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991.
Mary‐Liz Trant 《Irish Educational Studies》2013,32(1):19-32
This paper draws on psychoanalytic and socio-political perspectives of trauma and emotion to examine how critical emotional praxis may serve as a pedagogical tool for reconciliation education. A major challenge for teachers in traumatized societies struggling to enact reconciliation education is that emotions of trauma are often appropriated by social and political institutions, including schools, to justify particular collective narratives and ideologies. The prospects of critical emotional praxis are explored through two vignettes from an on-going ethnographic research in Cyprus, a country of protracted ethnic conflict. The first vignette focuses on how emotions of trauma are politically appropriated in a classroom while the second shows how one teacher manages to enact critical emotional praxis with her students to undermine the political appropriation of emotions of trauma. The paper concludes with a discussion of the pedagogical implications and recommendations for future research. 相似文献
992.
Irish society has experienced unprecedented demographic change since the turn of the twenty-first century, and increasingly, educators are facing the prospect of having to respond to the changing nature of cultural diversity in their classrooms. Traditionally characterised as ‘Catholic, white and Gaelic’, Irish schools are said to be finding it difficult to recognise and acknowledge new expressions of race, culture and religion. This paper focuses on the challenges facing educationalists in responding to cultural diversity within the Republic of Ireland. Drawing on empirical research conducted in Irish schools, we frame the discussion around a number of practical issues, namely, school dress, curriculum content and academic attainment, and explore the findings using liberal and critical multicultural theories. Finally, the paper contains philosophical discussion of the challenge of responding to cultural diversity and the implications this raises for policy and practice in Ireland. 相似文献
993.
People living with dementia may live in relationship with partners, family members, and significant others. Dementia has been shown to impact on such relationships but relationships also impact on the dementia condition. Thirteen people took part in the study: all were caring for a person living with dementia and two were themselves living with dementia. Semi-structured interviews were conducted with participants focusing on changes in close relationships, including changes in intimate (sexual) relationships where appropriate. Interviews were audiotaped, transcribed, and analyzed using thematic analysis. Four main themes were identified: changes in couple relationships; changes in non-partner relationships; talking about oneself in relationship; and talking about people with dementia in relationship. In conclusion, participants’ lived experiences highlight the need for ongoing relational support and an education-based counseling program that could potentially address many of participants’ highlighted needs. 相似文献
994.
Merle Griff Donna Lambert Mary Dellmann‐Jenkins Dorothy Fruit 《Educational gerontology》2013,39(6):601-612
This study documents the effects of utilizing different types of activities (i.e., cognitive, rote, active, passive) in fostering positive intergenerational exchanges between preschool‐aged children and three groups of older adults—frail, community‐living, and elders diagnosed as in the early to mid‐stage of Alzheimer's disease. Results suggested that, overall, simple and largely unstructured activities with one or two steps and very few rules can be most successfully utilized with all three groups of elders when interacting with young children. Community‐living older persons and children were found to enjoy the widest range of activities, while intergenerational contact involving frail elders and those with Alzheimer's disease needed to be approached with care in order to maintain the dignity of the elders, the positive perceptions of the children toward the older generation, and the comfort of staff members. 相似文献
995.
Mary Ligon Katie Ehlman Gabriele Moriello Colleen Russo Kamila Miller 《Educational gerontology》2013,39(8):572-583
ABSTRACTOccupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties. 相似文献
996.
Sherry Mee Bell R. Steve McCallum Mary Ziegler C. A. Davis MariBeth Coleman 《Annals of dyslexia》2013,63(3-4):187-200
The purpose of this paper is to describe briefly the development and utility of the Assessment of Reading Instructional Knowledge-Adults (ARIK-A), the only nationally normed (n?=?468) measure of adult reading instructional knowledge, created to facilitate professional development of adult educators. Developmental data reveal reliabilities ranging from 0.73 to 0.85 for five ARIK-A scales (alphabetics, fluency, vocabulary, comprehension, and assessment) and 0.91 for the composite score; factor analytic data and expert review provide support for construct validity as well. Information on how to use the ARIK-A to determine mastery and relative standing is presented. With two alternate forms, the ARIK-A is a promising and needed tool for adult education practitioners within continuing education and professional development contexts. 相似文献
997.
This article reports university/school partnership in research and development over a decade of unprecedented change in England. The programme of work evolved through three distinct phases in response to formative evaluations of each stage and changing circumstances. This could be conceived as action research on three levels: the classroom, the school and the partnership. The success of the collaboration is evaluated by reference to Anderson & Herr's (1999) five validity criteria for practitioner research: outcome validity, process validity, democratic validity, catalytic validity and dialogic validity 相似文献
998.
The unexpected journey: renewing our commitment to students through educational action research 总被引:2,自引:2,他引:0
Helen Meyer Bennyce Hamilton Steve Kroeger Stephanie Stewart Mary Brydon-Miller 《Educational Action Research》2013,21(4):557-574
This article presents four cases of journeys of discovery and renewal, and the unexpected learning that results from exploring our practice with others. The authors are three classroom teachers – Steve, Stephanie and Bennyce – all of whom took part in a year-long action research sequence and the two professors – Helen and Mary – who co-taught these courses. Taking part in this process, whether as teachers or students, we gained new insights into important relationships that are too frequently taken for granted in busy teaching days, and discovered, in doing so, a renewed commitment to both our students and to the power of action research to bring about change 相似文献
999.
Louise Gilbert Janet Rose Sally Palmer Mary Fuller 《International Journal of Early Years Education》2013,21(1):22-38
This study focused on the learning experiences of 50 undergraduate students undertaking a residential field trip (RFT) to Sweden as part of their Early Childhood Studies degree. Three dimensions were examined: the physical and emotional value afforded to the students from the active learning context; how this was interpreted and reflected in their knowledge, understanding and personal practice once they had left university; and the influence of factors such as age, and professional status on students' practice. The methodology was interpretive, and both deductive and inductive approaches were employed to analyse qualitative, narrative data sets derived from semi-structured questionnaires, interviews and written essays. The findings suggested that the physiological effects of hands on engagement influenced both the students' perceptions of the learning experience and their confidence to become agents of change. Subsequent changes directly attributed to the RFT experience, involved the re-evaluation of both the stereotypical pedagogic role and the way in which they related to children; students re-conceptualised their practices to reflect a more child-centred approach and increased their use of outdoor play and sustainable resources. The RFT was a catalyst that promoted empowerment, and informed both personal and professional transformations. 相似文献
1000.
Mary Esther McWhirter 《Religious education (Chicago, Ill.)》2013,108(5):301-305