全文获取类型
收费全文 | 1025篇 |
免费 | 9篇 |
专业分类
教育 | 723篇 |
科学研究 | 48篇 |
各国文化 | 13篇 |
体育 | 131篇 |
综合类 | 2篇 |
文化理论 | 6篇 |
信息传播 | 111篇 |
出版年
2021年 | 17篇 |
2020年 | 9篇 |
2019年 | 36篇 |
2018年 | 49篇 |
2017年 | 41篇 |
2016年 | 45篇 |
2015年 | 26篇 |
2014年 | 30篇 |
2013年 | 264篇 |
2012年 | 24篇 |
2011年 | 26篇 |
2010年 | 15篇 |
2009年 | 32篇 |
2008年 | 32篇 |
2007年 | 21篇 |
2006年 | 22篇 |
2005年 | 29篇 |
2004年 | 19篇 |
2003年 | 22篇 |
2002年 | 19篇 |
2001年 | 10篇 |
2000年 | 18篇 |
1999年 | 14篇 |
1998年 | 15篇 |
1997年 | 14篇 |
1996年 | 18篇 |
1995年 | 15篇 |
1994年 | 10篇 |
1993年 | 7篇 |
1992年 | 14篇 |
1991年 | 12篇 |
1990年 | 9篇 |
1989年 | 9篇 |
1988年 | 11篇 |
1986年 | 2篇 |
1985年 | 5篇 |
1984年 | 8篇 |
1983年 | 3篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1979年 | 6篇 |
1978年 | 4篇 |
1977年 | 6篇 |
1976年 | 10篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 3篇 |
1967年 | 3篇 |
1966年 | 2篇 |
排序方式: 共有1034条查询结果,搜索用时 15 毫秒
981.
Abstract In recent times, there have been a number of critiques of Marxist and neo‐Marxist analyses of the state and education policy. These have drawn on postmodernist, ‘quasi‐postmodernist’ and state autonomy perspectives. While the postmodernist and ‘quasi‐postmodernist’ approaches have attracted critical response, to date, the state autonomy perspective has, to our knowledge, gone unchallenged. To address this theoretical lacuna, this paper analyses one writer's attempt, via an historical case study, to uphold state autonomy theory by detailing the ongoing relationship between one quasi‐state agency and the practice of ‘race’ education in initial teacher education. We argue that there are serious conceptual weaknesses in this latest attempt to apply state autonomy theory to educational policy analysis. The arguments in the case study under consideration are seriously compromised by a basically flawed hypothesis, a misrepresentation of contemporary (neo‐) Marxist education policy analysis and by a failure to look at ‘the big picture’. 相似文献
982.
983.
Mike Radford 《The International Journal of Art & Design Education》2000,19(3):280-287
Meaning in the arts has been explained in terms of the ‘linguistic/cognitive’ metaphor, that is as a product of a framework of conventions, rules and symbols, of shared conceptualisations with a clearly defined ‘conceptual space’. Sense in a work of art is dependent upon this framework and only by conventionalising pupils into it will they be able to communicate meaning. The problem is that the arts take their audience beyond the framework, beyond the boundaries of sense. The question then becomes how the arts continue to have meaning, paradoxically, to continue to make sense even though they have exceeded its boundaries. The solution to this problem, it is argued, lies in the way that the arts appeal directly to our uniquely human ability to reflect on commonly experienced feelings and to consequently transcend particular frameworks of meaning. Rather than meaning being subject to frameworks within which experience and artistic intention are seen to be made possible, I argue that experience has an autonomous presence in art, a presence that enables meaning to be communicated with spontaneity and immediacy. 相似文献
984.
Mike Shatzkin 《Publishing Research Quarterly》2008,24(4):251-254
To pursue emerging revenue opportunities in the most cost-efficient way (or sometimes to be able to pursue them at all), book
publishers are going to have to adopt a StartwithXML workflow. That means their content needs to live in an XML-structured
document from the earliest possible moment, which could be “inception”, and carry within it metadata about the document structure,
the content itself, and the rights to all components. The tools exist to do this, but the organizational challenges of changing
workflows and inventing new procedures are daunting. This project explores the business case and the implementation challenges,
including case studies of companies who have already begun to work this way. 相似文献
985.
986.
Mike U. Smith 《Science & Education》2010,19(6-8):523-538
Scholarship that addresses teaching and learning about evolution has rapidly increased in recent years. This review of that scholarship first addresses the philosophical/epistemological issues that impinge on teaching and learning about evolution, including the proper philosophical goals of evolution instruction; the correlational and possibly causal relationships among knowing, understanding, accepting, and believing; and the factors that affect student understanding, acceptance, and/or belief. Second, I summarize the specific epistemological issues involved, including empiricism, naturalism, philosophical vs methodological materialism, science vs religion as non-overlapping magisteria, and science as a way of knowing. Third, the paper critically reviews the strengths and weaknesses of the research tools available to measure the nature of science, epistemological beliefs, and especially the acceptance of evolution. Based on these findings, further research in these areas, especially study of the factors that cause lack of explanatory coherence as well as replications of studies that promise to explain current confusing findings about the interrelationships among student understanding, acceptance, and belief in evolution, are called for. In addition, this review calls for more longitudinal studies to delineate causal connections as well as improved measurement tools. 相似文献
987.
988.
长期以来,很多学者一直倡导指导教学的评价,即通过评估学生需求和监测其学习进展,适当地设计学习顺序,调整教学策略,改良学习计划,以便有效地促进学习目标的完成。本研究调查了形成性评价在美国中学科学课中的实施情况,并分析其对学生学习进步的影响。研究表明,教师都在努力使用形成性评价来指导教学,而学生取得的成绩各不相同。 相似文献
989.
990.
Laurie E. Cutting April Materek Carolyn A. S. Cole Terry M. Levine E. Mark Mahone 《Annals of dyslexia》2009,59(1):34-54
Reading disability (RD) typically consists of deficits in word reading accuracy and/or reading comprehension. While it is
well known that word reading accuracy deficits lead to comprehension deficits (general reading disability, GRD), less is understood
about neuropsychological profiles of children who exhibit adequate word reading accuracy but nevertheless develop specific
reading comprehension deficits (S-RCD). Establishing the underlying neuropsychological processes associated with different
RD types is essential for ultimately understanding core neurobiological bases of reading comprehension. To this end, the present
study investigated isolated and contextual word fluency, oral language, and executive function on reading comprehension performance
in 56 9- to 14-year-old children [21 typically developing (TD), 18 GRD, and 17 S-RCD]. Results indicated that TD and S-RCD
participants read isolated words at a faster rate than participants with GRD; however, both RD groups had contextual word
fluency and oral language weaknesses. Additionally, S-RCD participants showed prominent weaknesses in executive function.
Implications for understanding the neuropsychological bases for reading comprehension are discussed.
相似文献
Laurie E. CuttingEmail: |