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81.
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PETER JARVIS 《比较教育学》1999,35(2):249-257
The argument of this article is that higher education is forced to respond to the dominant social pressures of the day, especially the demands of advanced capitalism. Globalisation has produced an international division of labour with more knowledge-based workers in the West. Higher education in those countries has, consequently, endeavoured to respond to the demands of these workers in innovative ways and these changes point the direction that higher education elsewhere might have to go. However, some countries will not have sufficient knowledge-based workers to force changes in the higher education system and market-orientated Western universities will fill that gap through new means of delivery. Where universities are not responding to the needs of the international division of labour, transnational companies are taking the initiative in creating their own universities. 相似文献
83.
ROBYN ZEVENBERGEN JUDITH MOUSLEY PETER SULLIVAN 《International Journal of Inclusive Education》2013,17(4):391-405
Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein () has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics. 相似文献
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PETER STOKES 《School Leadership & Management》2013,33(1):99-105
The main arguments advanced in this article are that major curriculum innovations are likely to be most fruitfully developed if they incorporate the best features of tried and tested models existing both in the UK and abroad. Also a coherent approach to the management of innovations is a sine qua non for their success. Both TVEI and CPVE are considered comparatively and relevant management issues outlined. It is concluded that the secret of success lies to a great extent in management training. Both the HMI report (1986) on education in the FRG and the White Paper (Education and Training, 1986) add eloquent testimony to the message of this article. 相似文献
86.
The purposes of this article are twofold. First, it considers the policy links between guidance and lifelong learning, highlighting in particular the implications of findings from a recent study by the Organisation for Economic Co‐operation and Development (OECD). Secondly, it critically compares two approaches to workplace guidance about education and training, drawing upon evaluations of various initiatives organized by trade unions and employers in Denmark and the UK. These evaluations are based on qualitative data collected from in‐depth interviews with those responsible for organizing and giving the guidance, as well as those who received it. Five interviews were conducted with recipients of guidance in each country, either face‐to‐face or by telephone, using a semi‐structured interview schedule. The conclusions suggest some issues that need to be addressed by guidance practitioners and policy makers, including employers and trade unions. 相似文献
87.
Victor Quinn advocates teaching critical thinking as a curriculum subject. He has accused Professor John E. McPeck, a vehement critic of such proposals, not only of being wrong but also of being in need of such a critical thinking course himself. In this paper we examine the five supposed critical thinking weaknesses of which McPeck is accused and consider what Quinn's arguments tell us about critical thinking, its skills, its priorities and its claims to subject status. 相似文献
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PETER SCHULTE 《Higher Education in Europe》2003,28(2):189-194
Close co-operation between higher education institutions and industry is the best instrument for the application of research and the use of R&D outcomes in economic processes. It is the basis for the development of new products, techniques, and services. Such co-operation helps to develop the economy and society, and, therefore, to enhance structural change in regions in which higher education institutions are located. At the same time, any income earned through this process (third-party funds) for a higher education institution means that the institutional budget provided by the state can be used to meet additional challenges. A second result deriving from this form of co-operation is higher quality teaching and learning at the given higher education institution, as well as the development of innovative course programmes for undergraduate, postgraduate, and continuing education. 相似文献
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