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51.
Joy Hardy 《Environmental Education Research》1999,5(2):125-142
Random behaviour, perfectly controlled by deterministic laws, is the seemingly paradoxical definition of ‘chaos’. Hence, chaos theory reconciles order and disorder, and portrays an evolutionary universe based upon a delicate interplay of chance and necessity. These findings have raised fundamental questions regarding the nature of reality and humankind's dialogue with reality. In response, many theorists, both within and beyond the natural sciences, are heralding an emerging paradigm. In the context of education, the assumptions of the emerging paradigm posit learners in a creative process in which the evolution of knowledge and the participant's impact upon each other in a manner that remains ambiguous until the chance has been taken. Explorations of this vision of learning, and the philosophical assumptions, from which it is derived, have the capacity to promote and enrich the current contestation in environmental education. This article presents an example of such an exploration. Specifically, this exploration outlines the essence of chaos theory and the evolutionary capacity of chaotic systems, the philosophical implications of chaos theory both in general and for education, and compares the relations between Doll's (1986, 1988, 1989, 1992, 1993) curriculum vision based on chaos theory and critical education for the environment as outlined by Tien (1993). 相似文献
52.
The authors detail the development of an on‐line course, “Marketing Theory and Practice On‐line” (MTPO) as part of the charter‐mandated commitment of Monash University of Australia to deliver quality flexible education transnationally. The course, that is now offered to both on‐campus and distance education students, uses a full range of media and computer technologies, including the Internet, e‐mail, bulletin boards, on‐line library facilities, video animations, and hypertext. The guiding principles for the development of the course were that the methodology must enrich the learning experience; the communication shell must enrich a scholarly environment; and the subject development should encourage and facilitate new opportunities. The ultimate aim is to utilize MTPO as the basis for international collaboration and to use the collaboration in question to develop a stronger intellectual package with specialist marketing subjects at both the undergraduate and the postgraduate levels. 相似文献
53.
An in-depth case study of teachers' use of image processing (a state-of-the-art computer technology used by research scientists) in biology, earth science, and physics classes within one high school science department explored issues surrounding technology implementation. The study, conducted within a districtwide, schoolwide, and classroom context, explored four areas related to the teacher's adoption of image processing: (a) teachers' background with computers outside of instructional use, (b) teachers' attitudes toward educational technology and insights gained from their experience using computers within the science curriculum, (c) training and perceived influence of district and school administrators, and (d) teachers' classroom and computer lab practices. The following factors were deemed critical in teachers' decision to use or not use image processing with their students: (a) time to thoroughly explore and master the technology so they could use it with students to explore science concepts; (b) classroom management skills specific to technology use; (c) perception of the teaching value of the technology; (d) perception of the reasonableness of administrators' expectations for technology use; and (e) understanding of how to implement inquiry-based science teaching, independent of technology issues. These factors have implications for how to help teachers use computer technology to teach high school science. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 297–327, 1998. 相似文献
54.
Carson V Spence JC Cutumisu N Boule N Edwards J 《Research quarterly for exercise and sport》2010,81(4):392-399
Little research has examined seasonal differences in physical activity (PA) levels among children. Proxy reports of PA were completed by 1,715 parents on their children in Edmonton, Alberta, Canada. Total PA (TPA) minutes were calculated, and each participant was classified as active, somewhat active, or inactive. Logistic regression models were conducted to examine associations between PA status and seasons. Significant seasonal differences were observed for TPA, weekday PA, weekend PA, and active play. Children were significantly more likely to be physically active in the summer and spring and somewhat physically active in the summer and fall, relative to winter Children living in cold climates are less likely to be physically active in the winter. 相似文献
55.
Mike Joy Jane Sinclair Shanghua Sun Jirarat Sitthiworachart Javier López-González 《Education and Information Technologies》2009,14(2):105-126
The interdisciplinary nature of Computer Science Education as a field of study is a complicating factor when authors are choosing
appropriate journals and conferences for publishing research results. This paper reports a survey of 42 such publications
in order to identify the types of paper frequently accepted for publication in each. We review existing taxonomies developed
for the general fields of Computer Science and Education, and from this starting point, we develop a novel faceted taxonomy,
specifically aimed to help new researchers in the field understand what types of papers are published and where they appear.
Our results confirm previous studies indicating the predominance of practice-based, technology-driven reports. We also observe
certain differences in educational themes between those found in publications grounded in the Computer Science Education corpus
and those emerging from more general Higher Education literature. 相似文献
56.
Janet Lees Joy Stackhouse Gordon Grant 《Journal of Research in Special Educational Needs》2009,9(2):91-99
Part of a multimethod ethnographic study that aimed to explore the knowledge of local parents concerning children learning to talk is described. The study was carried out with parents from several different ethnic and language groups in a socially disadvantaged part of Sheffield, a large city in the northeast of England.
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
In the phase of the study reported here, parents (either English, Urdu/Punjabi and Arabic speakers) took part in interviews, as well as contributing to the validation of the project. This study found that parents from diverse cultural and linguistic backgrounds living in this socially disadvantaged area, believed learning to talk to be very important and that family, community, including faith community, and professionals, have roles in promoting learning to talk. They indicated that local community groups, including faith communities, could play a positive role in supporting and developing their knowledge.
This paper will be of interest to those seeking innovative ways to support parents in socially excluded communities, particularly parents of children learning to talk, and so contribute to better outcomes for children, families and communities. It also contributes to our understanding of the development of parental knowledge about learning to talk in socially disadvantaged communities. 相似文献
57.
Mary Joy Pigozzi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2010,35(3):255-269
This paper looks at the implementation of the DESD from a global perspective. It takes the position that quality education
is fundamental for learning how to live sustainably, and that the DESD needs to be better positioned in the education landscape
and conceived as a global social movement that must be fostered and nurtured for the well-being of humankind. It suggests
that, while there has been progress, much remains to be achieved. Several key challenges are identified. With regard to overcoming
these obstacles, it focuses on macro-level strategies that would allow the development of environments in which actions can
take root and grow so that the work of the DESD endures beyond the decade itself. Finally, it suggests that there are some
opportunities that can be seized to make the task ahead easier to accomplish. 相似文献
58.
Dannielle Joy Davis 《The Urban Review》2010,42(2):143-158
In this study, I examine academic influences of the Committee on Institutional Cooperation Summer Research Opportunity Program’s
mentoring component. Interviews with African American undergraduate student participants of the faculty–student mentoring
initiative suggest mentorship’s influence upon the academic experiences of participants and illustrate the importance of faculty-directed
research in preparing racial minorities for graduate education. 相似文献
59.
Nisse Greenberg 《Teaching Artist Journal》2018,16(3-4):114-116
ABSTRACTA meditation from a storytelling teacher on my attempts to construct rules and guidelines for my work. This semi-narrative internal dialogue attempts to explore both the ways in which my identity shapes a learning environment and the ways I can create structures in my teaching practice that undermine the structural imbalance of our society. 相似文献
60.
A previous article in Higher Education in Europe (Vol. 24, No. 2, 1999), by three of the authors of the present article, outlined the beginnings of an on-line course, "Marketing Theory and Practice" (MTP), offered by the Department of Marketing of Monash University in Australia. It noted the opportunities such a development presented in terms of collaboration. Following the successful introduction of MTP on-line (http://www.buseco.monash.edu.au/Subjects/MKT/ MTPonline/) into the undergraduate programme, the project team applied for a significant funding grant to implement a department-wide strategy for the electronic delivery of marketing education. This implementation includes the development of an E-Master's degree in Marketing, details of which are discussed in this article. 相似文献