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81.
Education and Selfhood: A Phenomenological Investigation 总被引:1,自引:0,他引:1
MICHAEL BONNETT 《Journal of Philosophy of Education》2009,43(3):357-370
Although effectively the idea of selfhood receives scant attention in much current educational policy, it is an idea that is central to understanding education in the Western tradition. This paper evaluates the implications of a growing movement in educational philosophy and theory to see the self as relational to the extent that it possesses little or no internally maintained steady identity and is constantly reconstituted by external agencies in a variety of ways. A well-worked-through view that draws on the work of Hannah Arendt and Emmanuel Levinas amongst others and that is taken to be representative of this wider movement is examined. It is argued that while important issues concerning the relationship between education and individual subjectivities are raised in ways that invite productive discussion, ultimately the decentred and de-nucleated conception of the self to which its argument leads is both phenomenologically untenable and educationally stultifying. 相似文献
82.
MICHAEL CARMEL 《Health information and libraries journal》1986,3(1):28-34
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83.
MICHAEL FORDHAM 《Journal of Philosophy of Education》2016,50(3):419-431
Alasdair MacIntyre's argument, that teaching is not a social practice, has been extensively criticised, and indeed teaching is normally understood more generally to be a form of generic activity that is a practice in its own right. His associated proposition, that teachers are practitioners of the discipline they teach, has, however, received considerably less attention. MacIntyre himself recognised that for teachers to be understood as being part of the discipline they teach, a broader definition of what is meant by ‘discipline’ would be required. In order to achieve this, it is necessary to make a distinction between a ‘discipline’ and a ‘profession’ and not to conflate the practice of the discipline with the practice of professional academics. Such a distinction makes it possible to argue that teachers are engaged in the practice of the discipline they teach. As recent developments in social epistemology and the sociology of knowledge have suggested, it is indeed not just possible, but arguably necessary, to understand teachers in these terms. In seeking to understand what it means to be a teacher, there is thus much to be gained from further reflection as to the relationship between a teacher and his or her academic discipline. The reconsideration of this relationship might well cause us to challenge the idea that teaching is a form of generic activity. 相似文献
84.
MICHAEL LUNTLEY 《Journal of Philosophy of Education》2018,52(1):36-53
In this paper I outline an answer to the following question: What are the abilities that make you the sort of subject who can learn, who can acquire new concepts, new skills? There are many traits that matter in providing an answer. But I want to suggest that the ability for creative and imaginative engagement with and sustenance of the playful patterns of our aesthetic experience is core. I identify a core sense of play that fills this role. Play's the thing that makes learning possible. The ability to imaginatively explore non concept‐involving patterns to experience—the aesthetics of experience—is foundational for learning and should be at the heart of any serious pedagogy. 相似文献
85.
The research described in this article aimed to explore and examine the dominant ‘assessment’ and ‘participation’ stories of upper‐primary pupils with long‐standing and marked literacy learning needs, their views on how their level of participation in the assessment and remediation of their additional needs might be increased and also how they perceive themselves as literacy learners. This qualitative small‐scale study adopted a case study approach and utilised creative methodologies in the context of focus groups to investigate sensitively the views and experiences of Key Stage 2 pupils with additional needs in literacy. The findings discussed here are based on the outcomes from the four Northern Irish schools that participated in the original cross‐border (Northern Ireland/Republic of Ireland) study. Findings are discussed in the context of strategies for promoting holistic and empowering pathways for learners with additional needs in literacy. 相似文献
86.
87.
MICHAEL K. GARDNER THOMAS B. WHITE TED PACKARD BRUCE E. WAMPOLD 《Counselor Education & Supervision》1988,28(1):43-52
This study examined two verbal process variables in counseling: (a) accuracy of counselor recall statements, and (b) relevance of counselor recall statements. 相似文献
88.
MICHAEL GOLBY 《Journal of Philosophy of Education》1992,26(2):165-172
ABSTRACT The new role of school governor poses questions about the proper conduct of these new authorities in regard to the professional work of schools. Schools have unique purposes and for that reason metaphors for their governors' conduct from commerce and from democratic decision-making have important limitations as well as some strengths. Schools need to account for their use of public funds, but they are not institutions whose main purpose is profit. They need to respect the popular will, but this cannot mean the handover of all professional functions to governors. The distinction between management and governance is considered and it is suggested that the jury might be a more appropriate model for school governors' activity. 相似文献
89.
90.
MICHAEL J. GIMMESTAD ELIZABETH BEARD GOLDSMITH 《Counselor Education & Supervision》1973,12(3):172-177
A survey was conducted of a random sample of 100 counselor education programs with regard to their policies and procedures for admission of graduate students. The 68 usable responses also provided data on the number of students admitted to each degree program as well as size of faculty in 1965 and 1970. The results indicate a heavy emphasis on predictors of academic success as initial screening criteria, with a wide variety of other criteria considered. Most programs reported the use of different levels of administration in making admissions decisions, with the majority utilizing a departmental committee as one level. 相似文献