Orchard. Drawing on Bernsteinian sociology of knowledge we identify the different requirements each conception makes of educational knowledge, and how it is envisaged that this knowledge will be used in educational practice. While craft conceptions dismiss the value of educational knowledge per se, they nevertheless value other forms of disciplined knowledge. Arguing that technical conceptions of teaching may be either narrowly instrumental or autonomous, we suggest that an advanced technical knowledge base requires a disciplinary aspect, while knowledge for purely instrumental purposes offers a reductive view of educational practice. Moreover, the varying notions of reflection suggested by reflective professional conceptions require certain forms of engagement with educational knowledge, which are challenged by contemporary reforms in teacher education globally. It is suggested that there are often interdependencies between forms of educational knowledge and conceptions of teaching, with potential implications for the trajectories of educational reforms. The argument is briefly illustrated with reference to the national contexts of Germany, England, and Finland. 相似文献
174.
Paul Hendriks Vettehen Johannes Beentjes Koos Nuijten Allerd Peeters 《Mass Communication and Society》2013,16(1):93-112
This study investigates the processes by which competition in the television news market might promote the presence of arousing characteristics in television news. A total of 3,024 news stories from six Dutch television news programs over the period 1990 to 2004 were investigated through content analysis. The findings of the study show overall increases in all 6 arousing characteristics. The findings also show that commercial newcomers included more arousing characteristics in their news stories than the public service broadcasters, that commercial newcomers developed a news format that featured more arousing characteristics, and that existing programs reacted to newcomers by increasing the amount of arousing characteristics in their news stories. 相似文献
175.
Paul J. Wright 《The Communication Review》2013,16(2):174-186
At the behest of 39 members of the U.S. House of Representatives' Committee on Energy and Commerce, in 2007 the Federal Communications Commission (FCC) released a report that addressed the effects of violent television on children, the constitutionality of various strategies for regulating children's exposure to violent television content, and the viability and benefit of a congressionally developed definition of excessively violent television programming. This review evaluates how well the FCC carried out the tasks assigned to it by Congress, particularly in regards to the FCC's assessment of the social scientific research on the effects of exposure to televised violence. 相似文献
176.
Paul D'Angelo 《Journalism Practice》2014,8(3):295-310
This article develops a theoretical model consisting of three mechanisms that link metacoverage, a type of election campaign news, to mediatization, a meta-process in which media organizations influence politics. The mechanisms hinge on the point that metacoverage—consisting of both topics and frames—constitutes a rich set of process-oriented cues that influence how campaign organizations adjust to the media logic in the course of performing functions associated with the office-seeking political campaign logic. A case study of 2012 US presidential election news was conducted to illustrate how metacoverage influences campaign strategies. 相似文献
177.
Across continents, creativity is a priority for education and is central to the discourse on 21st century learning. In this article, we explore how a greater focus on ‘everyday creativity’ in schools changes the dynamics of teaching and learning. We look briefly at the main concepts in the literature on creativity in education. We then focus on examples from the Centre for Creative Education's creative partnerships, which bring together educators, learners and creative professionals. This is followed by a discussion on how teachers assess learners’ creative dispositions, as well as the quality of creative processes and products. We conclude with recommendations for school-level strategies and policy and research to support learner and teacher creativity. 相似文献
178.
Paul A. Schutz 《教育心理学家》2014,49(1):1-12
Teaching, like other caring professions, is emotional. These emotions tend to emerge as teachers’ goals, standards, and beliefs transact with other classroom stakeholders during everyday school activities. As such, for teachers, the classroom context involves both the extreme happiness and joy from a lesson that goes as planned to the intense frustration of working with a challenging student. These academic emotions have garnered the attention of a growing number of researchers, and will be the focus of this article. More specifically, my goal is to summarize and extend our thoughts about the nature of research and our program of research related to teacher emotion. 相似文献
179.
While recognising the fact that historically teacher education and adolescent literacy are two fields that have had limited intellectual contact, the development of reading literacy is increasingly now accepted internationally as a core responsibility of all teachers and teacher educators. Adopting a socio-cultural perspective, this paper, drawn from the Learning to Teach Study, focused on the beliefs, knowledge and experiences regarding reading literacy of Irish post-primary student teachers on one initial teacher education (ITE) programme. The data were collected through three interviews with each of 17 student teachers. Results suggest that the surveyed student teachers had some concerns about their own literacy, had narrow conceptions of literacy, tended not to see it as their responsibility, held a minimal threshold view of literacy and viewed new digital technologies as a resource and motivator for their students’ literacy learning. Results are discussed in terms of how student teachers’ knowledge of literacy in ITE programmes could be reframed, extended and deepened. 相似文献
180.
Education reform in England is increasingly portrayed as a quest to create ‘world class’ schools through the transfer of features of ‘high performing’ school systems. The demand for evidence to support policy borrowing has been serviced by an influential intermediary network, which uses international data banks to compare education systems, and to identify and promote evidence of ‘what works’. The approach to comparisons has been portrayed as a ‘New Paradigm’ by its advocates, and whilst the network has been extensively critiqued, this has largely focused on its deviation from the norms of academic comparative education. This article explores how the ‘New Paradigm’ operates, identifying its inherent features and the strategies used to overcome the methodological issues associated with policy borrowing. This is pursued through an analysis of the rationale; assumptions; underlying ideology; methodology; omissions and silences; dealing with critics; and language and presentation of four of its influential publications. 相似文献