全文获取类型
收费全文 | 555篇 |
免费 | 8篇 |
国内免费 | 2篇 |
专业分类
教育 | 382篇 |
科学研究 | 77篇 |
各国文化 | 4篇 |
体育 | 36篇 |
综合类 | 1篇 |
文化理论 | 6篇 |
信息传播 | 59篇 |
出版年
2022年 | 7篇 |
2021年 | 6篇 |
2020年 | 13篇 |
2019年 | 15篇 |
2018年 | 22篇 |
2017年 | 23篇 |
2016年 | 23篇 |
2015年 | 12篇 |
2014年 | 21篇 |
2013年 | 87篇 |
2012年 | 7篇 |
2011年 | 16篇 |
2010年 | 8篇 |
2009年 | 7篇 |
2008年 | 12篇 |
2007年 | 7篇 |
2006年 | 7篇 |
2005年 | 8篇 |
2004年 | 11篇 |
2003年 | 9篇 |
2002年 | 8篇 |
2001年 | 12篇 |
2000年 | 7篇 |
1999年 | 9篇 |
1998年 | 8篇 |
1996年 | 8篇 |
1994年 | 8篇 |
1993年 | 4篇 |
1992年 | 10篇 |
1991年 | 7篇 |
1990年 | 9篇 |
1989年 | 10篇 |
1988年 | 7篇 |
1987年 | 4篇 |
1986年 | 9篇 |
1985年 | 10篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1980年 | 8篇 |
1978年 | 14篇 |
1976年 | 8篇 |
1974年 | 8篇 |
1973年 | 4篇 |
1972年 | 4篇 |
1969年 | 4篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1965年 | 4篇 |
1961年 | 3篇 |
1947年 | 3篇 |
排序方式: 共有565条查询结果,搜索用时 0 毫秒
201.
Kamil Z. Özerk 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(3-4):253-265
Cyprus, the third largest island in the Mediterranean Sea, has never been monolingual. For over four hundred years the two main languages of the island have been Turkish and Greek. Turkish-Cypriots and Greek-Cypriots met each other in the streets, but seldom in the schools. The Greek language had a place in the Turkish-Cypriots' educational system during some periods in history, but the Greek-Cypriots have never given the Turkish language a place in their school system. Until recent years, the majority of Turkish-Cypriots have had communicative competence in Greek. In contrast, there have been very few Greek-Cypriots who had communicative competence in Turkish. The history of Cyprus clearly shows that lack of policies for bilingualism on the island has weakened the good relationship between the two folk groups. The fact that the learning of the global language English is happening to the detriment of the learning of Greek among Turkish-Cypriots makes the integration of the two main cultural groups of Cypriots more difficult. Using the island's historical background, especially the intercommunal dispute during the last four decades as a basis, the author argues for a closer relationship between the economic, social, cultural, including bilingual and educational policy of the two parts of Cyprus. He sees this as the best peace policy for the island. 相似文献
202.
Prof. Dr. Vera King Prof. Dr. Hans-Christoph Koller Dipl.-P?d. Janina Z?lch Javier Carnicer M. A. 《Zeitschrift für Erziehungswissenschaft》2011,14(4):581-601
Many studies have shown that young males of Turkish descent are disadvantaged in terms of educational opportunity in Germany. In this, the lower educational successes of children from migrant families are neither simple effects of lower levels of social capital nor of lower educational aspiration. With the aim of tracing unexplained mechanisms of the intergenerational transmission of educational chances, the interdependency of educational success or failure of young men of Turkish descent and adolescent processes of detachment and family relations were reconstructed using an intergenerational research design. This shows the major importance of parents?? processing of their immigration experiences in the context of discrimination and disadvantage, the effects of this on the parent-child-relationship, especially in adolescence, and the impact of intergenerational dynamics on the realization, processing and effects of differing educational aspirations and careers. 相似文献
203.
E. Z. Suleymenov N. I. Ponomareva A. K. Dzhumabekov T. S. Kubieva G. A. Kozbagarova 《Scientific and Technical Information Processing》2011,38(3):159-165
The role of Kazakhstan and other countries of the Commonwealth of Independent States in the global scientific landscape in
1996–2006 is analyzed on the basis of statistical data obtained from the Scopus database. The analysis of bibliometric indicators,
publication activity, and citation per country and per field of study is presented in absolute terms and per population of
a given country. 相似文献
204.
The current study is the first to investigate the school selection considerations and school-related experiences of sexual-minority parents with young children. The sample consisted of 210 parents in 105 couples, including 35 lesbian couples, 30 gay male couples, and 40 heterosexual couples, all of whom had adopted a child three years earlier. We found that parents with less income were more likely to consider cost in choosing a preschool, and parents with less education were more likely to consider location. More educated parents tended to emphasize racial diversity and the presence of adoptive families, and, among sexual-minority parents, the presence of other lesbian/gay parents. Sexual-minority parents were more likely to consider racial diversity than heterosexual parents. In reporting on their experiences with schools, heterosexual parents were more likely to perceive mistreatment due to their adoptive status than sexual-minority parents, and sexual-minority parents living in less gay-friendly communities were more likely to perceive mistreatment due to their sexual orientation than sexual-minority parents living in more gay-friendly communities. Our findings have implications for early childhood educators and administrators seeking to create an inclusive learning community for all types of families. 相似文献
205.
Ebru Z. Mugaloglu 《Science & Education》2014,23(4):829-842
The intrusion of pseudoscience into science classrooms is a problem in science education today. This paper discusses the implications of constructivist pedagogy, which relies on the notions of viability and inter-subjectivity, in a context favourable to the acceptance of pseudoscience. Examples from written statements illustrate how prospective science teachers in Turkey readily accept pseudoscientific explanations of the origin of species. Constructivist pedagogy underestimates, if not ignores, the difficulty of holding rational discussions in the presence of pseudoscientific or absolute beliefs. Moreover, it gives a higher priority to learners’ exposure to alternative constructions through social negotiation than to furthering their appreciation of science. Under these circumstances, self-confirmation and social pressure to accept existing pseudoscientific beliefs may be unanticipated consequences of social negotiation. Considering the aim of science education to foster an appreciation of science, the implications of constructivist pedagogy are, or should be, of great concern to science educators. 相似文献
206.
Maricela Oliva Harriett D. Romo Victor Zúñiga Olivia López 《International journal of qualitative studies in education》2014,27(8):951-958
This co-editors’ introduction provides a context for the special issue on qualitative research in Mexico and introduces the five papers selected for publication. Papers present findings from qualitative research that explore the topics of teaching; school leadership; language education policy; and women in traditionally male, postsecondary engineering programs. 相似文献
207.
Indira N. Z. Day Floris M. van Blankenstein Michiel Westenberg Wilfried Admiraal 《Assessment & Evaluation in Higher Education》2018,43(6):908-929
In-course assessment, such as midterms, quizzes or presentations, is often an integral part of higher education courses. These so-called intermediate assessments influence students’ final grades. The current review investigates which characteristics of intermediate assessment relate to these grades. In total, 88 articles were reviewed that examined the relationship between intermediate assessment and student grades. Four main characteristics were identified: the use of feedback, whether the assessment is mandatory, who is the assessor, and the reward students get for participating. Results indicate that corrective feedback leads to the most positive results, but elaborate feedback may benefit lower achieving groups. No difference in results was found for mandatory versus voluntary intermediate assessments. Peer assessment seemed to be beneficial, and rewarding students with course credit improves grades more than other rewards. Three scenarios are presented on how teachers can combine the different characteristics to optimise their intermediate assessment. 相似文献
208.
209.
Abbie E. Goldberg Genny Beemyn JuliAnna Z. Smith 《Journal of educational and psychological consultation》2019,29(1):27-67
ABSTRACTThis mixed-methods study of 507 trans and gender-nonconforming students (75% undergraduate, 25% graduate) aimed to understand (a) what institutional factors are associated with the presence of more trans-inclusive policies/supports, (b) what trans-inclusive policies/supports are viewed as important by different groups of trans students, and (c) how the presence of such policies/supports is related to trans students’ sense of belonging on campus and their perception of campus climate. Results indicated that religiously affiliated institutions and two-year institutions tend to lag behind in their inclusivity of trans students. Gender-inclusive restrooms, nondiscrimination policies that are inclusive of gender identity, and the ability to change one’s name on campus records without legal name change were among the supports that students valued most. Students articulated many concrete suggestions for institutions seeking to be more inclusive of their trans students. The known presence of trans-inclusive policies/supports was related to a greater sense of belonging and more positive perceptions of campus climate. These findings provide consultants and practitioners with guidance in identifying and promoting systems-level changes needed to support trans students. 相似文献
210.