全文获取类型
收费全文 | 620篇 |
免费 | 8篇 |
专业分类
教育 | 484篇 |
科学研究 | 14篇 |
各国文化 | 11篇 |
体育 | 35篇 |
文化理论 | 4篇 |
信息传播 | 80篇 |
出版年
2022年 | 5篇 |
2021年 | 6篇 |
2020年 | 18篇 |
2019年 | 31篇 |
2018年 | 37篇 |
2017年 | 26篇 |
2016年 | 25篇 |
2015年 | 14篇 |
2014年 | 16篇 |
2013年 | 149篇 |
2012年 | 20篇 |
2011年 | 17篇 |
2010年 | 13篇 |
2009年 | 11篇 |
2008年 | 16篇 |
2007年 | 15篇 |
2006年 | 13篇 |
2005年 | 9篇 |
2004年 | 15篇 |
2003年 | 12篇 |
2002年 | 7篇 |
2001年 | 13篇 |
2000年 | 7篇 |
1999年 | 12篇 |
1998年 | 8篇 |
1997年 | 10篇 |
1996年 | 5篇 |
1995年 | 8篇 |
1994年 | 4篇 |
1993年 | 6篇 |
1992年 | 5篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 10篇 |
1988年 | 6篇 |
1987年 | 8篇 |
1985年 | 4篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 2篇 |
1981年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1967年 | 1篇 |
1939年 | 1篇 |
1931年 | 1篇 |
1860年 | 2篇 |
排序方式: 共有628条查询结果,搜索用时 15 毫秒
81.
We study the effects of homeschool background and time use on academic performance among students at Patrick Henry College, a private religious institution with a 63-credit core classical liberal arts curriculum. Using ordinary least squares regression analysis, we examine four research questions: (1) Does time use influence academic performance? (2) Do homeschooled students perform differently than traditionally schooled students? (3) Does parental education moderate the impact of homeschooling on academic performance? (4) Does homeschooling moderate the impact of ACT scores on academic performance? 相似文献
82.
83.
In this study, we worked with second-year engineering students at an Australian university to examine previously identified threshold concepts within the theoretical framework of Possible Selves. Using workshops as the context for intensive work with students, students were encouraged to consider their future lives and work, including their engineering fears, expectations, and aspirations. The findings revealed many students to have a poor understanding of the realities of engineering work. Moreover, perceived gaps between self-efficacy and the requirements of engineering work appeared to be motivating if students deemed it possible to reduce the gap, but demotivating if they identified a characteristic over which there was perceived to be no control. The study suggests that these engineering students needed more opportunities to explore both the roles of engineers and their own possible selves. Overall, the findings indicate that higher education students may need encouragement and support to explore potential future roles, and they strengthen calls for further research in this area. 相似文献
84.
The aim of this paper is to consider whether Hannah Arendt’s (1996) [Arendt, H. (1958/1998). Vita Activa. The Human Condition. Chicago: University of Chicago] concept of ‘public space’ is a potentially useful and creative way of thinking about aspects of Muslim children’s experiences within the context of education. Following a terror attack in 2011, when 77 people were killed, the then Norwegian prime minister stated that ‘our answer to this violence is more openness and more democracy but not naivety’. Accordingly, this paper draws on data so as to put concepts drawn from Arendt to work. In so doing, we indicate possibilities for ‘more openness and more democracy’ where Norwegian children can have Islam as an important element within their lives in ways that avoid the charge of naivety. 相似文献
85.
Rola Ajjawi Joanna Tai Tran Le Huu Nghia David Boud Liz Johnson Carol-Joy Patrick 《Assessment & Evaluation in Higher Education》2020,45(2):304-316
AbstractWork-integrated learning (WIL) is a feature of university courses, both in professional areas, where it is commonplace, but also across many different disciplines. Assessment of WIL can be complex as it involves parties and settings external to the university, and it can be problematic because of difficulties in aligning learning activities during placements with what is or can be assessed by the university. This paper explores the relationship between students’ placement experiences and accompanying assessments in contexts where activities are tightly coupled with the curriculum, and in those where it is not. It draws on a qualitative analysis of student interviews and drawings by the interviewees of their WIL experiences, supplemented with analysis of unit guides. Our findings highlight that students’ perceptions of authenticity of assessment were undermined by misalignments between the student, university and industry. Assessment authenticity was perceived by students as based on alignment between their current and future selves in the assessment process, involvement of industry supervisors and relevance of placement activities to assessment activities. The paper discusses the complexity of coordination of educational activities with external partners, especially when one party drives assessment. It then suggests a reframing of WIL assessment to promote alignment and authenticity. 相似文献
86.
C. H. Bennett V. L. Scahill D. P. Griffiths N. J. Mackintosh 《Learning & behavior》1999,27(3):333-345
Preexposure to two compound flavors (AX and BX) typically enhances their discriminability: An aversion conditioned to AX will generalize less to BX, especially if the preexposure regime has involved alternated presentations of AX and BX rather than presenting all AX trials before BX trials (or vice versa). One possible explanation of this finding is that alternating preexposure establishes inhibitory associations between the two unique features A and B, thus counteracting the generalization produced by excitatory associations between X and A and between X and B, which might result in either the retrieval of B on a conditioning trial to AX, or the retrieval of A on a test trial to BX. Three experiments on flavor aversion conditioning in rats tested these predictions. Experiment 1 suggested that the more important of these excitatory associations was that which allowed X to retrieve A on the test trial to BX. Experiment 2 suggested that the more important inhibitory association was that which allowed B to inhibit the representation of A on this test trial. Experiment 3 provided direct evidence of the role of this inhibitory B⊣A association. 相似文献
87.
88.
Glen Coutts Rebecca Soden Liz Seagraves 《The International Journal of Art & Design Education》2009,28(2):194-206
This article reports on an evaluation to interrogate the efficacy of a Scottish Government sponsored initiative to introduce an arts‐infused education model to primary (elementary) and secondary (high) schools called Arts Across the Curriculum. Between April 2005 and December 2007 the evaluation team gathered data about this three‐year pilot project, using a variety of instruments including surveys, structured observations, interviews and video diaries. This article presents some of the findings from the evaluation and in particular it focuses on the artists' views of the efficacy of the project; in short we wanted to know how they ‘saw it’. It should be noted that the research team that evaluated the initiative had no say in the design of the project. 相似文献
89.
ObjectiveTo present the need and plan for development of a General Comment for the UN Convention on the Rights of the Child Article 19 which has the potential to transform and advance child protection through the infusion of a child rights approach.MethodsThe Committee on the Rights of the Child (Committee) authorized ISPCAN and IICRD to draft a General Comment for CRC Article 19 (GC19) and to introduce implementation supports. An international working group (GC19WG), Expert Advisory Panel (EAP), and GC19 Focal Group of Committee members (GC19 CRC FG) have been organized to help guide and carry out the program of development. Analyses of relevant histories and knowledge, including effective and promising child protection strategies, are being applied to guide formulation of the GC and high priority implementation components. Consultations on the draft and supportive products will be conducted in cooperation with UNICEF, WHO, the NGO Group for the CRC, and other NGOs.Advice is to be solicited from interested parties and organizations in person and through distance communication throughout the world.ResultsIn addition to the GC19, numerous implementation supports will be planned and some will be produced and piloted during the program of development. Under consideration are an implementation guide and resources; commentary; accountability models, indicators, measures and evaluation systems; a clearing house and resource website; a child-appropriate version of GC19; and education/training curricula and programs.Practice implicationsGC19 has the potential to transform child protection by fostering a paradigm shift in its conceptualization, theory, research, and practice. Article 19 encourages an interpretation and application beyond narrow child protection conceptualizations and practices which have been found seriously inadequate. The General Comment can advance effective prevention of maltreatment and protection of personal security by promoting the child's rights, well-being, health, and development in all aspects of child protection. GC19 will provide support to the Committee on the Rights of the Child in its monitoring and guiding functions, and to States Parties, professionals, and civil society agents concerned with the protection and well-being of children. 相似文献
90.
Glenda Margaret Walsh Carol McGuinness Liz Sproule Karen Trew 《Early Years: An International Journal of Research and Development》2010,30(1):53-66
In the United Kingdom tensions have existed for many years between the pedagogical traditions of pre‐school, which tend to adopt developmentally oriented practices, and the more formal or subject‐oriented curriculum framework of primary school. These tensions have been particularly acute in the context of Northern Ireland, which has the earliest school starting age throughout Europe. In response to international research evidence and practice, a play‐based and developmentally appropriate curriculum, known as the Enriched Curriculum (EC), was introduced as a pilot in Year 1 and 2 classes in over 100 primary schools in Northern Ireland between 2000 and 2002 and continued until the Foundation Stage became statutory for all primary schools in 2007. This paper outlines four key lessons that have been learned from the first four years of the evaluation of this experience. These include the value and the meaning of a play‐based curriculum; the importance of teachers’ confidence and knowledge; teaching reading in a play‐based curriculum; and easing transitions in a play‐based curriculum. 相似文献