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51.
E. Mark Hanson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1981,27(3):247-270
In Third World countries a key to the course of nation-building is the modernization of the organizational and administrative infrastructures which drive the development process. Increasing the operational capabilities, effectiveness, and efficiency of the ministry of education, and hence the quality and quantity of school outcomes, is typically a high priority item in the development plans of a nation. In order to promote the modernization of management activities in ministries, however, it is first essential to understand their existing patterns of operation. Toward this objective, the paper presents a methodological framework for a field study approach to the examination of the working of a ministry of education in Latin America. Several issues are introduced which influence the process of inquiry, such as: (1) examining the impact of historical traditions on contemporary management procedures; (2) exploring concerns for ethics and academic colonialism; (3) distinguishing between anthropological and sociological participant-observation field methods; (4) gathering and analyzing data on complex ministries; and (5) exploring the task of Third World theory building.
Zusammenfassung Einen Schlüssel zum Verlauf des nationalen Aufbaus in der dritten Welt liefert die Modernisierung der organisatorischen und administrativen Infrastrukturen, die den Entwicklungsprozess vorantreiben. Im allgemeinen wird der Verbesserung der Handels-Fähigkeiten, der Wirksamkeit und Effizienz des Bildungsministeriums eine hohe Priorität in den Entwicklungsplänen eines Landes beigemessen. Um jedoch die Modernisierung der Führungsarbeit von Ministerien beschleunigen zu können, müssen zunächst ihre jetzigen Operationsweisen untersucht werden. Zu diesem Zweck wird in diesem Artikel ein methodologischer Rahmen für einen Feldstudienansatz zur Prüfung der Arbeit eines Bildungsministeriums in einem lateinamerikanischen Staat vorgelegt. Verschiedene Fragen, die den Untersuchungsprozeß beeinflussen, werden erörtert, zum Beispiel; (1) die Auswirkung historischer Traditionen auf derzeitige Leitungsverfahren; (2) Grad der Beachtung von Ethik und akademischem Kolonialismus; (3) Unterschied zwischen anthropologischen und soziologischen Methoden zur Beobachtung von Beteiligten in der Praxis; (4) Sammlung und Analyse von Daten über komplexe Ministerien; und (5) die Aufgabe, in der dritten Welt eine Theorie aufzubauen.
Résumé L'un des éléments essentiels de la course à l'intégration nationale, dans les pays du Tiers Monde, est la modernisation des infrastructures administratives et organiques qui guident le processus du développement. L'une des premières priorités à respecter est typiquement le développement des moyens d'action, de la compétence et de l'efficacité du ministère de l'éducation, et par voie de conséquence, la qualité et l'importance des résultats scolaires. Toutefois, afin de moderniser judicieusement les activités du management dans les ministères de l'éducation, il est primordial de comprendre leur mode actuel de travail. Ayant cet objectif en vue, l'auteur de cet article propose un cadre méthodologique permettant d'aborder sur le terrain l'examen du fonctionnement d'un ministère de l'éducation en Amérique Latine. Il expose plusieurs démarches qui influent sur le processus de l'enquête: (1) examiner l'impact des traditions historiques sur les procédés contemporains du management; (2) déterminer les préoccupations relatives à l'éthique et au colonialisme académique; (3) faire la distinction entre les méthodes anthropologiques et sociologiques de l'observation participante sur le terrain; (4) rassembler et analyser les données concernant les ministères complexes; et (5) explorer la tâche de l'élaboration de théories relatives au Tiers Monde.相似文献
52.
Philipsen NC 《The Journal of perinatal education》2002,11(1):43-44
Lamaze Certified Childbirth Educators have a duty to their clients to make referrals to qualified professionals-in this case, to an expert in nutrition, a dietician. A reasonable way to assure a quality referral is to contact the appropriate professional organization. 相似文献
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William J. Meyer Patrick Morrison Anayansi Lombardero Kelsey Swingle Duncan G. Campbell 《Journal of College Student Psychotherapy》2016,30(3):197-205
Unwillingness to share depression experiences with primary care physicians contributes to the undertreatment of depression. This project examined college students’ reasons for depression nondisclosure to primary care providers (PCPs). Undergraduate participants read a vignette describing someone with depression and completed measures of disclosure barriers. Analyses indicated 26% of respondents would NOT disclose depression symptoms to PCPs. Reasons for nondisclosure included difficulty initiating the depression conversation, medication aversion, and fear of referral to a psychologist. Also, anger toward the vignette character varied with disclosure willingness, suggesting that nondisclosers feel more stigma than disclosers and are less likely to engage in psychotherapy. Because engagement in pharmacological and/or psychotherapeutic treatment requires identification of depression in healthcare settings, increased understanding of disclosure barriers could increase students’ access to depression treatment. 相似文献
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McMahon Mary Bimrose Jenny Watson Mark Abkhezr Peyman 《International Journal for Educational and Vocational Guidance》2020,20(3):523-542
International Journal for Educational and Vocational Guidance - Combining quantitative career assessment with narrative career counselling is a career counselling challenge. The Integrative... 相似文献
58.
Inferences and conclusions drawn from model fitting analyses are commonly based on a single “best fitting” model. If model selection and inference are carried out using the same data model selection, uncertainty is ignored. We illustrate the Type I error inflation that can result from using the same data for model selection and inference, and we then propose a simple bootstrap-based approach to quantify model selection uncertainty in terms of model selection rates. A selection rate can be interpreted as an estimate of the replication probability of a fitted model. The benefits of bootstrapping model selection uncertainty are demonstrated in growth mixture analyses of data from the National Longitudinal Study of Youth, and a 2-group measurement invariance analysis of the Holzinger–Swineford data. 相似文献
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Jennifer Rowsell Mark Shillitoe 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(4):1544-1559
The idea of making as a form of activism or, as we refer to it in this paper, craftivism, underpins our ambition to transform pedagogical environments into spaces of possibility through sensory and affective making practices. A craftivist agenda pushes for open teaching and learning with materials so that students can inhabit a what if space which ruptures institutional time and space. Beginning with a theorization of disruptive making and dissensus and then moving on to foreground a materialist stance on making, the paper illustrates how students experience materialities across two very different classroom environments and how these experiences led to greater presence, voice and agency for students. There is an underlying focus in the paper on embodied responses and affective flows. After theorizing craftivism, there are three sections that explore making, teaching and feeling through craftivist, postdigital methods. 相似文献