全文获取类型
收费全文 | 2753篇 |
免费 | 38篇 |
国内免费 | 3篇 |
专业分类
教育 | 2192篇 |
科学研究 | 81篇 |
各国文化 | 50篇 |
体育 | 115篇 |
文化理论 | 13篇 |
信息传播 | 343篇 |
出版年
2023年 | 12篇 |
2022年 | 12篇 |
2021年 | 32篇 |
2020年 | 55篇 |
2019年 | 92篇 |
2018年 | 112篇 |
2017年 | 112篇 |
2016年 | 94篇 |
2015年 | 75篇 |
2014年 | 92篇 |
2013年 | 622篇 |
2012年 | 73篇 |
2011年 | 91篇 |
2010年 | 61篇 |
2009年 | 68篇 |
2008年 | 78篇 |
2007年 | 71篇 |
2006年 | 66篇 |
2005年 | 61篇 |
2004年 | 46篇 |
2003年 | 49篇 |
2002年 | 64篇 |
2001年 | 38篇 |
2000年 | 40篇 |
1999年 | 44篇 |
1998年 | 28篇 |
1997年 | 36篇 |
1996年 | 33篇 |
1995年 | 29篇 |
1994年 | 33篇 |
1993年 | 45篇 |
1992年 | 26篇 |
1991年 | 26篇 |
1990年 | 31篇 |
1989年 | 27篇 |
1988年 | 29篇 |
1987年 | 23篇 |
1986年 | 29篇 |
1985年 | 23篇 |
1984年 | 16篇 |
1983年 | 15篇 |
1982年 | 15篇 |
1981年 | 11篇 |
1980年 | 11篇 |
1979年 | 11篇 |
1978年 | 11篇 |
1977年 | 14篇 |
1976年 | 12篇 |
1975年 | 11篇 |
1974年 | 16篇 |
排序方式: 共有2794条查询结果,搜索用时 15 毫秒
91.
Jane Mary Tarr Diana Tsokova Ulla-Maija Takkunen 《International Journal of Inclusive Education》2013,17(7):691-704
This study seeks to present data and discussion arising from a case study of a school in Finland renowned for its practice in the inclusion of learners with additional support requirements due to cognitive and physical disabilities. It aims to establish how the school staff understand their practice with inclusion through day-to-day professional experiences. The process of reflexive dialogue has enabled authors to reconceptualise our understanding of inclusive education through gaining deep contextual insight. The case study emerges as an inspiring effort to reduce exclusion and isolation through skilful manipulation of physical, institutional and communicative contexts, from which we may draw valuable lessons. The case study demonstrated high levels of personal motivation in teachers and assistants, used as a force for participation in inclusive education – bottom-up, via dialogue, consultation, voluntary involvement and transformation by exposure. This democratic approach was evident in and supported through leadership and management, teaching and learning, and the involvement of the wider community. 相似文献
92.
93.
This study investigates the experience of teaching of 19 teachers who are teaching on university courses involving face-to-face and on-line learning. The teachers are asked about how they think about learning technologies and how they approach the design and teaching of their courses across these two contexts. Results show that there are qualitatively different ways of thinking about learning technologies that relate logically and positively to qualitatively different ways of designing and teaching using learning technologies. The results have implications for teachers and those interested in maximising the likelihood of learning for university students when teachers teach with learning technologies. 相似文献
94.
Protective behavioral strategies (PBS) are useful skills for reducing the negative consequences of alcohol. The moderating effects of anxiety on the relationship between 3 different types of PBS and negative consequences were examined among students accessing college counseling services. Results revealed a significant interaction between anxiety and strategies while drinking, suggesting that these simple strategies may be particularly beneficial among students who drink heavily and experience high levels of anxiety. Implications for counseling centers are discussed. 相似文献
95.
96.
Jane Coles Maggie Pitfield 《Changing English: An International Journal of English Teaching》2006,13(3):283-292
This article compares student and trainee teachers' experiences of three different routes into secondary English teaching: the standard one‐year PGCE; the newer ‘flexible’ PGCE; and the employment‐based Graduate Teacher Programme. As part of a two‐year study involving over 80 beginning teachers the authors invite students and trainees to reflect on the perceived advantages and disadvantages of their chosen route. This article focuses on a small number of interviews with individuals from the sample as they near completion of their training. It sets the findings of the study in the wider political context of New Labour's agenda for school reform and the future development of Initial Teacher Education. 相似文献
97.
Amy M. Magnus Jenny S. West Daniel W. Scott Cheryl Maxson Jody Miller 《Journal of Criminal Justice Education》2019,30(2):223-249
This paper describes our efforts to systematically generate knowledge from ethnographic and other qualitative scholarship as a way of bridging intellectual gaps found in quantitative research. We ground this scholarly endeavor in the study of gangs, which has a lengthy history in the field of criminology, yet lacks a coherent, coordinated, and comparative understanding of gang dynamics, behavior, and impacts. We discuss the importance of acknowledging the multiple and mixed methodologies used in gang scholarship and detail the inductive, deductive, and iterative process that helped us (1) develop a comprehensive coding instrument for coding a range of qualitative works, (2) establish the instrument’s inter-rater reliability, and (3) remain cognizant and reflexive about the strengths of both quantitative and qualitative research. Finally, we share the critical yet informative challenges we faced throughout the project and conclude with reflections on why the project was unsuccessful in the way we originally envisioned. 相似文献
98.
99.
100.