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941.
942.
While early proponents of mastery learning (ML) provided operational definitions regarding appropriate teaching/learning procedures, they did not provide guidelines for developing specific instructional strategies and activities. This article aims to provide such guidelines based on theories of learning and cognition. Part 1 describes the general instructional procedures developed by early ML proponents. Parts 2–4 provide guidelines for (a) the initial group‐based instruction, including guidelines for teaching to three different types of objectives (informational, conceptual, and procedural) and for varying four different modes of presentation (lecture, dialogue, discussion, and searwork) (b) sequencing; (c) developing correctives; and (d) developing enrichment activities. 相似文献
943.
Michelle Ann Abate 《Children‘s Literature in Education》2013,44(4):326-343
This essay makes the case that Barbara Park’s picture book MA! There’s Nothing to Do Here!: A Word from Your Baby-in-Waiting (2008) adds another equal-parts absurdist and alarming item to the ever-growing responsibilities of expecting mothers: ensuring that their fetus is entertained. The messages that Park’s narrative sends about fetal needs, however, have implications that extend beyond individual mothers; they also encompass larger societal issues concerning the origins of human life, the embryonic capacity for discomfort, and the existence of “fetal children.” Given the way in which MA! There’s Nothing to Do Here! ascribes thoughts and emotions to an unborn baby, the narrative engages with current highly-politicized questions about the rights of the unborn and the debate over personhood. The fetus in Park’s text may be ostensibly complaining about being bored in the womb, but he is making a far more powerful, if tacit, argument for life beginning before birth. 相似文献
944.
ABSTRACTThis article examines environmental education by focusing on recreationist expectations for interpretation on marine tours, satisfaction with this interpretation and whether expectations were met, and how these perceptions correlate with components of the norm activation model. Recreationists surveyed before and after tours to Molokini, Hawaii (n = 439) had high pre-trip expectations for interpretation (e.g., about reefs, history), but satisfaction was lower and expectations for many recreationists were not met. Those who had their expectations met had higher problem awareness and ascribed more responsibility (i.e., norm activation) than those who did not, suggesting that interpretation is desired and may promote pro-environmental behavior. 相似文献
945.
Generic attributes as espoused theory: the importance of context 总被引:2,自引:0,他引:2
Anna Jones 《Higher Education》2009,58(2):175-191
There has been considerable interest in generic attributes in higher education for over a decade and yet while generic skills
or attributes are an important aspect of policy, there is often a lack of consistency between beliefs about the importance
of these skills and attributes and the degree to which exist in teaching practice. There has been an assumption that these
attributes exist outside of the disciplinary context, yet the findings of this study suggest that they are strongly influenced
by the disciplinary culture in which they are taught. The study reported in this paper examines the apparent gap between ideal
notions of generic attributes and their enactment in teaching practice. This qualitative study examined the teaching of generic
attributes in five disciplines (physics, history, economics, medicine and law) in two Australian universities. It found that
the notion of generic attributes is highly complex and while attributes such as critical thinking, problem solving and communication
are valued by teaching staff they are often implicit in teaching. This gap between what is valued and what is actually taught
is a result of variation in interpretation of generic attributes, the difficulties of reducing complex attributes to definable
learning outcomes and practical constraints on teaching caused by factors such as large classes. Furthermore, it can be explained
by the finding that generic attributes are part of the epistemic culture of the disciplines and often remain tacit. The findings
of this study have significant implications for scholarship, policy and pedagogy.
相似文献
Anna JonesEmail: |
946.
Universities should be developing female middle-managers for reasons of gender balance (Aitkin in The Last Boilerhouse Address,
Canberra University 2001), the skills shortage, pending mass retirements (Chesterman in Not doable jobs?’ Exploring senior women’s attitudes to leadership
roles in universities. Women’s Higher Education Network Conference, Bolton, 2004) and sustainable, post-bureaucratic organizations (Kira and Forslin in J Organ Change Manage 21(1): 76–91, 2008). Investigating the learning and development of women managers is timely. Research assumes that women in academe have the
qualifications, experience and skills for management. Is this the case? The paper provides the first national demographic
and development profile of women middle-managers in academic and the research-neglected administrative streams in Australian
universities, with a sample of 342 women (46% response rate). Age is a particularly notable demographic with the majority
of academics within 5–10 years of retirement. Nearly 60% of academics experienced few current development opportunities and
their discipline-based qualifications did not prepare them for management. However, a greater number of administrative managers
received relevant preparatory training. Once in their current management roles women experienced markedly fewer development
opportunities. If higher education institutions are learning organizations, continuous learning should be evident (Watkins
in Adv Dev Hum Res 7(3): 414, 2005). Our research shows this is far from the case. 相似文献
947.
Our work is inspired by the book Imagining Numbers (particularly the square root of minus fifteen), by Harvard University
mathematics professor Barry Mazur (Imagining numbers (particularly the square root of minus fifteen), Farrar, Straus and Giroux, New York, 2003). The work of Mazur led us to question whether the features and steps of Mazur’s re-enactment of the imaginative work of
mathematicians could be appropriated pedagogically in a middle-school setting. Our research objectives were to develop the
framework of teaching mathematics as a way of imagining and to explore the pedagogical implications of the framework by engaging
in an application of it in middle school setting. Findings from our application of the model suggest that the framework presents
a novel and important approach to developing mathematical understanding. The model demonstrates in particular the importance
of shared visualizations and problem-posing in learning mathematics, as well as imagination as a cognitive space for learning.
相似文献
Donna KotsopoulosEmail: |
948.
The political economy of post-secondary education: a comparison of British Columbia,Ontario and Québec 总被引:1,自引:0,他引:1
A policy sociology approach is taken to examine the connections between neo-liberalism, post-secondary provincial education
(PSE) policy in Canada and the impact of those policies. Our thesis regarding the broad political economy of PSE is that over
the last two decades the adoption of this ideology has been a major cause of some dramatic changes in these policies and has
brought about a fundamental transformation of PSE in Canada. The discussion builds on a comparative, multiple, nested case
study conducted at the provincial (Québec, Ontario and British Columbia) and national level. Through the analysis of key provincial
and federal documents, the team concludes that five themes dominated the PSE policy-making process. These themes are Accessibility,
Accountability, Marketization, Labour Force Development and Research and Development. In discussing these themes, we illustrate
their impact on and within the three provincial PSE systems: BC, Ontario and Québec. In the conclusion, we place the changes
in their political and economic contexts and explicate the intended and unintended consequences of these policy priorities.
We argue that the pressure for access has led to the emergence of new institutional types, raising new questions about differentiation,
mandate and identity and new lines of stratification. A trend toward vocationalism in the university sector has coincided
with ‘academic drift’ in the community college sector, leading to convergences in programming and institutional functions
across the system, as well as competition for resources, students, and external partners. Unprecedented demand has made education
a viable industry, sustaining both a proliferation of private providers and a range of new entrepreneurial activities within
public institutions. Levels and objectives of public funding have swung dramatically over the period. Public investments in
PSE, in the form of capital grants and tuition subsidies, have alternately expanded and contracted, being at some times applied
across the board and at others targeted to specific social groups or economic sectors. Likewise, policymakers have treated
PSE at times as a mechanism for social inclusion and equality, at others as an instrument for labour force development, and
at yet others as a market sector in its own right.
相似文献
Donald FisherEmail: |
949.
The general purpose of this article is threefold. Firstly, it is to further the notion of coaching as orchestration through developing insight into precisely how and what coaches orchestrate. Secondly, it is to firmly position coaching as a relational practice, whilst thirdly it is to better define coaching’s complex nature and how it can be somewhat ordered. Following an introduction where the purpose and value of the article are outlined, we present the reflective method of critical companionship through which we explored and addressed the aforementioned purposes. The case for the quiddity, or the ‘just whatness’ (i.e. the inherent nature or essence) of coaching as involving complex, relational acts which can be somewhat explained through recourse to the developing theory of orchestration is subsequently made. In doing so, two precise examples of how we as coaches orchestrate sporting practice are presented. The article concludes with both a summary of the principal argument(s) made, and some reflective considerations for future directions. 相似文献
950.
Thomas Sawczuk Ben Jones Sean Scantlebury Jonathan Weakley Dale Read Nessan Costello 《Measurement in physical education and exercise science》2018,22(1):11-18
This study aimed to evaluate the between-day reliability and usefulness of a fitness testing battery in a group of youth sport athletes. Fifty-nine youth sport athletes (age = 17.3 ± 0.7 years) undertook a fitness testing battery including the isometric mid-thigh pull, counter-movement jump, 5–40 m sprint splits, and the 5–0-5 change of direction test on two occasions separated by 7 days. Usefulness was assessed by comparing the reliability (typical error) to the smallest worthwhile change. The typical error was 5.5% for isometric mid-thigh pull and 3.8% for counter-movement jump. The typical error values were 2.7, 2.5, 2.2, 2.2, and 1.8% for the 5, 10, 20, 30, and 40 m sprint splits, and 4.1% (left) and 5.4% (right) for the 5–0-5 tests. The smallest worthwhile change ranged from 1.1 to 6.1%. All tests were identified as having “good” or “acceptable” reliability. The isometric mid-thigh pull and counter-movement jump had “good” usefulness, all other tests had “marginal” usefulness. 相似文献