全文获取类型
收费全文 | 83篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 81篇 |
科学研究 | 3篇 |
体育 | 1篇 |
信息传播 | 6篇 |
出版年
2021年 | 3篇 |
2020年 | 2篇 |
2019年 | 5篇 |
2018年 | 10篇 |
2017年 | 3篇 |
2016年 | 2篇 |
2015年 | 1篇 |
2014年 | 4篇 |
2013年 | 21篇 |
2009年 | 3篇 |
2008年 | 2篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 3篇 |
1998年 | 1篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1992年 | 1篇 |
1991年 | 1篇 |
1990年 | 4篇 |
1989年 | 2篇 |
1986年 | 3篇 |
1985年 | 1篇 |
1982年 | 1篇 |
1981年 | 1篇 |
1973年 | 1篇 |
1956年 | 1篇 |
排序方式: 共有91条查询结果,搜索用时 15 毫秒
81.
ABSTRACTThe aim of this methodological article is to contribute a new form of qualitative data analysis that is relevant for the comparative study of family cultures and schooling. We describe the development of our Habitus Listening Guide linking Bourdieu’s theory of social reproduction to critical narrative theory. The interpretative tool outlines (a) social-structural (b) horizontal intergenerational (c) vertical gender and (d) mythic-ritual listenings which can be used to explore the engagement of youth and their families with schooling. Such listenings reveal the dispositional positioning of schooling in family values and the complex structural and human relational effects of schooling on family members’ livelihood and wellbeing. It offers the possibility of comparing families in terms of their gendered and generational relations and the ways in which religious and mythic-ritual discourses legitimate their aspirations in the context of changing communities. The Guide offers a way of accessing and comparing subjective micro level experiences of social inequality and the contribution that schooling plays, or is expected to play, in relation to individual and/or family social mobility. 相似文献
82.
In problem-based learning, scenarios relating to real life areused as a point of departure for the learning process. Eventhough the importance of suitable cases or scenarios in bringingabout a fruitful learning process is emphasised in theliterature, few studies focus on how they actually function inthe learning process. This study focuses on how the scenariosused in a ten-week introductory course of a new four-yearundergraduate programme in environmental science functioned interms of the structure and content of the questions they evoked.Data were gathered through diary notes from nine groups ofstudents, comprising 5–8 students per group. The data weresubjected to a qualitative analysis aimed at describing thestructure and content of the questions generated by the groups.Five different kinds of questions were identified and labelled;encyclopaedic, meaning-oriented, relational,value-oriented and solution-oriented. All scenarios generated questions pertaining to all five categories in all groups, butthe emphasis varied. The results are discussed in relation to thedesign of scenarios, and in relation to students' approaches tolearning. 相似文献
83.
PBL from the teachers' perspective 总被引:1,自引:0,他引:1
Madeleine Abrandt Dahlgren Reinhold Castensson Lars Owe Dahlgren 《Higher Education》1998,36(4):437-447
The background of the project Problem Based Learning in Environmental Sciences' was a dissatisfaction with the lack of inspiring connections between current research and undergraduate education. The PBL approach was adopted in order to raise the level of activity in undergraduate learning. Another reason was the emphasis on problem orientation in PBL which includes an important proportion of interdisciplinarity in finding appropriate solutions to environmental problems. The aim of this study was to evaluate the implementation of PBL in environmental education from the teachers' perspective. Seven teachers were interviewed. The interviews were transcribed and subject to a qualitative analysis. The teachers were in general positive to continue to work with the PBL program. They appreciated the closer contact with the students. Difficulties experienced comprise a lack of consensus amongst the teachers and lack of time for discussion and planning during the project. The teachers conceived of the essence of PBL either from a learning perspective or a teaching perspective. Characteristic of the learning perspective is a focus on the students' learning process, while in the teaching perspective focus is on the methodological teaching aspects of PBL. There were also two different perspectives on the teacher's role as a tutor in PBL, that are categorised either as a supportive role or a directive role. Characteristic of the supportive role is an integrated view of the tutors' role. The students' activity, responsibility and influence on the education was emphasised. The supportive tutor's role was mainly focusing the group process. The directive tutor's role were characterised by a restricted view or uncertainty of the teacher's role in PBL. The different ways of conceiving PBL may explain some of the experienced difficulties amongst the teachers. 相似文献
84.
Making the Difference to Sociology of Education: Reflections on family-school and gender relations 总被引:1,自引:0,他引:1
Madeleine Arnot 《Discourse: Studies in the Cultural Politics of Education》2002,23(3):347-355
In the context of the 1970s, the focus of critical theorists was on education and cultural and social reproduction. Emphasis had shifted from a family-education link to a school-economy link, placing the family as a subsidiary institution in the framing of social inequality. Published in the early 1980s, Making the Difference (Connell et al ., 1982) was a timely and much needed intervention in bringing back into focus the realities of the lived experience of young people, and providing sophisticated theorizing around class and gender relations within and between the family and the school. Social class and gender relations, Connell et al . argued, could be found within the dynamics of family, school, and industrial life simultaneously. Twenty years later, we are reaping the benefits of their analysis in terms of understanding the hegemonizing influences of the school--the many subtle and indirect ways that schools produce (rather than reproduce) class and gendered identities, at the same time recognising the increasing dissonance of gender values within class formations. 相似文献
85.
86.
Madeleine Grumet 《Interchange》1981,12(2-3):165-184
87.
This paper presents the results of a survey into the labour market experiences of 363 undergraduate students in the Department of Sociology and Social Policy at Queen's University, Belfast. The first pan of the paper will look at the debate surrounding the introduction of the Student Loans Scheme and the associated abolition of welfare benefit entitlements. The second pan of the paper will present the findings of the survey. Particular reference will be made to the financial situation facing undergraduate students and the extent to which term-time employment presents a solution to their monetary problems. 相似文献
88.
89.
The Franklin Institute, Philadelphia, Pennsylvania, awards the 2011 Benjamin Franklin Medal in Chemistry to Professor Kyriacos C. Nicolaou for his extraordinary contributions to chemistry, biology, and medicine through the advancement of the art of synthesis as exemplified by the elegant total syntheses of some of nature's most complex biologically active molecules. Nicolaou is recognized as a world leader in the field of total synthesis for his work in chemical synthesis and chemical biology. His total syntheses are legendary, distinguished for their elegance and practicality. Among his most celebrated achievements are the total syntheses of calicheamicin γ1I, Taxol®, brevetoxin B, vancomycin, and thiostrepton. The impact of his work transcends total synthesis, for it often leads to the discovery and invention of new synthetic strategies and technologies as well as biological tools and drug candidates, thereby facilitating discoveries in biology and medicine. Nicolaou's influence on science and society extends beyond his research discoveries. Through his didactic lectures and writings, he motivates and inspires students into the sciences and informs the public about the importance of science and education to society. 相似文献
90.
Madeleine Arnot 《British Journal of Sociology of Education》1991,12(4):447-466
According to the Conservative Party, the ‘age of egalitarianism is now over’. This article explores the development of egalitarianism in the United Kingdom in the last decade and the threat represented by the Education Reform Act 1988. It focuses on the political struggles over gender and ‘race’ equality in education since the significance of these struggles appears to have been neglected in current reassessments of social democracy. Teacher autonomy, child‐centred learning and freedom of curriculum choice, as defined by social democracy, have been challenged by campaigns for social equality. Yet calls for increased state intervention and more coercive strategies of reform were not conducive to a participatory democratic order. The analysis, therefore, demonstrates the tensions between equality and democracy as political goals within advanced capitalist societies, and suggests that not only liberal, but also the egalitarian approaches of the 1980s require critical re‐evaluation. 相似文献