全文获取类型
收费全文 | 2211篇 |
免费 | 38篇 |
国内免费 | 2篇 |
专业分类
教育 | 1706篇 |
科学研究 | 89篇 |
各国文化 | 39篇 |
体育 | 162篇 |
文化理论 | 18篇 |
信息传播 | 237篇 |
出版年
2023年 | 8篇 |
2021年 | 20篇 |
2020年 | 45篇 |
2019年 | 48篇 |
2018年 | 64篇 |
2017年 | 82篇 |
2016年 | 83篇 |
2015年 | 62篇 |
2014年 | 58篇 |
2013年 | 547篇 |
2012年 | 53篇 |
2011年 | 60篇 |
2010年 | 53篇 |
2009年 | 59篇 |
2008年 | 57篇 |
2007年 | 49篇 |
2006年 | 50篇 |
2005年 | 60篇 |
2004年 | 51篇 |
2003年 | 34篇 |
2002年 | 51篇 |
2001年 | 33篇 |
2000年 | 46篇 |
1999年 | 26篇 |
1998年 | 22篇 |
1997年 | 19篇 |
1996年 | 30篇 |
1995年 | 17篇 |
1994年 | 27篇 |
1993年 | 31篇 |
1992年 | 23篇 |
1991年 | 32篇 |
1990年 | 19篇 |
1989年 | 20篇 |
1988年 | 21篇 |
1987年 | 18篇 |
1986年 | 20篇 |
1985年 | 17篇 |
1984年 | 12篇 |
1983年 | 20篇 |
1982年 | 16篇 |
1981年 | 17篇 |
1980年 | 31篇 |
1979年 | 18篇 |
1978年 | 20篇 |
1977年 | 15篇 |
1976年 | 12篇 |
1975年 | 9篇 |
1967年 | 6篇 |
1966年 | 6篇 |
排序方式: 共有2251条查询结果,搜索用时 15 毫秒
101.
Girls’ active identities: navigating othering discourses of femininity,bodies and physical education
Joanne Hill 《Gender and education》2015,27(6):666-684
Within physical education and sport, girls must navigate discourses of valued athletic and gendered bodies that marginalise or ‘other’ non-normative performances through systems of surveillance and punishment. The purpose of this paper is to share girls’ perspectives on how these discourses affected their gender performances and activity engagement. Students aged 13–14 in one ethnically diverse UK secondary school were invited to create a photo diary of the physical activities they engaged in. Photo-elicitation interviews in small groups followed. The girls positioned themselves as physically active but had to carefully manage their activity choices and gender performances in a single-sex physical education environment that regulated deviation from the fit, slender, girly-girl. Although the girls demonstrate the difficulty of resisting, they indicate moments of positioning themselves against norms that suggest the possibilities of shifting gendering processes. The paper points out the importance of listening to ‘other’ girls’ narratives in building positive physical education engagements. 相似文献
102.
103.
104.
As elite youth sport becomes more organized and professionalized, the role of the family is increasingly acknowledged as being significant in the development of young talent. High-profile examples across a range of professional sports, both positive and negative, have drawn attention toward this important stakeholder. Accordingly, this review first examines the key issues in relation to family involvement in talent development in relation to what is perceived as good and bad practice on behalf of the family. Next the key theoretical underpinning is considered, Family Systems Theory, and how it may be integrated within elite youth sport. Finally, the article concludes with a summary of where the current literature leaves us and where we can progress from here. Two possible inputs are suggested that could benefit the effectiveness of family involvement: a focus on the family holistically and a second on the role different family members can play. 相似文献
105.
Job satisfaction based on familial and institutional factors was explored for 157 female counselor educators. Results indicate that female associate professors had lower levels of intrinsic rewards domain after controlling for institutional type. Parental responsibility and partnership status were equivocal, with significant interaction effects after controlling for Carnegie Classification. 相似文献
106.
Patricia Mercader Jean-Pierre Durif-Varembont 《International journal of qualitative studies in education》2015,28(9):1097-1111
Drawing on a larger study on “Gender practices and violence between peers: the stakes of mixed-sex education”, this paper examines the methodological challenges specific to carrying out ethnography in an elite high school. The researcher’s subjective experience in the field reveals the power dynamics at play in the elite setting. We also examine how interdisciplinary collective analysis of the observation journals unveils less-examined challenges to conceptualization in the research process. We call for the heuristic value when contradiction and subjectivity are acknowledged and implicated both in the field and data analysis, which leads us to articulate different social identities in the elite school environment. 相似文献
107.
108.
In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education. 相似文献
109.
Jackman Patricia C. Sanderson Rebecca Haughey Tandy J. Brett Caroline E. White Naomi Zile Amy Tyrrell Katie Byrom Nicola C. 《Higher Education》2022,84(4):705-722
Higher Education - Doctoral researchers and early career researchers (ECRs) are crucial to producing scientific advancements and represent the future of academic leadership. Their research... 相似文献
110.
Megan Adams Geraldine Burke Nikki Browne Karan Kent Kylie Colemane Laura Alfrey Aislinn Lalor Keith Hill 《The International Journal of Art & Design Education》2023,42(2):216-229
Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross-disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well-being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper; first, to better understand current studies that report on integrating art–moving–well-being practices, and the effect this has on health and well-being of intergenerational participants (under 10-year-olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long-term aim is to propose a flexible art–moving–well-being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well-being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities. 相似文献