全文获取类型
收费全文 | 241篇 |
免费 | 1篇 |
专业分类
教育 | 157篇 |
科学研究 | 21篇 |
各国文化 | 8篇 |
体育 | 16篇 |
信息传播 | 40篇 |
出版年
2019年 | 7篇 |
2018年 | 6篇 |
2017年 | 10篇 |
2016年 | 10篇 |
2015年 | 5篇 |
2014年 | 3篇 |
2013年 | 53篇 |
2012年 | 7篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 9篇 |
2008年 | 6篇 |
2007年 | 6篇 |
2006年 | 7篇 |
2005年 | 2篇 |
2002年 | 3篇 |
2001年 | 5篇 |
2000年 | 8篇 |
1999年 | 2篇 |
1998年 | 4篇 |
1997年 | 4篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1994年 | 5篇 |
1993年 | 1篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1987年 | 2篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1983年 | 2篇 |
1982年 | 2篇 |
1981年 | 10篇 |
1980年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1975年 | 1篇 |
1974年 | 3篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 3篇 |
1968年 | 1篇 |
1924年 | 1篇 |
1889年 | 3篇 |
1850年 | 1篇 |
1828年 | 2篇 |
排序方式: 共有242条查询结果,搜索用时 15 毫秒
41.
The study investigated the stakeholders’ perceptions of South Korea’s higher education internationalization policy. Based on the research framework that defines four policy values—propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders’ perceptions. According to the findings, the stakeholders perceived that the government’s internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities. 相似文献
42.
43.
44.
45.
46.
This paper examines the relative importance of various categories of influence and formative life experiences on the development of environmental educators’ knowledge and concern for the environment. The authors analyse the ways in which the importance of influences may change through time or be affected by the subject's age. Conclusions are drawn and discussed, including the crucial role of the family and of childhood experiences outdoors in promoting the development of concern for the environment and pro‐environmental adult behaviour. 相似文献
47.
48.
Nora Palmer Gould 《Early Childhood Education Journal》1985,13(1):6-9
Mary Louise Harbinger was the new director of Tiny Tots Day Care Center. She was feeling decidedly uncomfortable. Ten minutes before, her first staff meeting had begun. She now sat facing fifteen pairs of hostile, blank eyes placed on fifteen unsmiling, distrustful faces.Nora Palmer Gould is the director of Northen Dutchess Day Care Center, Inc., in Rhinebeck, N.Y. 相似文献
49.
50.
In developing countries, skills development has been neglected. Skills development does not appear in the Millennium Development Goals (MDGs) or in many poverty reduction strategies and has been side-lined in favour of investment in primary education. However, it is hoped that discussion of skills development in the 2005 Global Monitoring Report and the World Summit in September 2005, will refocus attention on skills. In Ghana, skills development has received too little actual emphasis, despite the rhetoric of the Ghana Poverty Reduction Strategy (2003–2005), the new Growth and Poverty Reduction Strategy (2006–2009), and more than 150 years of preoccupation with making education more relevant to the world of work. 相似文献