全文获取类型
收费全文 | 192篇 |
免费 | 3篇 |
专业分类
教育 | 104篇 |
科学研究 | 24篇 |
体育 | 36篇 |
文化理论 | 5篇 |
信息传播 | 26篇 |
出版年
2023年 | 3篇 |
2022年 | 8篇 |
2021年 | 7篇 |
2020年 | 11篇 |
2019年 | 19篇 |
2018年 | 13篇 |
2017年 | 12篇 |
2016年 | 7篇 |
2015年 | 12篇 |
2014年 | 4篇 |
2013年 | 34篇 |
2012年 | 3篇 |
2011年 | 3篇 |
2010年 | 12篇 |
2008年 | 9篇 |
2007年 | 4篇 |
2006年 | 3篇 |
2005年 | 3篇 |
2003年 | 2篇 |
2001年 | 4篇 |
1998年 | 1篇 |
1994年 | 2篇 |
1988年 | 2篇 |
1987年 | 3篇 |
1985年 | 1篇 |
1974年 | 1篇 |
1972年 | 1篇 |
1971年 | 1篇 |
1970年 | 1篇 |
1969年 | 3篇 |
1957年 | 1篇 |
1926年 | 2篇 |
1907年 | 2篇 |
1897年 | 1篇 |
排序方式: 共有195条查询结果,搜索用时 10 毫秒
51.
Oscar Valiente Adrián Zancajo Judith Jacovkis 《International Journal of Lifelong Education》2020,39(1):90-103
ABSTRACT The importance of skill formation for young people and the challenges of youth unemployment and underemployment are at the forefront of global development agendas. However, there is still an open debate about the most adequate policy frameworks to tackle these societal challenges and, particularly, about the role that the state and the market should play in the coordination of skills supply and demand. Taking Chile as a case study, the paper analyses how the market model of skill formation is re-contextualised by practitioners and other stakeholders at the local level. Through a realist evaluation approach, the paper tests to what extent the underlying theoretical assumptions of the market model hold up when confronted with the reality of the contexts in which young people, education providers and employers make decisions. The case of Chile is particularly interesting for the comparative literature because of its extreme neoliberal orientation and the centrality of the market in the allocation of resources and opportunities among different social groups. The findings show the limitations of the market for coordinating the supply and demand of skills and its negative consequences on the educational and work prospects of young people, especially the most disadvantaged.. 相似文献
52.
Oscar Jerez Leslier Valenzuela Veronica Pizarro Beatriz Hasbun Gabriela Valenzuela Cesar Orsini 《Teachers and Teaching》2016,22(4):519-534
In recent decades, higher education institutions worldwide have been moving from knowledge-based to competence-based curricula. One of the greatest challenges in this transition is the difficulty in changing the knowledge-oriented practices of teachers. This study evaluates the consistency between syllabus design and the requirements imposed by a competence-based learning environment. To make this comparison, the study sets four criteria (C1: explicit relationship between syllabus and graduate profile; C2: precision of the learning outcomes and assessment criteria; C3: contents that mobilise the learning outcomes; and C4: learning and assessment activities) derived from the literature and a thematic analysis of competence-based learning in higher education. Afterwards, a sample of 150 syllabi from different disciplines of five Chilean public universities were analysed, all of which stated the use of learning outcomes and competences in their learning models. Using a three-point Likert scale derived from the aforementioned criteria and their indicators, a comparison was made between the actual practices reflected in the syllabus design and the previously established criteria. Results show a gap between the declaration of a competency-based curriculum and actual syllabus outlines. Moreover, there are important differences among disciplines. Although all disciplines present high levels of accomplishment for Criteria 1 and 3, only the discipline of health sciences presents an acceptable level for Criteria 2 and 4. It is recommended that further research be undertaken towards identifying effective competency-based syllabus design. 相似文献
53.
Despite clear European and Dutch policies about media education, there is currently no media education curriculum in Dutch schools. A survey among preadolescents (n = 257) in six primary schools in the Netherlands included questions regarding media access, fears, risks, parental mediation of television and the internet, and the need for media education. Findings indicate an overall high saturation of media, but media choice depends on sociodemographic factors. Preadolescents are given rules for using the internet more often than for TV. Boys feel more confident about media use, and few participants report negative experiences or perceive risks while using the internet. Pupils feel a high need for media education, and those who are already thinking critically about media demand lessons more often. Therefore, both technical knowledge about media and critical awareness of the influence of media must be taught. 相似文献
54.
Chhabra Meenakshi Ribeiro Marcelo Afonso Rossier Jérôme 《International Journal for Educational and Vocational Guidance》2022,22(3):577-579
International Journal for Educational and Vocational Guidance - 相似文献
55.
ABSTRACTThis paper reports on a study of how liminality relates to the facilitation of reflective practice in professional education. Liminality refers to sites and positions that exhibit 'in-betweenness', or bordering positions, that might draw together different institutional conditions. The present project aims to examine the role of liminality in professional educational practice with a specific focus upon how liminality may support student reflection. Using a qualitative and comparative research approach, we analysed interview and observational data from police education and a medical programme. Observations and interviews explore practices of collective interactional (and hence observable) reflection at sites that are characterised by ‘betweenness’ of work and education. Findings indicate that situations that afford reflection are characterised by a sense of undeterminedness in terms of either the subject, space or activity. Thus, we conclude that there is some evidence that liminality affords reflection, but also that liminality and underminedness are fragile states that are not easily organised in a professional education curriculum. 相似文献
56.
Over the last 30 years, Chile and Mexico have been implementing neoliberal policies to reform their higher education systems. This report compares the development and impact of those policies within three main areas in both countries, namely: (1) trends and characteristics of the growing private higher education sector, (2) commercialisation and business-like trends that private academia is experiencing and, finally, (3) it discusses how all this has created tensioning situations with assessment and accrediting agencies to ensure quality in their private higher education systems. This study shows that private higher education is facing the following challenges in both nations: (1) an uncritical implementation of neoliberal policies, (2) that there is a very unregulated legislation that has allowed many private institutions to profit within loopholes in the law, (3) that quality has become a central concern and some of the mechanisms applied to correct it have not been effective, showing a lack of a comprehensive system of quality assessment, and (4) that enrolment has grown but with several mismatches that challenge the initial goal of advancing economic development through human resources capacities. Alternative policies are discussed. 相似文献
57.
Andrea Paula Goldin Cecilia Inés Calero Marcela Peña Sidarta Ribeiro Mariano Sigman 《Mind, Brain, and Education》2013,7(2):101-103
In March 2012, 30 faculty and 49 students from all over the world met in El Calafate, Argentina, during two intense weeks. It was the second Latin American School for Education, Cognitive, and Neural Sciences (LASchool), sponsored by the James S. McDonnell Foundation. The LA School seeks to critically examine research findings potentially relevant to the development, design, and implementation of effective educational practices, and to foster a new generation of researchers able to operate at the interface between education and science. Here we introduce a special issue which brings together theory, experiments, and educational interventions which emerged from ideas presented and discussed during the 2012 LASchool. 相似文献
58.
59.
Media managers are facing the challenge of navigating their organizations through a series of extensive changes involving economic, editorial, and technological challenges. Media managers need to develop a better understanding of user behavior and demand. This article addresses the news media landscape and the dynamics at play between print and online media, departing from an elaboration on theories of displacing and complementing effects. The empirical journey focuses on changes over time with regard to how people make use of evening tabloids through print and online. A dataset that comprises annual postal-based surveys carried out from 1998 to 2009 is used for the analysis. The results show an historical change regarding the usage patterns of evening tabloids. First, online news, in general, has acquired a stronger position among users over time, at the expense of the readership of printed evening tabloids. Second, with regard to the interrelated roles of print and online news sites, the latter constitute the primary channel for users—in particular, among 16- to 49-year-olds. Third, gender has the strongest complementing effect, as men are distinguished users of both print and online news. When it comes to explaining displacing effects, these take place among the more highly educated, and the smallest displacing effects are found among 50- to 85-year-olds. The results illustrate the complex dynamics at hand with regard to simultaneous displacing and complementing effects, which nurtures sage managerial implications. 相似文献
60.