全文获取类型
收费全文 | 349篇 |
免费 | 5篇 |
专业分类
教育 | 287篇 |
科学研究 | 9篇 |
各国文化 | 4篇 |
体育 | 26篇 |
文化理论 | 4篇 |
信息传播 | 24篇 |
出版年
2020年 | 3篇 |
2019年 | 15篇 |
2018年 | 15篇 |
2017年 | 24篇 |
2016年 | 9篇 |
2015年 | 4篇 |
2014年 | 7篇 |
2013年 | 85篇 |
2012年 | 12篇 |
2011年 | 8篇 |
2010年 | 12篇 |
2009年 | 13篇 |
2008年 | 13篇 |
2007年 | 20篇 |
2006年 | 6篇 |
2005年 | 9篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 10篇 |
2001年 | 4篇 |
2000年 | 11篇 |
1999年 | 4篇 |
1998年 | 5篇 |
1997年 | 3篇 |
1996年 | 6篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1987年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 1篇 |
1981年 | 2篇 |
1978年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1922年 | 1篇 |
1908年 | 1篇 |
1898年 | 1篇 |
1847年 | 1篇 |
排序方式: 共有354条查询结果,搜索用时 304 毫秒
71.
Lesley J.M. Wright 《Quest (Human Kinetics)》2013,65(3):273-283
This paper is based on the premise that physical education as a practical subject on an educational curriculum is often undervalued because the concept of practical knowledge is not sufficiently understood. Explanations that rely on either propositional knowledge or on practical reasoning are inadequate. A critique is given that exposes “knowing how” as an ambiguous concept. It is argued that the performance itself counts, judged against the public standards of excellence that a particular physical education activity demands. Practical knowledge, it is concluded, is a legitimate kind of knowledge where there will be evidence of intentional action and learning and where there will be an implicit, as well as an explicit, dimension. 相似文献
72.
This article considers the counter-intuitive observation that some of the wealthiest nations can feature low tertiary graduation rates (e.g. Austria, Germany, and Switzerland). It also considers the observation that many countries with high tertiary graduation rates show low levels of social equity, while many countries with low tertiary graduation rates show high levels of social equity. These observations are considered through the lenses of institutional perspectives, and specifically welfare and production régime theories. The analysis elaborates on educational attainment, patterns and key aspects of economic functioning and development, and educational attainment patterns and their relationship to social inequality. 相似文献
73.
Stewart Rodnon Kathleen Edgerton Kendall Richard L. Johannesen Kathleen Eggerton Kendall 《Communication quarterly》2013,61(1):47-50
Black, Edwin and Kerr, Harry P., American Issues Harcourt, Brace, and World, 750 Third Avenue, New York 17, New York. 1961, paper, $2.25. Wrage, Ernest J. and Baskerville, Barnet, American Forum, Speeches on Historic Issues, 1788–1900. Harper and Brothers, 49 East 33rd Street, New York 16, New York. 1960. Simmons, Harry, Executive Public Speaking Techniques. Chilton Company—Book Division, Philadelphia 39, Pennsylvania. 1959, $5.00. Jones, E. Einston, A Guide to Effective Speech. Longmans, Green and Company, 119 West 40th Street, New York 18, New York. 1961, $3.75. Smith, Joseph F. and Linn, James R., Skill in Reading Aloud. Harper and Brothers, 49 East 33rd Street, New York 16, New York. 1960, $5.75. 相似文献
74.
75.
Lesley Vidovich Magda Fourie Heinrich Alt Louis Van Der Westhuizen Somarie Holtzhausen 《Compare》2000,30(2):193-209
Over the last decade universities across the world have been grappling with quality and quality assurance issues. In several countries national policies on higher education quality assurance have been evolving, mostly with the purpose of putting external systems of quality assurance in place. In many instances, these policies and systems had less effect on the quality of teaching and learning than had been expected. This paper serves as a comparison of national quality policy developments in two countries, Australia and South Africa, and goes on to investigate the emerging tensions in quality policy processes in these countries. Whereas a number of similarities were discerned, differences were as evident, verifying the underlying assumption of the authors that notions of quality, and quality policies and their implementation are very much dependent on the particular localised contexts in which they exist. 相似文献
76.
77.
In 1988, most schools in Western Australia adopted a Unit Curriculum structure in the first three years of high school, following piloting of the scheme in seven schools in 1987. The goais of the Unit Curriculum are stated to be excellence, equity, and relevance, and one of its key features is the increased flexibility students have in making their subject selection. This article reviews the science enrollment and achievement patterns of males and females studying in the pilot schools in 1987, and for the first three years of the operation of the Unit Curriculum in 1988, 1989, and 1990. The data indicate that lowering the age for subject choice is associated with a reduction in the amount of science studies, especially by females, and with the early manifestation of sex-stereotyped subject selection. It appears that if early sex stereotyping is to be avoided, then students need to be provided with more structure in their selection of units. This article emphasizes the need for all involved in system-wide curriculum change to be fully informed of the potential benefits and dangers of curriculum models which allow wide flexibility, especially where curriculum change affects students' “choice point”. 相似文献
78.
79.
This paper identifies a range of problems associated with putting differentiation into practice. The opinions of head teachers, subject co‐ordinators, and teachers were sought, as well as those of the curriculum support staff in the Education and Library Boards on the extent to which these problems affected primary schools in Northern Ireland, and case‐studies illuminated these views. The results showed that the curriculum support staff regarded most problems in differentiation in a more serious light than the schools themselves did, but there was agreement on the acute lack of time to deliver a differentiated curriculum, on the shortage of human resources and on the difficulties with new assessment methods. 相似文献
80.
This paper focuses on the vital part played by teaching assistants in developing inclusive practices in Northern Ireland schools. In the case of mainstream schools, this means assisting with the integration of pupils with learning difficulties in regular classrooms. In the case of special schools, teaching assistants are required to have the knowledge and skills both to cope with children and young people who have a broad range of intellectual, physical and emotional difficulties, and to promote inclusion and participation beyond the school environment. However, the teaching assistant's position with respect to qualifications, professional development, conditions of employment and career structure, considering the greatly increased and varied demands placed upon them, has not been satisfactorily resolved at national level over some 30 years. By obtaining the views of practitioners in special and mainstream schools in Northern Ireland, the paper shows that the twin needs remain of improving teacher training and in-service training in the management of other adults in the classroom, and of enabling teachers to clarify fully the roles and responsibilities of the teaching assistant to promote an inclusive learning environment. 相似文献