全文获取类型
收费全文 | 1120篇 |
免费 | 14篇 |
专业分类
教育 | 840篇 |
科学研究 | 57篇 |
各国文化 | 9篇 |
体育 | 124篇 |
文化理论 | 30篇 |
信息传播 | 74篇 |
出版年
2022年 | 4篇 |
2021年 | 6篇 |
2020年 | 9篇 |
2019年 | 29篇 |
2018年 | 36篇 |
2017年 | 42篇 |
2016年 | 45篇 |
2015年 | 22篇 |
2014年 | 33篇 |
2013年 | 268篇 |
2012年 | 32篇 |
2011年 | 29篇 |
2010年 | 17篇 |
2009年 | 17篇 |
2008年 | 32篇 |
2007年 | 22篇 |
2006年 | 16篇 |
2005年 | 16篇 |
2004年 | 28篇 |
2003年 | 20篇 |
2002年 | 19篇 |
2001年 | 21篇 |
2000年 | 26篇 |
1999年 | 13篇 |
1998年 | 14篇 |
1997年 | 21篇 |
1996年 | 17篇 |
1995年 | 22篇 |
1994年 | 14篇 |
1993年 | 5篇 |
1992年 | 13篇 |
1991年 | 12篇 |
1990年 | 11篇 |
1989年 | 17篇 |
1988年 | 4篇 |
1987年 | 9篇 |
1986年 | 13篇 |
1985年 | 18篇 |
1984年 | 11篇 |
1983年 | 16篇 |
1982年 | 13篇 |
1981年 | 10篇 |
1980年 | 8篇 |
1979年 | 15篇 |
1978年 | 7篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1974年 | 4篇 |
1973年 | 8篇 |
1971年 | 4篇 |
排序方式: 共有1134条查询结果,搜索用时 15 毫秒
141.
Towards a Metaphysics of Complexity 总被引:1,自引:0,他引:1
Keith Robinson 《Interchange》2005,36(1-2):159-177
In this paper I combine aspects of process philosophy and elements from philosophies of difference in order to give some indication of how we might begin to construct a metaphysics of contemporary science. I will focus on the work of Whitehead and Deleuze as representatives of each respective tradition and try to show how their work can be fruitfully articulated together in the context of complexity theory. 相似文献
142.
143.
ABSTRACTIn the course of introducing a themed issue of the journal on “Innovation in Teacher Education’, we lay out an argument for re-examining the meaning of innovation in the field, shifting it away from the dominance of the economistic and technological. Acknowledging its status as a ‘buzzword’, we distinguish between purposes for innovation and, in particular, between changes driven by arguments for social mobility and those driven by social justice and equity. Two imperatives for innovation underpinned by arguments for social justice and equity are identified: the concept of a ‘teacher education debt’, built on Ladson-Billings’ more general notion of ‘education debt’; and the humanization of learning, teaching and becoming a teacher as person-centred, relational practices. The final section of the article introduces each of the six papers in the context of the discussion in previous sections about these imperatives for change. 相似文献
144.
145.
Christopher Colclough Keith Lewin John Oxenham 《International Journal of Educational Development》1985,5(4):295-306
In recent years a number of donor agencies have increased their lending to primary education in developing countries. However, some characteristics of primary schooling make it unsatisfactory for capital aid support, and arguments to increase recurrent funding are always controversial in aid policy circles. Nevertheless, this paper argues that this support should be further strengthened. It briefly reviews the economic case for such an emphasis. It analyses the typical problems faced in primary education, and the policy choices facing national governments. The final section outlines the main opportunities and priorities for increased donor agency support to the primary sector. 相似文献
146.
Between 1986 and 1993, tertiary education institutions, [TEIs] in New Zealand have transformed their annual reports from being uninformative, untimely and unobtainable documents, to ones that are well-presented, comprehensive and readily available in a timely fashion (Coy, Tower & Dixon, 1994). This paper reports a study of the events and experiences according to report preparers in bringing about this change, including the incentives and difficulties that they have been facing.The study uses data collected from 48 staff involved in report preparation at 15 of the 37 TEIs that are in New Zealand. These data are qualitative, and are analysed from a realist perspective mixing causal analysis and interpretive understanding (Silverman 1985).The study suggests that the mandated changes to reporting are seen as one facet of several recent public sector reforms in New Zealand. Interviewees felt that the changes to reporting were driven externally by legislation, and internally by the stances taken by some chief executive officers and by the professional ardour of some accountants. Moreover, the Audit Office was seen as a prominent agent of change.The general reactions of preparers of reports to the reforms range from strong support to resentment and scepticism. A major concern voiced was the potential for data reported by TEIs to be used for political purposes. On the other hand, improved staff motivation was noted in many institutions as well as greater cost consciousness and awareness of student, needs. However, these positive attributes were probably derived from the reforms in general, and not just from the changes to reporting. 相似文献
147.
Formulation of stable difference schemes for systems of initial-value partial differential equations
A general system of initial-value partial differential equations is classified into four categories based on the partial differential operators which define the equations. Specific combinations of the operators are termed “invariants” since they are common to all finite difference approximations to the system of equations. The “invariants” are used to a priori determine if one may formulate a stable difference approximation to a system of partial differential equations. This is in essence a numerical existence theory. 相似文献
148.
149.
Professor Wolff-Michael Roth Campbell J. McRobbie Keith B. Lucas 《Research in Science Education》1998,28(1):107-118
We analyse and explore, in the form of dialogues and metalogues questions about the dialogic nature of beliefs and students
belief talk about the nature of science and scientific knowledge. Following recent advances in discursive psychology, this
study focuses not on students' claims but on the discursive resources and dialogical practices that support the particular
claims they make. We argue that students' discourse is better understood as a textual bricolage that is sensitive to conversational
context, common sense, interpretive repertoires, and textual resources available in the conversational situation. Our text
is reflexive as it embodies the discursive construction of knowledge and undercuts any claims to authoritative knowledge.
The very conception of “belief” is itself an expression or construction from within the mundane idiom.... We learn to use
“belief” in conditions when the “objective facts” are unknown or problematic and we want to indicate the tenuous character
of our claim.... The notion of “real world” or “objective reality” is embedded in an extensive, pervasive language game which
includes as an intelligible move or possibility the use of the very concept of “belief” itself. (Pollner, 1987, p. 21) 相似文献
150.