全文获取类型
收费全文 | 4595篇 |
免费 | 57篇 |
国内免费 | 10篇 |
专业分类
教育 | 3437篇 |
科学研究 | 241篇 |
各国文化 | 43篇 |
体育 | 406篇 |
综合类 | 3篇 |
文化理论 | 62篇 |
信息传播 | 470篇 |
出版年
2022年 | 27篇 |
2021年 | 45篇 |
2020年 | 59篇 |
2019年 | 113篇 |
2018年 | 143篇 |
2017年 | 151篇 |
2016年 | 146篇 |
2015年 | 100篇 |
2014年 | 121篇 |
2013年 | 944篇 |
2012年 | 132篇 |
2011年 | 129篇 |
2010年 | 150篇 |
2009年 | 135篇 |
2008年 | 150篇 |
2007年 | 146篇 |
2006年 | 109篇 |
2005年 | 97篇 |
2004年 | 100篇 |
2003年 | 81篇 |
2002年 | 96篇 |
2001年 | 66篇 |
2000年 | 108篇 |
1999年 | 74篇 |
1998年 | 75篇 |
1997年 | 64篇 |
1996年 | 73篇 |
1995年 | 57篇 |
1994年 | 69篇 |
1993年 | 63篇 |
1992年 | 49篇 |
1991年 | 70篇 |
1990年 | 51篇 |
1989年 | 47篇 |
1988年 | 37篇 |
1987年 | 46篇 |
1986年 | 45篇 |
1985年 | 43篇 |
1984年 | 47篇 |
1983年 | 39篇 |
1982年 | 31篇 |
1981年 | 35篇 |
1980年 | 30篇 |
1979年 | 24篇 |
1978年 | 32篇 |
1977年 | 38篇 |
1976年 | 27篇 |
1975年 | 22篇 |
1974年 | 23篇 |
1972年 | 14篇 |
排序方式: 共有4662条查询结果,搜索用时 406 毫秒
981.
982.
Hari P. Koirala Marsha Davis Peter Johnson 《Journal of Mathematics Teacher Education》2008,11(2):127-138
The purpose of this paper is to share a performance assessment task and rubric designed to assess secondary school mathematics
preservice teachers’ pedagogical content knowledge and skills. The assessment task and rubric were developed in collaboration
with five education faculty, four arts and sciences faculty, and four high school teachers over a period of one year. Over
this period, the group met more than 15 times and designed an assessment task and rubric to measure secondary school preservice
teachers’ pedagogical content knowledge and skills. The assessment task and rubric were piloted at the end of the year and
extensively revised using the pilot data. The redesigned task and rubric were successfully carried out in the second and subsequent
years. Other teacher education programs can benefit from this assessment of teacher candidates’ pedagogical content knowledge
and skills. 相似文献
983.
984.
Labour perspectives on the new politics of skill and competency formation: International reflections
Peter Sawchuk 《Asia Pacific Education Review》2008,9(1):50-62
Skill/competency approaches to workplace-based policy seek to assess and train for discrete individual competencies with the
goal of increasing employability and productivity. These approaches have become increasingly prominent across a range of advanced
capitalist countries. A substantial critique has emerged over this same period regarding issues of instrumentality and social
control, as well as the failure of skill/compentancy approaches to articulate a meaningful understanding of human learning
capacities. In this article, these critical perspectives are clarified further by a review of contributions to understanding
the skill/competence question emerging from sociology of work literature. Building from these critiques, this article outlines
recent experiences with and perspectives on skill/competency frameworks amongst different national labour movements. Included
in this outline is a more detailed, comparative analysis of Norway and Canada; here we see the lofty ‘new’, ‘knowledge economy’
rhetoric — in two countries where one might expect to see it blossom in application — brought down to earth by the realities
of industrial relations, employer intransigence and intra-labour movement differences. ‘Skill/competence’ proves to be a floating
signifier that, amongst both employers and labour, stands as a proxy for ‘power/control’ struggles. Degenerating in this way,
from a labour perspective, the new politics of skill/competency formation is seen to have spiraled toward irrelevance in Norway
and Canada; awaiting, in both countries, a re-invigoration through attention to changes in the participatory structure of
the labour process itself. 相似文献
985.
Peter J. Vernon 《Educational Media International》2013,50(4):22-25
With respect to films, OFRATEME cooperates with FWU without any true coproduction. For example so far as 16mm films are concerned, the films produced all come within the scope of the free-exchange agreement made either at Council of Europe level or ICEM level. For example for 8mm films, all the producting countries, including France and West Germany, wish to retain ownership of their films, and negotiate the transfer of utilisation rights within the framework of the distribution system. 相似文献
986.
987.
The introduction of the National Curriculum in 1988 caused much discussion (some of it angst‐ridden) among both academics and practitioners working with pupils with severe and profound learning difficulties, and much of the meat (and the angst) of these discussions is still going on today. We argue that 24 years is a long experiment; that despite the best intentions of many, the experiment has failed; it is therefore well past time for separate and distinct pedagogies to be formulated for both severe and profound learning difficulties. Such pedagogies can only exist as part of the current National Curriculum if they are recognised as distinct curriculum models for those with severe and profound learning difficulties. 相似文献
988.
989.
Peter J. Fensham 《International Journal of Science Education》2013,35(3):245-252
Summaries English In this essay, Professor Peter Fensham examines the respective roles of books, teachers and committees as source and authority of scientific information in the context of school science education. In his comparative analysis of recent curriculum development trends in the USA, England and Australia, he detects significant differences in what is accepted in the different countries as ‘authority about science knowledge’ and argues that these differences emerge from the different historical, political and economic development of the three apparently similar countries. 相似文献
990.
Canada's province of Ontario introduced a new policy in 2000 allowing community colleges to offer a new type of undergraduate degree. This decision was a significant policy change for the government considering the nature of Ontario's binary system, where a rigid separation has historically prevailed between the university and college sectors. Drawing on multiple sources of data, this study indicates that the decision to create a new type of applied bachelor's degree generated a series of uncertainties and challenges for higher education institutions, students and government agencies. The paper highlights the need for policy makers to consider the socio‐cultural aspects of higher education systems in policy design, particularly the role of legitimacy. 相似文献