全文获取类型
收费全文 | 611篇 |
免费 | 5篇 |
国内免费 | 4篇 |
专业分类
教育 | 490篇 |
科学研究 | 14篇 |
各国文化 | 9篇 |
体育 | 53篇 |
综合类 | 9篇 |
文化理论 | 1篇 |
信息传播 | 44篇 |
出版年
2022年 | 4篇 |
2021年 | 3篇 |
2020年 | 10篇 |
2019年 | 15篇 |
2018年 | 17篇 |
2017年 | 17篇 |
2016年 | 25篇 |
2015年 | 21篇 |
2014年 | 8篇 |
2013年 | 127篇 |
2012年 | 17篇 |
2011年 | 16篇 |
2010年 | 26篇 |
2009年 | 16篇 |
2008年 | 17篇 |
2007年 | 20篇 |
2006年 | 24篇 |
2005年 | 15篇 |
2004年 | 16篇 |
2003年 | 17篇 |
2002年 | 16篇 |
2001年 | 13篇 |
2000年 | 10篇 |
1999年 | 12篇 |
1998年 | 11篇 |
1997年 | 5篇 |
1996年 | 12篇 |
1995年 | 12篇 |
1994年 | 17篇 |
1993年 | 6篇 |
1992年 | 10篇 |
1991年 | 8篇 |
1990年 | 4篇 |
1989年 | 4篇 |
1988年 | 6篇 |
1985年 | 3篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1981年 | 6篇 |
1980年 | 6篇 |
1979年 | 2篇 |
1977年 | 1篇 |
1976年 | 3篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1966年 | 1篇 |
1931年 | 1篇 |
排序方式: 共有620条查询结果,搜索用时 0 毫秒
91.
92.
Gale Seiler 《科学教学研究杂志》2001,38(9):1000-1014
Recognizing the persistent science achievement gap between inner‐city African American students and students from mainstream, White society, this article suggests that the imposition of external standards on inner‐city schools will do little to ameliorate this gap because such an approach fails to address the significance of the social and cultural lives of the students. Instead, it is suggested that the use of critical ethnographic research would enable educators to learn from the students how science education can change to meet their aims and interests. The article includes a report on how a science lunch group in an inner‐city high school forged a community based on respect and caring and how this community afforded African American male teens the opportunity to participate in science in new ways. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1000–1014, 2001 相似文献
93.
94.
In this paper we problematise the notion of authority as it appears in discourse relating to school discipline. The account of authority that dominates is narrow and restricted, and the term is sometimes used as a synonym for control. This prohibits full consideration of the range of relationships in which authority manifests itself. We draw on sociological and philosophical literature, and argue that a multi-dimensional concept of authority may offer a more nuanced framework for theorising student–teacher relationships in schools. We consider how each of the forms of authority outlined by Wrong (2002)—coercive, legitimate, competent, personal and authority by inducement—may have some application to the classroom setting. In particular we explore the concept of ‘personal authority' and its potential to enhance understanding of the contested and under-theorised concept of authority. We begin by exploring ways in which the current policy context presents challenges to particular forms of authority. 相似文献
95.
96.
97.
98.
The concept of social capital, and its role in the development of political stability and economic growth, has become a topic of increasing interest in state, business and community sectors alike. Within this body of discourse, though, it is generally assumed that the influence of social capital is from the ‘outside-in’: that social capital is generated within institutions of civil society and is beneficially utilized by private and public sector organizations. Through a case study of a South African industrial organization, this paper provides an example of ‘inside-out’ influence where social capital generated by collaborative forms of social organization at the workplace, is distributed across family and community structures. The authors argue that this process, whereby civil society becomes a beneficiary of social capital produced in business and industrial workplaces, offers new policy options for social renewal especially within societies that have subjected to civil unrest and/or prolonged periods of oppression of some kind. 相似文献
99.
100.
The contributors to this special issue explore the connections between metacognition and personal epistemology. This commentary
on the five articles addresses definitional concerns regarding both epistemology and metacognition, discusses the conceptual
relation between the constructs, critiques methodological approaches, and suggests developmental considerations in this type
of research. 相似文献