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101.
102.
Michael E. Schiltz 《Research in higher education》1988,28(1):67-75
This paper concludes that it is time for institutional research to address the issue of standards for the conduct of surveys. In reaching that conclusion, it argues that executing surveys is one of the most common activities of institutional research (IR) and one of the least served in IR literature; that as a craft, survey research is an orphan without a home in an academic discipline and therefore without a clear articulation of standards in its own right; and that as practiced in IR, survey research faces special technical problems and challenges not embraced in much of the general-survey research literature. Finally, it asks, but does not answer, how such a lofty goal as the pursuit of standards might be attained. 相似文献
103.
Michael Akeroyd 《Interchange》2007,38(2):167-173
A novel “Whiteheadean” science program was initiated in England and Wales in September 2006. Following a critical House of
Commons report in 2002, the government altered the National Curriculum targets and thus forced the Examination Boards to alter
their specifications in order to come in line. Assessment at GCSE level (i.e., the 14-16 year cohort) was criticised for:
a) failing to inspire students to continue with science, b) discouraging students from thinking for themselves, c) neglecting
contemporary science, d) lacking flexibility, and e) making practical work into a tedious and dull activity.
The British government has insisted that all pupils in state funded schools must know the names of some modern scientists and their work. They must discuss some current
scientific problems. History and philosophy of science is included under the topic heading “How Science Works.” In Chemistry
these objectives have destroyed the traditional linear top-down sequential approach of teaching into an approach based more
closely on Whiteheadean lines (cf., the ideas expressed in The Aims of Education, 1926, Chapters 1-3). 相似文献
104.
International Journal for the Advancement of Counselling - 相似文献
105.
Michael Fullan 《Journal of Educational Change》2016,17(4):539-544
Whole system improvement—where the vast majority of schools improve—is difficult to achieve. Some jurisdictions use what turns out to be ‘wrong’ policy drivers like testing and evaluation. Rather, success turns out to depend on changing the culture of schools and their relationship to the infrastructure of policies and regulation. I examined the six cases studies in the light of whole system change criteria. Two of the case studies, South Africa and India, represent limited but useful examples in that they focus on basic skills like literacy. A second set of two studies, Escuela Nueva and LCP in Mexico, represent strong examples of how bottom up strategies can spread to significant levels. The final two, Long Beach in the US and Ontario, are strong examples of how deep change can be accomplished by focusing on a few core priorities and then building a culture over a number of years to support and sustain the changes. The paper then draws conclusions about the conditions that will be required for large scale change to occur. 相似文献
106.
107.
Radio is migrating to digital transmission, expanding its offerings to include captioning for individuals with hearing loss. Text display radio requires a large amount of word throughput with minimal screen display area, making good user interface design crucial to its success. In two experiments, we presented hearing, hard-of-hearing, and deaf consumers with National Public Radio stories converted to text and examined their preferences for and reactions to midsized and small radio text displays. We focused on physical display attributes such as text color, font style, line length, and scrolling type as well as emergency alert messages and emergency prompts for drivers, announcer identification schemes, and synchronization of audio and text. Results suggest that midsized, Global Positioning System (GPS)-style displays were well liked, synchronization of audio and text was important to comprehension and retrieval of story details, identification of announcers was served best with a combination of name change in parenthesis and color change, and a mixture of color and flashing symbols was preferred for emergency alerting. 相似文献
108.
Michael Fullan 《Journal of Educational Change》2011,12(2):141-145
Throughout his career, Andy Hargreaves has continuously pushed the boundaries of knowledge and practice in the field of educational
change. He has broken new ground so often that I have come to think of him as a “frontier man.” Andy has also been a generous
mentor to colleagues and students enhancing the level of scholarship and expertise in his field. His pioneering work around
the culture of teaching and school change has resulted in brilliant treatises that have prompted reflection and action among
educators over the years. In this tribute, I reflect on Andy’s work over the 25 years that I have known and collaborated with
him as a friend and colleague highlighting his contributions to the field of educational change as a researcher, writer, teacher,
and a highly respected consultant. 相似文献
109.
The relationship between cognitive style and trainee teacher conceptions of differentiation was studied to develop appropriate
scaffolding of their learning. 149 trainee teachers enrolled on 1 year postgraduate initial teacher education (ITE) programmes
at two UK universities completed the Cognitive Style Index (Allinson and Hayes, Journal of Management Studies, 33(1):119–135,
1996; Hodgkinson and Sadler-Smith, Journal of Occupational and Organisational Psychology, 76(2):243–268, 2003) and a questionnaire exploring their understanding of differentiation, conceptions of learning and learning preferences.
A stratified sample of these trainees was also interviewed to assess their understanding and prior knowledge of differentiation
and learning styles and how they would plan for these in the classroom. Responses were coded using content analysis procedures.
Cognitive style was found to impact on trainees’ conceptions of differentiation; for example, trainees demonstrating higher
levels of analysis and intuition had a more developed understanding of differentiation than other cognitive styles. In relation
to the findings, the use of a constructivist pedagogical tool: a Personal Learning Styles Pedagogy (Evans and Waring, Zhang
& Sternberg (Eds.), Perspectives on the nature of intellectual styles, 2009) is presented to inform the reconceptualisation of ITE programmes. In so doing, the use of this tool addresses key issues
raised in recent international policy debates concerning the necessary development of ITE for twenty-first century learner
needs. 相似文献
110.
Michael R. Olneck 《Asia Pacific Education Review》2011,12(4):675-690
Multicultural policy in South Korea faces variants of challenges endemic to multiculturalism. These challenges are “dilemmas
of difference,” “variable terms of inclusion,” and “legitimacy.” In Korea, these challenges arise in a setting in which ethnic
diversity is of relatively recent origin, an ideology of ethnic homogeneity is prevalent, and official multicultural policy
is limited in its reach to those who are designated as “multicultural families,” that is families in which one spouse is Korean
and the other an immigrant, usually the wife, and their offspring. The exclusion of migrant workers and their families from
Korea’s multicultural framework poses a core contradiction in Korean multicultural policies. This contradiction must be resolved
if multiculturalism in education and other spheres is to promote equality and provide a foundation for national integration
on terms that are equitable to the diverse constituents of Korean society. Inevitably, this will require a redefinition of
what it means to “be Korean.” Even if multicultural policies fall short in their immediate effects on those toward whom they
are directed, multiculturalism represents a significant shift in the discourse of Korean identity and will be terrain on which
the status of diverse groups in Korea will be contested. 相似文献