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941.
Eco-heroic quests for environmental communion continue to be represented, mediated, and glorified through film and media narratives. This paper examines two eco-heroic quests in the Alaskan ‘wilderness’ that have been portrayed in two Hollywood motion pictures: the movies Grizzly Man and Into the Wild. Both films vividly document and re-inscribe heroic status to the stories of Timothy Treadwell (Grizzly Man) and Christopher McCandless (Into the Wild), their tragic encounters with nature, and the pivotal experiences that gave them both eco-heroic identities in the American imagination. As is often the case for Greek and Shakespearean dramas, each hero met a tragic, unnecessary death in Alaskan ‘wilderness’, but in the process reiterated a settler colonial narrative. We argue that an Indigenous-focused Land education and its counter-narratives of holistic relations are sorely needed. It is Indigenous Land education that can break the cycle of Eurocentric celebrations of solitary heroism, rugged individualism, and ignorance of place. In order to forge Indigenous/non-Indigenous relations in our cultural imaginations and to address compounding environmental struggles, we need to turn to Indigenous stories and teachings that are already in place, in deep relation with the Land, water, animals and plants on Indigenous territory. We need to turn to Land education that is currently not in place or acknowledged in environmental education. 相似文献
942.
Poetry is one of the most feared and least understood literary genres in our public schools. Boys, in particular, are frequently perceived to be resistant to poetry instruction; a view that often stems from a limited vision of what poetry is and a misread of masculinity. Nevertheless, the study of poetry provides many benefits in the journey to becoming a competent and expressive writer. In this study, the writing practices of 20 fourth- and fifth-grade boys in a low socioeconomic US urban school were investigated as they engaged in the writing and performance of poetry across a 4-week poetic genre study. Audio-recordings of interview responses, video-recordings of poetry performances, drafts of participants’ original poems, and other relevant classroom artifacts were analysed using interpretive analytic methods to identify themes in and across data sources. Analyses revealed that it was possible to create an environment in which these elementary-aged boys were willing (and sometimes even eager) to engage with poetry. This engagement with and enjoyment of poetry appeared to originate from several sources. First, through the freedom and choice afforded by poetry, participants were able to give voice to those experiences, thoughts, and feelings that were important to them. Second, through the use of mentor texts and role models of visiting poets, participants appropriated and transformed the voices around them to create poems which arguably incorporated some sophisticated language and literary devices. Third, through poetry performance, participants found a space in which their voices could be heard and valued. 相似文献
943.
How can teachers engage in new ways of teaching that demonstrate student achievement beyond required standardized testing? This article by teachers for teachers shares one team's experience engaging in documentation with children via ongoing projects. Teachers shifted how they viewed assessment, used assessment tools and negotiated the curriculum and standards to which they must adhere in their district. Teachers found that, when they provided children with learning experiences that extended over the course of several days and incorporated time for inquiry-based exploration and child-initiated activities, they saw expertise where they had not seen it before. In addition, this article considers the challenges of alternative forms of assessment in a climate of high-stakes testing and curriculum implementation. Teachers as a group are particularly susceptible to the pressures of testing policy. Thinking about navigating policy as a necessary part of teaching might be a way for professionals to frame their work as they adopt new stances towards teaching and learning. 相似文献
944.
Lisa G. O'Connor Author Vitae 《Library & information science research》2011,33(3):228-235
Using an everyday life information-seeking (ELIS) perspective, this ethnographic study describes the information-seeking behaviors of women's investment club members. It identifies three general motivations for interest in investing and club membership, and ties those motivations to distinct variations in information behavior. Study findings identify gaps between information needs and use, and highlight potential areas for improving the abilities of female investors to locate, evaluate, and use information for investment decision-making. 相似文献
945.
Lisa Gibbs Elyse Snowdon Karen Block Hugh Colin Gallagher Colin MacDougall Greg Ireton 《Pastoral Care in Education》2014,32(1):68-87
The impact of disasters on the mental health, well-being and social inclusion of children and young people is well established. However, there is very limited evidence about effective community-based interventions to support positive outcomes. In this paper, we review the empirical and theoretical evidence and propose a conceptual framework to guide longer term community-based interventions, modified from an already developed multidimensional framework for refugee integration. We demonstrate its relevance, with some adjustments, through alignment with the disaster literature, particularly as it relates to children and young people. We also pilot the framework by applying it to an analysis of the services and initiatives delivered to support children and young people following the 2009 Victorian bushfires in Australia. The results suggested a concentration of funding on individually oriented, mental health programmes targeting secondary school-aged students. This may indicate under-resourcing of initiatives for younger children. There also appeared to be very limited inclusion of programmes aiming to re-establish a sense of safety and stability. Despite recognition of the important role of schools in supporting children and young people post-disaster, the analysis of initiatives indicated there was limited external funding support for school-based programmes. There were promising indications of programmes providing opportunities for children and young people to develop citizenship in the post-disaster recovery context, and scope for this to be extended to preparedness and response roles. 相似文献
946.
Using Constructivism to Develop a Quality Framework for Learner Support: A Case Study 总被引:2,自引:2,他引:0
In this article Gill Young and Di Marks‐Maran of the Wolfson Institute of Health Sciences at Thames Valley University, England, analyse the change process which has taken place at that University in learning and teaching strategies. The authors identify constructivist approaches to learning as particularly influential in the development of distance education and supporting quality frameworks. 相似文献
947.
948.
Lisa Pine 《History of education》2013,42(2):232-250
Whilst much has been written on the role and function of the elite schools in Hitler’s vision for his ‘thousand-year Reich’, this article focuses on an area within the history of the Ordensburgen that has not been examined – that is, the content of training for particular groups given at these elite educational institutions during the wartime period. This article begins with a short general overview of the role of the Ordensburgen in Nazi society for the purpose of contextualisation and then moves on to examine the specific lecture programmes of the training course for South Tyrolean political leaders, which took place at Ordensburg Sonthofen from 12 August–4 September 1940. Its purpose is to discover the lecture content and training given to political leaders in this elite educational institution. 相似文献
949.
Lisa Gieskes 《Public Library Quarterly》2013,32(1):49-57
This article reports on a 2008 online survey about library services to the poor conducted by the American Libarary Association (ALA) Office for Literary and Outreach Services (OLOS) committee. The survey is precedent to the preparation of an ALA action agenda for library work with poor persons that is going to occur through 2009‐10. Though limited in its scope and participation, the survey results do suggest many of the persistent issues that are involved in the development of successful library services for poor persons. 相似文献
950.
Lisa Romero 《Behavioral & Social Sciences Librarian》2013,32(2):57-58
The focus of this article is to move away from 'selective' and 'competitive' college guides and rankings aimed at elite high school students. The authors describe and evaluate guides which address the opportunities in higher education for the older student, for minorities and women, Christian and Jewish students and for students with special needs. The different perspectives these guides describe are a natural corollary to diverse student populations and programs. 相似文献