全文获取类型
收费全文 | 542篇 |
免费 | 1篇 |
专业分类
教育 | 452篇 |
科学研究 | 16篇 |
体育 | 56篇 |
文化理论 | 8篇 |
信息传播 | 11篇 |
出版年
2023年 | 6篇 |
2020年 | 9篇 |
2019年 | 11篇 |
2018年 | 19篇 |
2017年 | 18篇 |
2016年 | 11篇 |
2015年 | 10篇 |
2014年 | 15篇 |
2013年 | 80篇 |
2012年 | 8篇 |
2011年 | 10篇 |
2010年 | 6篇 |
2009年 | 9篇 |
2008年 | 10篇 |
2007年 | 15篇 |
2006年 | 16篇 |
2005年 | 14篇 |
2004年 | 19篇 |
2003年 | 13篇 |
2002年 | 6篇 |
2001年 | 6篇 |
2000年 | 12篇 |
1999年 | 9篇 |
1998年 | 11篇 |
1997年 | 9篇 |
1996年 | 12篇 |
1995年 | 7篇 |
1994年 | 6篇 |
1993年 | 7篇 |
1992年 | 13篇 |
1990年 | 11篇 |
1989年 | 4篇 |
1988年 | 10篇 |
1987年 | 5篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 4篇 |
1982年 | 5篇 |
1981年 | 4篇 |
1980年 | 13篇 |
1979年 | 7篇 |
1975年 | 3篇 |
1974年 | 8篇 |
1973年 | 7篇 |
1970年 | 4篇 |
1969年 | 4篇 |
1968年 | 3篇 |
1967年 | 3篇 |
1966年 | 4篇 |
1962年 | 5篇 |
排序方式: 共有543条查询结果,搜索用时 15 毫秒
1.
2.
Malcolm Thorburn 《课程研究杂志》2017,49(5):722-741
Curriculum for Excellence in Scotland outlines a policy vision of a more progressive, integrated and holistic form of education; a commitment which contains an obligation for health and well-being (HWB) to be a responsibility of all teachers. A critical policy analysis approach was utilized in order to review school-level progress in different stages of policy development, i.e. policy formulation, legitimation, implementation and evaluation. Evidence was collected through 15 semi-structured interviews with head teachers, teacher education academics and staff with national and local authority quality improvement remits. Questions focused on: aims and curriculum goals; school culture; learning and teaching; partnership relationships and evaluations of practice. Findings suggest a high degree of support for curriculum aims, however, there were often problems communicating policy expectations (policy formulation). Thus, despite impressive examples of innovative practice in relation to school ethos, wider achievement and pupils’ broader general education (policy legitimation), there were also examples of HWB being constrained by senior school examinations and the backwash effect this had on curriculum planning and engagement with interdisciplinary learning approaches (policy implementation/evaluation). These findings have implications in terms of policy to practice coherence as well as highlighting the need for further more specific research evaluations. 相似文献
3.
Malcolm Crick 《Distance Education》1980,1(2):127-141
This article argues for the development of group intervention techniques to improve the efficacy of course teams in the preparation of distance education materials. A review of recent commentaries on course teams is presented along with an initial selection and discussion of course team issues. These are presented in the refreshingly frank domestic context of actual interactions. The irritations generated by these will be familiar to practitioners. The author concludes with a series of recommendations to enrich the quality of course team life and output. It is hoped that this provocative analysis of the course team method of producing distance education materials will generate a lively response. 相似文献
4.
5.
Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong 总被引:3,自引:0,他引:3
Despite the fact that in some parts of the world private supplementary tutoring is a huge industry with far-reaching economic, social and educational implications, the topic has been neglected by educational researchers. This paper focuses on the nature and determinants of demand for private supplementary tutoring. It first draws on literature from a wide range of countries to identify some conceptual considerations, and then presents data on socio-economic patterns of demand for tutoring in Hong Kong. It highlights the complexity of the topic, and calls for further detailed research in multiple settings. 相似文献
6.
7.
The global expansion of mass schooling has greatly increased opportunities for low-income families, and governments have devoted much effort to equalising access and quality in education systems. Alongside regular schooling, the so-called shadow education system of private supplementary tutoring has grown rapidly across the world. The fact that rich families can purchase more and better quality shadow education undermines the achievements of increased equality of opportunities in formal schooling. Drawing on a mixed-methods study in Shanghai, China, the article shows how shadow education has offset school equalisation policies through differentiation of access and through sorting mechanisms. Shadow education occupies a space beyond strict government control in which privileged families and elite schools ignore and mediate the equalisation policies, seeking competitive advantages. Uneven access to shadow education and tracking within it shape, maintain, and exacerbate inequitable schooling experiences at individual and institutional levels. 相似文献
8.
The study compares the levels of response to angle/rotation problems presented on screen with a Logo microworld with the levels of response to similar problems presented on paper. Pairs of children aged from 9 to 11 who had little or no experience of Logo completed the problems in about 40 minutes. Pairs of children completed the problems over a period of eight weeks. The responses, classified using the SOLO taxonomy (Structure of Observed Learning Outcomes), suggested that the effect of the immediate feedback of the screen turtle heading was to inhibit moves to a higher level of response compared to those levels of response reached when responding to paper tests. 相似文献
9.
10.
This longitudinal study examined how separation and family conflict mediated the effects of two acculturation variables (English language use and generational status) on substance use (alcohol, tobacco, and marijuana use) and deviant behavior outcomes in a Mexican American high school age sample. Structural equation modeling indicated that separation was a significant mediator of the relationship between acculturation and alcohol use, tobacco use, and deviant behavior. Family conflict mediated the effects of acculturation on marijuana use and deviant behavior. Model comparisons across gender groups suggested that generational status was an influential acculturation measure for females but not males. Additionally, English language use maintained a direct effect on marijuana use among females, whereas this relationship was mediated by separation for males. 相似文献