全文获取类型
收费全文 | 561篇 |
免费 | 13篇 |
专业分类
教育 | 397篇 |
科学研究 | 31篇 |
各国文化 | 8篇 |
体育 | 50篇 |
信息传播 | 88篇 |
出版年
2022年 | 4篇 |
2020年 | 11篇 |
2019年 | 16篇 |
2018年 | 29篇 |
2017年 | 30篇 |
2016年 | 23篇 |
2015年 | 11篇 |
2014年 | 20篇 |
2013年 | 113篇 |
2012年 | 15篇 |
2011年 | 18篇 |
2010年 | 19篇 |
2009年 | 10篇 |
2008年 | 10篇 |
2007年 | 13篇 |
2006年 | 6篇 |
2005年 | 7篇 |
2004年 | 14篇 |
2003年 | 10篇 |
2002年 | 8篇 |
2001年 | 4篇 |
2000年 | 10篇 |
1999年 | 8篇 |
1998年 | 5篇 |
1997年 | 10篇 |
1996年 | 8篇 |
1995年 | 6篇 |
1994年 | 6篇 |
1993年 | 6篇 |
1992年 | 12篇 |
1991年 | 4篇 |
1990年 | 11篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 5篇 |
1986年 | 4篇 |
1985年 | 3篇 |
1984年 | 6篇 |
1983年 | 5篇 |
1982年 | 7篇 |
1981年 | 4篇 |
1980年 | 5篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 5篇 |
1976年 | 6篇 |
1973年 | 3篇 |
1971年 | 3篇 |
1968年 | 2篇 |
1927年 | 2篇 |
排序方式: 共有574条查询结果,搜索用时 15 毫秒
81.
Kelvin H. K. Tan 《Assessment & Evaluation in Higher Education》2004,29(6):651-662
Student self‐assessment is a popular practice for enhancing student empowerment in the assessment process. However, in recent times various writers have questioned whether the practice of student self‐assessment automatically enhances student autonomy. Some writers have even warned that students' participation in the assessment process may discipline, rather than empower, students. How can student self‐assessment be practised in a way that empowers its students instead of disciplining or controlling them? It is argued that student empowerment can only be realized if the ways that power is exercised over students in self‐assessment practices are first understood. This paper examines the issues of power that underlie student self‐assessment practices and analyses how different notions of power enhance or undermine student empowerment. The notion of the teacher's unilateral power as the basis for student self‐assessment is critically examined against three contrasting notions of power in student self‐assessment: sovereign power, epistemological power and disciplinary power. 相似文献
82.
Georgina Stewart 《Educational Philosophy and Theory》2019,51(7):684-692
AbstractWashday at the Pā (‘pā’ is used colloquially by Pākehā to refer to a Māori settlement) is the title of an old schoolbook, a picture reading book for younger schoolchildren, which was produced in 1964 by the state education system in Aotearoa-New Zealand in 1964, written and photographed by Ans Westra, who later became one of the most famous photographers in the country. Washday at the Pā provoked a national debate when the Minister of Education acceded to protests by the Māori Womens Welfare League against its use in classrooms by withdrawing it completely, and the story of this controversy has remained alive in national consciousness ever since. This research brings Māori feminist philosophy to the Washday debate: I take up Mana Wahine theory as a useful lens on the controversy, understood as an event about, with and for women, in the history of Māori education. The purpose of this article is to reread, using Mana Wahine theory, existing arguments about the book’s withdrawal, and to propose an original resolution of the question at the centre of debate: should the book have been withdrawn from schools, or not? 相似文献
83.
The authors explored the face-to-face English competence of five students who were participating in a larger study of teachers' use of English-based signing. Using case studies, the authors report on the students' development of English-based signing at the beginning and end of their involvement in this 4-year study. Grammatical forms similar in English and American Sign Language (ASL) were initially more readily produced when tested for in English, and showed consistently higher attainment levels across all the students, than grammatical forms that are different in English and ASL. The authors found emerging English forms that could be documented (a) between prompted and imitated utterances and (b) within blocks of test items examining the same grammatical constructions. The authors conclude that teachers' concerted efforts to use English-based signing as a language of instruction enhance deaf students' English acquisition. Such signing helps build a bridge between native sign language and the development of English skills necessary for literacy. 相似文献
84.
The authors discuss the evolution of approaches to college counseling outreach, and suggest that an initiator-catalyst approach makes the most sense in contemporary college counseling and mental health settings. A brief history of outreach models and approaches is presented along with an outline of and example of the initiator-catalyst approach. Topics related to this approach are also discussed: mass communications/technology, assessment, faculty, student, and staff change agents; and campus politics. 相似文献
85.
Sexual responses were conditioned in male Japanese quail using the opportunity to copulate with a female as the unconditioned stimulus (US). The conditioned stimulus (CS) was a 3-D object made of a taxidermically prepared female quail head mounted on a terry-cloth body. Both appetitive conditioned responses (approach and proximity to the CS) and consummatory conditioned responses (mount and cloacal contact directed toward the CS) developed when 2-min presentations of the CS were followed immediately by the US, but not when the CS and US were separated by trace intervals of 10 or 20 min (Experiment 1). Postconditioning sexual satiation suppressed conditioned cloacal contact responses more than conditioned approach to the CS (Experiment 2), and “acute” extinction suppressed both conditioned mounting and conditioned cloacal contact responses more than conditioned approach to the CS (Experiment 3). These results demonstrate a functional dissociation between conditioned appetitive and consummatory responses and imply that the motivational and/or associative mechanisms underlying the two types of behavior are distinct. 相似文献
86.
Research in the teaching and learning of evolutionary biology has revealed persistent difficulties in student understanding of fundamental Darwinian concepts. These difficulties may be traced, in part, to science instruction that is based on philosophical conceptions of science that are no longer viewed as adequately characterizing the diverse nature of scientific practice, especially in evolutionary biology. This mismatch between evolution as practiced and the nature of science as perceived by researchers and educators has a long history extending back to the publication of Darwin's theory of natural selection. An examination of how this theory was received by the scientific community of the time may provide insight into some of the difficulties that students have today in learning these important biological concepts. The primary difficulties center around issues of metaphysics and scientific method, aspects of the nature of science too often ignored in science education. Our intent is not to offer a specific course of action to remedy the problems educators currently face, but rather to suggest an alternative path one might take to eventually reach a solution. That path, we argue, should include the use of broader models of science that incorporate these elements of scientific practice to structure teaching and education research in evolution. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 1069–1089, 1998 相似文献
87.
Globalisation and education 总被引:3,自引:0,他引:3
Frances Stewart 《International Journal of Educational Development》1996,16(4):327-333
This paper analyses the links between globalisation and education. The growth of the global economy has increased opportunities for those countries with good levels of education, but has made growth more difficult for countries with weak levels of education. Countries with good human resources, high savings and good economic policies (chiefly in East and Southeast Asia) have attracted foreign investment and technology, and have experienced fast growth in exports of manufactures and in output per capita. Developed countries find it increasingly difficult to compete with such economies unless they invest in good education, training and skills, leading to high rates of innovation and productivity. Countries with weak levels of human resources have found it more difficult to succeed—and many, especially in Africa, have experienced falling per capita incomes. Globalisation has made it more difficult to build up educational levels in these countries, as public expenditure has been cut during adjustment. Hence virtuous and vicious cycles of development have emerged, with a good spread of education leading to high growth and generating resources for further development of education and, conversely, countries with poor human resources having low or negative growth and reduced potential for building up their educational systems. 相似文献
88.
89.
Debora L. Liddell Diane L. Cooper Margaret A. Healy Dafina Lazarus Stewart 《About Campus》2010,15(1):11-17
Educating for virtue has been a task of U.S. colleges and universities since the founding of this nation's first institution of higher learning. The authors of this article suggest that campus ethical elders have obligations toward students and toward younger colleagues who aspire to a life in education. 相似文献
90.