全文获取类型
收费全文 | 424篇 |
免费 | 10篇 |
专业分类
教育 | 337篇 |
科学研究 | 8篇 |
各国文化 | 3篇 |
体育 | 7篇 |
文化理论 | 2篇 |
信息传播 | 77篇 |
出版年
2023年 | 1篇 |
2022年 | 2篇 |
2021年 | 7篇 |
2020年 | 6篇 |
2019年 | 11篇 |
2018年 | 9篇 |
2017年 | 10篇 |
2016年 | 12篇 |
2015年 | 14篇 |
2014年 | 18篇 |
2013年 | 103篇 |
2012年 | 7篇 |
2011年 | 15篇 |
2010年 | 8篇 |
2009年 | 8篇 |
2008年 | 14篇 |
2007年 | 15篇 |
2006年 | 8篇 |
2005年 | 16篇 |
2004年 | 7篇 |
2003年 | 8篇 |
2002年 | 13篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 5篇 |
1997年 | 4篇 |
1996年 | 10篇 |
1995年 | 10篇 |
1994年 | 7篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1991年 | 8篇 |
1990年 | 6篇 |
1989年 | 5篇 |
1988年 | 3篇 |
1987年 | 2篇 |
1986年 | 6篇 |
1985年 | 4篇 |
1984年 | 1篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 4篇 |
1976年 | 3篇 |
1973年 | 1篇 |
排序方式: 共有434条查询结果,搜索用时 31 毫秒
421.
Abhijnhan A Surcheva Z Wright J Adams CE 《Health information and libraries journal》2007,24(3):200-203
BACKGROUND: The University of Sofia, Bulgaria, disseminates local biomedical literature (1994 to present) through a free online database, ABS. OBJECTIVES: Our objectives were to systematically search ABS, identify citations to controlled trials and discover what proportion of these studies are to be found on medline. METHODS: We searched using Bulgarian and English phrases; manually selected citations of controlled trials and sought these citations on medline. Results: Using the two languages, we found a total of 628 unique citations, 47 of which seem to be relevant controlled trials (precision 7.48%, 13% of ABS citations were found on medline). The trials in ABS commonly focused on evaluation of care for people with cardiovascular or urological problems. DISCUSSION: ABS is another source of easily accessed trials not readily available elsewhere. 相似文献
422.
We defend public anonymity in the light of the threat posed by digital technology. Once people could reasonably assume that they were fairly anonymous when they left the house. They neither drove nor walked around with GPS devices; they paid their highway tolls in cash; they seldom bought on credit; and no cameras marked their strolls in the park or their walks down the street. Times have changed. We begin with a brief discussion of the concept of anonymity. We then argue that public anonymity helps promote privacy in public. Next, we argue that public anonymity is worth protecting insofar as it promotes autonomy. After that we attempt to show how digital technology threatens public anonymity in the context of CCTV and GPS devices. We argue for a significant scaling back of public surveillance. We close with some thoughts on what we take to be the gratuitous costs imposed on those who would attempt to preserve their anonymity in public. 相似文献
423.
424.
425.
Judy Kalman Victor Rendón 《International journal of qualitative studies in education》2014,27(8):974-991
In recent years, the Secretariat of Public Education in Mexico has supplied a significant number of schools with computers and connectivity, putting important resources into the purchase and installation of equipment. It is assumed that teachers will somehow naturally transition to using these tools and in fact, new curricular guidelines derived from international policy put them under a great deal of pressure to do so. This paper presents an up-close, qualitative look at one teacher’s efforts for incorporating technology into her history class and her process of constructing a working knowledge of using the computer, searching for ideas and materials on the Internet, and creating activities for her students. Equally important for incorporating technology into her teaching were the institutional and technical obstacles such as obsolete technology, insufficient connectivity, and school site constraints she confronted. Her case illustrates the complexity of using computer and Internet technologies in classroom settings. 相似文献
426.
Bruce Johnson Barry Down Rosie Le Cornu Judy Peters Anna Sullivan Jane Pearce 《Teachers and Teaching》2014,20(5):530-546
In this paper, we undertake a brief review of the ‘conventional’ research into the problems of early career teachers to create a juxtaposed position from which to launch an alternative approach based on resilience theory. We outline four reasons why a new contextualised, social theory of resilience has the potential to open up the field of research into the professional lives of teachers and to produce new insights into the social, cultural and political dynamics at work within and beyond schools. We then move from these theoretical considerations to explain how we used them in a recent Australian research project that examined the experiences of 60 graduate teachers during their first year of teaching. This work led to the development of a Framework of Conditions Supporting Early Career Teacher Resilience which we outline, promote and advocate as the basis for action to better sustain our graduate teachers in their first few years of teaching. Finally, we reflect on the value of our work so far and outline our practical plans to ‘mobilise’ this knowledge in ways that will make it available to a variety of audiences concerned with the welfare of this group of teachers. 相似文献
427.
428.
Anna K. Wood Ross K. Galloway Christine Sinclair Judy Hardy 《Teaching in Higher Education》2018,23(7):818-834
In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’ 相似文献
429.
430.