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31.
Educational Configurations for Teaching Environmental Socioscientific Issues Within The Perspective of Sustainability 总被引:1,自引:0,他引:1
Education for Sustainability has become an institutional requirement in many countries. It takes many forms that can integrate
the teaching of environmental Socioscientific Issues (SSIs). In this context, we present the French notion of Socially Acute
Questions (SAQs). We develop a theoretical frame to analyse educational configurations applied to the teaching of SAQs within
the perspective of sustainability. This frame is built with a reference to a matrix integrating attributes of knowledge (universal,
plural, engaged or contextualised), teachers’ epistemological postures (scientism, utilitarianism, skepticsm or relativism)
and various didactic strategies (doctrinal, problematizing, critical or pragmatic). To illustrate this frame, three situations
of teaching-learning are compared. 相似文献
32.
Laurence S. Creider 《Cataloging & classification quarterly》2013,51(6):583-599
After more than forty-five years of cataloging experience with the Paris Principles and their impact on the international sharing of bibliographic data, the process of replacing them with a wider and deeper set of International Cataloguing Principles has been completed. This article compares the scope, technological context, process of decision making, conceptual framework, and amount of change involved in the adoption of the two different statements. 相似文献
33.
34.
This paper investigates degree classification outcomes for students with SQA Higher qualifications at an elite Scottish university. Students are characterised according to a new indicator based on their secondary school’s academic performance relative to the national (Scottish) average. The results show that our school context indicator provides valuable information for interpreting school qualifications with respect to a student’s potential to benefit from their university studies. If school context is ignored, raw school grades alone may be an incomplete measure of academic ability and the probability of success at university. 相似文献
35.
36.
The paper explores town-gown relations in Europe across thecenturies from the point of view of the university. It arguesthat the history of their relationship can be largely dividedinto two distinctive periods: one, in the period 1200–1800, whenthe University was in the town, but not of it; the other,post-1800, when the two were much more closely connected. Italso briefly examines the influence of the American campus modelon the European university system. 相似文献
37.
This paper presents the ongoing case study of a large pharmaceutical organisation currently undertaking a number of changes to their work practices. These collaborative changes are being facilitated by groupware systems. In many instances this has led to the rejection of or resistance to the more complex tools. The paper outlines research, based on a perspective informed by structuration theory, that provides the organisation with an approach to supporting staff in this new ‘collaborative environment’. An example, drawn from the case study, shows how such support might be developed and presents a set of recommendations for supporting a particular group, based on this research schema. 相似文献
38.
Laurence Bonnafous 《International Journal of Lifelong Education》2014,33(3):393-410
This article is drawn from broader qualitative research on innovation in the field of professional adult training within the framework of European pilot projects such as the LEONARDO projects. This research aims at contributing to a general understanding of the phenomenon of innovation, in the context of European calls for projects, as an instrument of the European Vocational Education and Training (VET) Policy, which is supposed to transform the national training systems of EU member states according to the Lisbon Strategy. For this article, the author has chosen to present some of the results of the analysis of the European VET Policy and its transition to a lifelong learning policy. The first part of this article describes the conceptual framework and more especially three of the main concepts examined: public policy, social innovation and European space. The second part distinguishes three periods in the European VET policy’s history, identified through a genealogical examination from its first step within the European Coal and Steel Community to the present lifelong learning policy. The third part highlights the specificity of this supranational public policy model and the links between the European VET policy, the LEONARDO programme and the pilot projects. In conclusion, this article supports the idea of antagonistic logics in the evolution of this policy, on at least three levels: decision-making powers, conception of VET systems and conception of learning. 相似文献
39.
Lila Norris, Laurence Shatkin, and Martin R. Katz are Senior Research Scientists, Guidance Research, Educational Testing Service, Princeton, New Jersey 08541. 相似文献
40.
Hariharan Swaminathan Linda L. Cook Laurence Cadorette 《Journal of Experimental Education》2013,81(2):17-21
Multiple measures taken on subjects are usually classified along two dimensions: (1) measures on the same dependent variable taken at different periods of time or occasions; and (2) measures on different dependent variables taken at one testing or observation period. In this paper an appropriate procedure for the analysis of “multivariate repeated measures” designs, i.e. designs in which measures are taken along both dimensions simultaneously, is discussed. Examples are given of the application of the procedure to quasi-experimental time-series designs and to the problem of determining rater agreement when a group of individuals are rated on more than one variable. 相似文献