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211.
颜妮娜 《贵州教育学院学报》2004,20(3):91-93
移就属于一种超常规搭配的修辞方法。这种超常规搭配看似有违常理,实际有自己的生成规则。移就的生成规则主要体现在四个方面:1、以心理的重建为基础;2、依赖于句子的深层结构;3、修饰词与被修饰词之间相互关联;4、与新的语境相适应。 相似文献
212.
Nina Helgevold 《Teachers and Teaching》2016,22(3):315-328
The relationships between teacher and students are interdependent and rely on their mutual interaction. In the classroom, teaching involves daily face-to-face encounters between students and teachers and therefore could be considered a moral as well as an academic issue. A central question is how the teacher can establish and support a learning community in diverse classrooms where the different learners are recognized as participants, not just as recipients. In this article, a situation from a science lesson has been selected as a case to highlight/illuminate teaching as creating space for participation. The theoretical framework used in this discussion underlines participation as intersubjectively dependent. This perspective points to the ambiguity and uncertainty embedded in teaching and learning situations. It also emphasizes the importance of the teacher's role in inviting students into meaning-making processes. Special attention is paid to essential features of teaching as creating space for participation; 'the act of holding back', 'the act of passing on' and 'the act of non-valuing'. Teaching as creating space for participation is also discussed as an issue that needs greater attention in teacher education. 相似文献
213.
Nina Volckmar 《Scandinavian Journal of Educational Research》2019,63(4):617-631
It has been a key goal to achieve equity in education in Australia and Norway over the last 50 years. This article offers a historical case-oriented comparative analysis of the promotion of equity in education in these 2 countries. While equity in education is primarily understood as students’ learning outcomes in national and international tests, such as the OECD’s PISA studies, the analysis in this article is based on Espinoza’s distinction between equality and equity, which allows for a more complex understanding. The article investigates striking differences in how the governments in Australia and Norway have attempted to enhance equity through education, and discusses factors that may have impeded this process. 相似文献
214.
Parenting Practices and Peer Group Affiliation in Adolescence 总被引:14,自引:1,他引:14
B. Bradford Brown Nina Mounts Susie D. Lamborn Laurence Steinberg 《Child development》1993,64(2):467-482
Social scientists have often assumed that parental influence is sharply curtailed at adolescence because of the rising counterinfluence of peer groups, over which parents have little control. The present study tested a conceptual model that challenged this view by arguing that parents retain a notable but indirect influence over their teenage child's peer associates. Data from a sample of 3,781 high school students (ages 15–19) indicated that specific parenting practices (monitoring, encouragement of achievement, joint decision making) were significantly associated with specific adolescent behaviors (academic achievement, drug use, self-reliance), which in turn were significantly related to membership in common adolescent crowds (jocks, druggies, etc.). Findings encourage investigators to assess more carefully parents' role in adolescents' peer group affiliations. 相似文献
215.
Nina Volckmar 《Scandinavian Journal of Educational Research》2017,61(4):430-447
The children's parade, the use of national flags and school banners are key features in the celebration of Norwegian Constitution Day. This article provides a historical analysis of the origin of the school banner and its emergence and development into a living and popular tradition from the late-nineteenth century. This article shows how the emergence of the school banner connects to the establishment of compulsory schooling and the school as an active site for nation building in the Norwegian struggle for independence. Today, the school banner has transformed to promote the schools’ identity and self-representation. The article adds new insight into the history of schooling in Norway and offers an additional perspective to the research on national symbols. 相似文献
216.
Anna Johansson Nina Klang Gunilla Lindqvist 《Journal of Research in Special Educational Needs》2021,21(4):355-367
Migration to Europe in recent years has made the issue of educational support for recently arrived immigrant pupils critically important, and, especially for pupils who are in need of special educational support. Schools in Sweden have special needs educators (SNEs) supporting pupils in need of special education, but little is known about the work of SNEs in regard to special educational support for recently arrived immigrants. This article reports the results of 483 SNEs answering a survey on their views of their role and work tasks in relation to recently arrived immigrant pupils in need of special educational support in Swedish compulsory schools. SNEs report that their actual tasks include compiling individual educational plans (IEPs), developing learning environments, and supervising staff. Less than 50% of the participants responded that they work directly with the pupils, and around 19% of the SNEs wanted to do more of such work. Class and subject teachers and mother tongue tutors are the occupational groups seen as providing the most support for recently arrived immigrant pupils. The empirical results are discussed from different theoretical perspectives on special education (Emanuelsson, 2001; Persson, 1998), Hughes’ (1958) concept of ‘dirty work’ and Abbott’s theory of profession (1988). 相似文献
217.
Nina Taylor 《Literacy》2008,42(3):131-136
This paper discusses the metaphors and discourses employed in the current Skills for Life Strategy in terms of the identity of potential adult literacy learners. It argues that metaphors and discourses are necessarily value laden and reflect the beliefs of those with authority to influence others. The current Strategy, it is argued, is based on a discourse of deficit, outcomes and employability that positions adult literacy learners as ‘depersonalised others’. 相似文献
218.
Globalisation has meant an increased demand from students, employers, and academics for indicators of the international academic
standing of universities. In this paper we examine the broad methodological issues involved in measuring international academic
standing and apply our conclusions to data for 38 Australian universities.
Determinants of the international academic standing of universities are grouped into six broad categories: standing of academic
staff, quality of undergraduate intake, quality of undergraduate programs, quality of graduate programs, resources, and peer
opinion. The relative importance of each of these attributes is ascertained though a worldwide survey of university presidents,
rectors and vice-chancellors plus Australian deans, thus reducing the need for subjective weighting by the researchers. The
empirical findings are used to weight quantitative performance data for Australian universities and the results compared with
two other recent worldwide rankings of universities. 相似文献
219.
This work deals with Global Competence as a suggested cross-curricular domain for the PISA study of 2018. Measuring Global Competence is related to a number of challenges, which are elaborated, described and discussed. As these challenges have not been sufficiently targeted up to now, Germany, among several other countries, decided not to assess Global Competence in the upcoming PISA assessment. Conclusively, propositions are made regarding viable options to capture Global Competence in international comparative studies so that established quality standards can be met. 相似文献
220.
Michael P. O’Malley Nina Asher Brandon L. Beck Colleen A. Capper Catherine A. Lugg Jason P. Murphy 《International journal of qualitative studies in education》2018,31(7):572-594
This collection of distinct scholarly essays deliberatively turns to queer experience and theorizing as a resource for constructing vibrant qualitative research designs. Queer theory offers a breadth of epistemological and methodological possibilities for qualitative projects that are too frequently overlooked for many reasons. These reasons include frequently strict association of queer theory with queer research topics and researchers, as well as a concurrent reluctance to interrogate the representational needs of heterosexist culture served by the metaphor of the ‘closet.’ Queer theory also compels inquiry that takes up the unique circumstances of queer subjects. Locating educational inquiry within globally complex socio-historical dynamics and a post-Obergefell/post-2016 election U.S. context, this article poses multiple trajectories through which various scholars explore queer(er) qualitative inquiry in educational studies. These perspectives invite researchers to rethink qualitative inquiry designs through engagement with the queer, inclusive of research topics not initially perceived to be queer. 相似文献