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91.
MauriceStrong 《现代企业教育》2003,(2):12-13
对整个国际社会来讲,人力资源的发展越来越受到世界各国的重视。比如中国"十五"计划当中就非常重视人力资源的发展,在十六大中也强调了这一点。这些政策对于中国下一步成为全世界最有竞争力的国家起到非 相似文献
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Maurice Galton 《School Leadership & Management》2013,33(2):175-181
It is not enough that teachers' work should be studied; they need to study it themselves. It will require a generation of work [and] the teacher's professional self image and conditions of work will have to change (Stenhouse 1975). 相似文献
94.
Ruth Adler Les Daniels Chilton R. Bush Maurice F. Tauber Hilda Feinberg Martin E. Dann 《Communication Booknotes Quarterly》2013,44(3):7-8
Ruth Adler's A Day in the Life of the New York Times (Philadelphia: J.B. Lippincott, 1971—$6.77) Les Daniels and The Mad Peck, Comix: A History of Comic Books in America (New York: Outerbridge &; Dienstfrey, 1971—$7.95) 75 Years of the Comics (Boston: Boston Book and Art Co., 1971—$9.95) International Newspapers from University Microfilms (Ann Arbor, Michigan: University Microfilms, 1971—free on request, paper) Chilton R. Bush (ed.) News Research for Better Newspapers (New York: American Newspaper Publishers Association Foundation, 750 Third Ave., 1965-date (annual), $2.00 or $3.00 each (set of last five volumes available for $10.00), paper) Maurice F. Tauber and Hilda Feinberg's Book Catalogs (Metuchen, N.J.: Scarecrow Press, 1971—$15.00) Martin E. Dann (ed.) The Black Press: 1827-1890 (New York: Putnam, 1971—$7.95) 相似文献
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There is a sound research base attesting to the importance of parental involvement and to the many potential benefits it can offer for children's education. This study sought to examine differences in parental aspirations (as a mechanism of parental involvement in their children's education) for their children's educational attainment between slum and non-slum residing parents in Kenya. The study used cross-sectional household data for a sample of 4065 parents, collected in 2007 by the African Population and Health Research Centre (APHRC) in Nairobi. A multinomial logistic model was used for the analysis to explore the factors determining parental aspirations. The results indicate the following: (i) that parents who live in the slums have lower aspirations for their children's educational attainment when compared to those who live in non-slum areas; (ii) that parents in the slums have aspirations for higher levels of educational attainment for their children than their own levels of education. We conclude that parents in urban Kenya have a strong belief in the education of their children irrespective of their slum or non-slum residence but aspirations are higher in non-slums than in slums. 相似文献
97.
Summaries English In this paper, the authors summarize the main findings which resulted from a recent major research study of the processes and products of science teaching in English schools. For the purpose of this study, a Science Teaching Observation Schedule (STOS) was developed by means of which the intellectual transactions taking place between teacher and pupils during science lessons, can be recorded and analysed. Using STOS, the teaching behaviour of some 94 teachers of biology, of chemistry and of physics was studied. On the basis of this, three main styles of science teaching were identified. These styles are described and discussed both in terms of their educational effectiveness (as measured by pupil achievement) and in relation to the implementation of modern school science curricula. 相似文献
98.
Representing Nature of Science in a Science Textbook: Exploring author–editor–publisher interactions
Maurice DiGiuseppe 《International Journal of Science Education》2013,35(7):1061-1082
Current reforms in elementary and secondary science education call for students and teachers to develop more informed views of the nature of science (NOS)—a process in which science textbooks play a significant role. This paper reports on a case study of the development of representations of the NOS in a senior high school chemistry textbook by the book's author, editor, and publisher. The study examines the multiple discourses that arose as the developers reflected on their personal and shared understandings of NOS; squared these with mandated curricula, the educational needs of chemistry students and teachers, and the exigencies of large-scale commercial textbook publishing. As a result, the team developed and incorporated, in the textbook, representations of NOS they believed were the most pedagogically suitable. Analysis of the data in this study indicates that a number of factors significantly influenced the development of representations of NOS, including representational accuracy (the degree to which representations of NOS conformed to informed views of the NOS), representational consistency (the degree to which representations of NOS in different parts of the book conveyed the same meaning), representational appropriateness (the age-, grade-, and reading-level appropriateness of the NOS representations), representational alignment (the degree to which NOS representations aligned with mandated curriculum), representational marketability (the degree to which NOS representations would affect sales of the textbook), and ‘Workplace Resources’ factors including availability of time, relevant expertise, and opportunities for professional development. 相似文献
99.
Maurice De Greef Dominique Verté Mien Segers 《International Journal of Lifelong Education》2013,32(4):453-476
Our current knowledge society does not only have an impact on labour market demands, but its citizens also have to cope with increasing social demands. A growing number of vulnerable adults lack basic competences and therefore risk social exclusion. In this respect, The European Commission as well as the OECD agree that adult education can play a significant role in increasing social inclusion of vulnerable adults. However, to date, evidence of outcome of adult education programmes in terms of social inclusion is hardly available. The present study aims to unravel the complexity of the phenomenon of adult education to enhance participants’ social inclusion. Using a phenomenographic approach, we have explored different experiences of 32 vulnerable adults who have participated in adult education courses. The results show that an increase on an individual level (activation and internalisation) is more often perceived by the interviewees than an increase on the collective level of social inclusion (participation and connection). To ensure successful results and to improve quality of the lifelong learning process it seems that particularly the variables teacher support, life circumstances, and learning contents and activities are important elements to enhance the transfer aiming to increase social inclusion. 相似文献
100.