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In general, rhetoric and myth play important roles in policymaking. Myths may inspire collective action but may also mystify and blur views on reality. In this article we identify, analyze, and reflect on the myths underlying the e-government programs of Australia, Canada, the United Kingdom, Denmark, and the Netherlands. We found that in all national policies myths of technological inevitability, a new and better government, rational information planning, and empowerment of the intelligent citizen can be discerned. Although the mobilizing powers of these myths are acknowledged, we conclude that existing empirical studies have generated little support for the inescapable telos of these myths, which makes canvas cleaning effects of e-government initiatives less likely. 相似文献
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Anders Albrechtslund 《Ethics and Information Technology》2007,9(1):63-72
This article offers a discussion of the connection between technology and values and, specifically, I take a closer look at
ethically sound design. In order to bring the discussion into a concrete context, the theory of Value Sensitive Design (VSD)
will be the focus point. To illustrate my argument concerning design ethics, the discussion involves a case study of an augmented
window, designed by the VSD Research Lab, which has turned out to be a potentially surveillance-enabling technology. I call
attention to a “positivist problem” that has to do with the connection between the design context and the use context, which
VSD seems to presuppose, and I argue that it is necessary to clearly distinguish between the two, since the designers’ intentions
do not always correspond with the users’ practice; in fact, the relation between design and use is very complex and principally
unpredictable. Thus, a design theory must accept that foresight is limited to anticipation rather than prediction. To overcome
the positivist problem, I suggest a phenomenological approach to technology inspired by Don Ihde’s concept of multistability.
This argument, which is general in nature and thus applies to any theory of design ethics, is intended as a constructive criticism,
which can hopefully contribute to the further development of design ethics. 相似文献
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ABSTRACTOne remarkable feature of the contemporary school landscape in England is the number of schools that have chosen the co-operative framework to shape their work and relationships. When a group of schools decides to become a co-operative trust, leadership challenges arise both in the process of establishing an inclusive collaborative cluster and in living out co-operative values. To add to the limited literature on co-operative school leadership, a study in a school cluster trust explored headteachers’, governors’ and teachers’ perspectives and beliefs through interviews, group discussions and questionnaires. These data sources revealed some of the motivations for, benefits of, and strategies to support inter-school collaboration guided by the co-operative values of democracy, solidarity, equality, equity, self-help and self-responsibility. Importantly, a range of perspectives on the extent to which leadership was viewed as, and appeared to be, an inclusive practice undertaken by all members of the cluster was identified. A particular contribution of this work is that it exemplifies resonances between the values and principles of the co-operative movement and those of the Leadership for Learning framework. Since these two models are being increasingly adopted and integrated into a variety of educational settings, the research findings may inform leadership practice more widely. 相似文献
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The purpose of this study was to describe and understand the range of outcomes of class visits to natural history museums.
The theoretical framework is based on the multifaceted process of learning in free choice learning environments, and emphasizes
the unique and individual learning experience in museum settings. The study’s significance is in highlighting several possible
cognitive as well as non-cognitive learning effects in museums class visits, by providing the student’s point of view. Data
was collected by semi-structured interviews with 50 students in grades 6–8 on the day following the visit. We present evidence
that students expressed several learning outcomes, connected directly and indirectly to the scientific content of the visit.
Content oriented outcomes included acquiring scientific knowledge and making connections to prior knowledge; social oriented
outcomes were identified in students’ statements regarding communicating knowledge and social aspects of learning; and interest
oriented outcomes were evidenced by students’ expressions about emotions, interest and curiosity. The aggregate data addressed
the common outcomes and the impact of class visits to natural history museums in the short term. Comparisons between two types
of museums show significant differences in several aspects, regarding the exhibit and/or the activity type. Practical ideas
for structuring the ultimate experience are included. 相似文献