全文获取类型
收费全文 | 769篇 |
免费 | 20篇 |
专业分类
教育 | 599篇 |
科学研究 | 31篇 |
各国文化 | 7篇 |
体育 | 99篇 |
文化理论 | 4篇 |
信息传播 | 49篇 |
出版年
2023年 | 5篇 |
2022年 | 11篇 |
2021年 | 15篇 |
2020年 | 23篇 |
2019年 | 38篇 |
2018年 | 50篇 |
2017年 | 37篇 |
2016年 | 41篇 |
2015年 | 28篇 |
2014年 | 28篇 |
2013年 | 177篇 |
2012年 | 28篇 |
2011年 | 25篇 |
2010年 | 21篇 |
2009年 | 28篇 |
2008年 | 22篇 |
2007年 | 10篇 |
2006年 | 12篇 |
2005年 | 17篇 |
2004年 | 13篇 |
2003年 | 10篇 |
2002年 | 13篇 |
2001年 | 9篇 |
2000年 | 6篇 |
1999年 | 9篇 |
1998年 | 2篇 |
1997年 | 4篇 |
1996年 | 7篇 |
1995年 | 8篇 |
1994年 | 5篇 |
1993年 | 11篇 |
1992年 | 10篇 |
1990年 | 3篇 |
1989年 | 4篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 2篇 |
1983年 | 4篇 |
1982年 | 6篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1976年 | 4篇 |
1971年 | 3篇 |
1967年 | 2篇 |
1964年 | 2篇 |
1962年 | 1篇 |
1935年 | 1篇 |
1880年 | 1篇 |
1875年 | 1篇 |
排序方式: 共有789条查询结果,搜索用时 15 毫秒
61.
Jo Barkham 《British Educational Research Journal》2008,34(6):839-853
This article explores some of the issues around the agenda for workforce reform as it applies to professionals who work in early years classrooms (4–7 year olds), who work alongside class teachers in supporting learning. Their changing roles, responsibilities and professional identities are examined through a small scale case study of four women, two nursery nurses and two teaching assistants, from an infants school in a suburb of Bristol. Their close professional and personal relationships with the six female class teachers with whom thery work are considered. Their stories are analysed for their significance as women whose levels of skill and dedication are undervalued in terms of career structure, salary and job security. Whilst contributing to the debates around the changing roles and the valuable work of teaching assistants, this research endorses the view that these professionals' voices are too often silenced in educational debates and in strategic decision making. 相似文献
62.
J. J. Fleming S. Rajaratnam M. S. Seshadri A. S. Kanagasabapathy 《Indian journal of clinical biochemistry : IJCB》2001,16(1):95-100
An audit of 2509 patient specimens analyzed for both total thyroxine (TT4) and free thyroxine (FT4) by the ACS-180 automated
chemiluminescence immunoassay analyzer revealed that there were 219 discrepancies (8.7% of the total). A discrepancy was defined
as one analyte within its reference range and the other outside. The discrepant results were divided into 4 groups: group
A: normal TT4, but decreased FT4, 101 patients (4.0%); group B: increased TT4, normal FT4, 78 patients (3.1%); group C: decreased
TT4, normal FT4, 34 patients (1.4%); and group D: normal TT4, increased FT4, 6 patients (0.2%). TSH measurements were available,
by a 3rd generation chemiluminescent assay, in 142 of these patients, and were consistent with the FT4 result in 72 patients, with
TT4 in 61 cases and with neither in 9 patients. The clinical diagnosis was investigated in a subgroup of 43 endocrine patients.
Thirteen of the 20 endocrine patients in group A were diagnosed as hypothyroid, with a measured serum TSH, in 11 of them,
of median 14.6, range 1.2 to 46.2 μlU/ml. Eleven of the 19 endocrine patients in group B were on thyroid replacement, with
a measured serum TSH, in 7 of them of <0.01 μlU/ml. The audit of current laboratory practice led to a suggestion to replace
the current thyroid function screening strategy of measuring both TT4 and FT4 by the combination of FT4 and TSH. The reasons
for the discrepancies and the alternative strategies for screening of thyroid function are discussed. 相似文献
63.
64.
65.
Iris Keating Jo Basford Elaine Hodson Angela Harnett 《International Journal of Early Years Education》2002,10(3):193-203
Teachers of children aged four and five years in England (the Foundation Stage), since 2000, have been bound by the Curriculum Guidance produced by central UK Government. We were interested to learn of the responses of these teachers to this newly introduced document. We found that teachers welcomed the Foundation Stage Curriculum Guidance, not least because it recognised that there exists a valuable and separate stage in children's education. Further, the teachers were relieved that there was, within the document, the acknowledgement of the importance and value of play as integral to the educational needs of young children. The teachers indicated that the document was also beneficial in that it allowed them to return openly to what they felt to be sound Early Years practice which some had felt had been undermined by previous curriculum guidance. However, concerns remained in that not all stakeholders are yet aware of the needs of young children and of the resources necessary to meet these needs. En Angleterre, depuis 2000, les enseignants des enfants de quatre et cinq ans (phase dite de 'fondation') doivent se conformer à la Curriculum Guidance (Lignes directrices des programmes scolaires) produite par le gouvernement central du Royaume-Uni. Nous souhaitions connaître les réactions de ces enseignants face à ce nouveau document. Nous avons constaté que les enseignants accueillent favorablement la Foundation Stage Curriculum Guidance tant elle reconnaît l'existence d'une phase utile et distincte d'assimilation chez les enfants. En outre, les enseignants ont été soulagés de constater que la document reconnaît l'importance et l'utilité du jeu comme faisant partie intégrante des besoins éducatifs des jeunes écoliers. Ils ont également fait savoir qu'ils trouvent ce document utile dans la mesure où il leur permet de revenir ouvertement à des pratiques qu'ils considèrent comme étant saines pendant les premières années scolaires des enfants et qui, selon certains, avaient été amoindries par les lignes directrices des programmes scolaires précédents. Ils s'avèrent néanmoins toujours préoccupés du fait que toutes les parties prenantes ne sont pas encore conscientes des besoins des jeunes enfants et des ressources nécessaires pour les satisfaire. Desde el año 2000, en Inglaterra, los profesores de niños de la edad de 4 y 5 años (la Etapa de Fundación) han tenido que conformar con las reglas de curriculum introducidas por el gobierno central del Reino Unido. Tuvimos interes de enterarnos de las respuestas de aquellos profesores a ese documento nuevo. Encontramos que los profesores estan de acuerdo con la 'Guía de Curriculum de la Etapa de Fundación', por lo menos porque reconoció que existe una etapa válida y aparte en la educación de niños. Además estuvieron contentos que el documento reconició la importancia y validez de juegos infántiles imprescindible en el desarrollo del niño. Los profesores indicáron que el documento fue beneficioso también porque les permitió volver abiertamente a lo que sentieron que fueron 'prácticas sanas' de los años primeros que algunos de ellos pensaron que habían estado desacreditadas por las 'Guías de Curriculum' previas. No obstante quedan preocupaciónes que algunos interesados todavía no estan enterados de lo que los niños necesitan y los recursos que hacen falta. 相似文献
66.
Barnes Laura L. B. Bull Kay S. Campbell N. Jo Perry Katye M. 《Research in higher education》2001,42(4):455-467
Prior research reveals that differential grading patterns exist among the academic disciplines. One explanation may lie in discipline-related differences in teaching goals and beliefs about the meaning grades should convey. This study examined the effects of academic discipline and teaching goals on grading beliefs. A national sample (n = 442) of undergraduate teaching faculty provided responded to a survey measuring the importance of various teaching goals and orientations toward norm-referenced or criterion-referenced grading (Frame of Reference), and beliefs about using grades to sort and select students on the basis of achievement (Gatekeeping). Both teaching goals and academic discipline were significantly related to gatekeeping beliefs, but not to beliefs about frames of reference for grading. Higher gatekeeping scores were associated with faculty in the paradigmatic fields and those who emphasized analytic skills and time management. Lower gatekeeping scores were associated with the preparadigmatic disciplines and teaching goals of synthesis and integration and developing respect for others. Faculty who identified their primary teaching role as subject matter oriented were more gatekeeping than those who identified themselves primarily as being student/personal development oriented. 相似文献
67.
Kelli Jo Kerry Moran 《Early Childhood Education Journal》2006,33(5):317-323
Readers theater is a familiar literacy strategy for children who can read independently; however, it can also be used with younger children who have not yet developed independent reading skills. The purpose of this article is to adapt the concept of readers theater for use with emergent readers. It focuses first on defining readers theater and its many benefits, particularly in the areas of literacy development. Finally, it includes suggestions for successfully implementing a readers theater program with young children. 相似文献
68.
Just two tablets enough to cause long-term health problems, psychologists (心理学家) are told Ecstasy (摇头丸), the so-called (所谓的) love drug taken by hundreds of thousands each weekend, can result in crippling depression after just a couple of tablets, a study revealed. 相似文献
69.
Higher education institutions are seeking greater community engagement through academic, social and civic activity. In response, researcher attention has turned to impacts on students’ education, and benefits to both university and community partners. This phenomenographic study examines how a diverse group of teachers, researchers and administrators at one New Zealand university conceptualised their involvement in community-engaged learning and teaching. We identified an outcome space where university people conceived their community engagement in three ways: within an expert/novice discourse, as advocacy, and in the most complex conception, as reciprocal learning. When working with and within communities, we suggest that university people should be supported to approach community engagement as reciprocal learning rather than adopting approaches that render community partners in passive roles. 相似文献
70.
ABSTRACTThis paper describes the aims, origins and principles of the Australian National Exceptional Teaching for Disadvantaged Schools programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low socio-economic or high-poverty schools, NETDS has had significant impact on recruiting and retaining high-performing teachers in the schools that need them most. In this paper we discuss how it works, but also outline some of the complexities that arose in trying to design a teacher-education programme with equity at the centre and some of the changes we made along the way. 相似文献