全文获取类型
收费全文 | 4930篇 |
免费 | 62篇 |
国内免费 | 11篇 |
专业分类
教育 | 3659篇 |
科学研究 | 253篇 |
各国文化 | 48篇 |
体育 | 482篇 |
综合类 | 3篇 |
文化理论 | 64篇 |
信息传播 | 494篇 |
出版年
2022年 | 27篇 |
2021年 | 47篇 |
2020年 | 66篇 |
2019年 | 118篇 |
2018年 | 152篇 |
2017年 | 167篇 |
2016年 | 170篇 |
2015年 | 110篇 |
2014年 | 131篇 |
2013年 | 1045篇 |
2012年 | 139篇 |
2011年 | 134篇 |
2010年 | 155篇 |
2009年 | 144篇 |
2008年 | 157篇 |
2007年 | 155篇 |
2006年 | 117篇 |
2005年 | 106篇 |
2004年 | 103篇 |
2003年 | 86篇 |
2002年 | 101篇 |
2001年 | 70篇 |
2000年 | 115篇 |
1999年 | 79篇 |
1998年 | 81篇 |
1997年 | 63篇 |
1996年 | 75篇 |
1995年 | 59篇 |
1994年 | 68篇 |
1993年 | 64篇 |
1992年 | 51篇 |
1991年 | 74篇 |
1990年 | 53篇 |
1989年 | 52篇 |
1988年 | 39篇 |
1987年 | 49篇 |
1986年 | 47篇 |
1985年 | 45篇 |
1984年 | 47篇 |
1983年 | 40篇 |
1982年 | 37篇 |
1981年 | 37篇 |
1980年 | 33篇 |
1979年 | 27篇 |
1978年 | 38篇 |
1977年 | 42篇 |
1976年 | 29篇 |
1975年 | 25篇 |
1974年 | 24篇 |
1971年 | 14篇 |
排序方式: 共有5003条查询结果,搜索用时 15 毫秒
921.
922.
Peter Gilmour 《Religious education (Chicago, Ill.)》2013,108(4):404-413
This article presents a historical approach to the multi-faith Religious Education introduced at the junior secondary level in Botswana in 1996. The article begins by examining the Christian confessional approach introduced during the missionary era and notes that despite various forms of earlier government opposition the Christian syllabus became popular again in the 1970s. In 1993, a movement toward a multi-faith syllabus gained momentum. Some of the background to this is given including the influence of British experience. This new syllabus is then subjected to some critique. An attempt to classify the new syllabus' methodology is also provided. A discussion of the public and religious groups' response to the multi-faith syllabus follows. Finally, through a small survey, views of teachers (n = 48) on the new syllabus are recorded and discussed and the overall outcome appears positive. The conclusion is that the Botswana multi-faith syllabus, with adjustments, is relevant to the educational needs of a homogenous society. 相似文献
923.
In this article we identify a number of issues that need to be addressed if we are to continue to make advances in the teaching of reading comprehension. First, we suggest that it is important to continue the search for a variety of effective instructional approaches for teaching reading comprehension and to learn more about the conditional applicability of the instructional approaches currently in vogue. Second, we argue that it is important to expand our definition of reading comprehension to more fully appreciate the social, political, and educational dimensions of reading comprehension and reading instruction. Finally, we consider some of the impediments hindering the classroom application of comprehension instruction research and we argue that researchers must become more concerned with the pragmatic aspects of how to make a difference to comprehension instruction in the classroom. 相似文献
924.
925.
926.
Jenny Collins 《History of education》2013,42(5):649-666
An examination of the professional lives of women science teachers presents an opportunity to consider ways in which women became ‘knowledge purveyors’ and to reflect on the extent to which they challenged contemporary boundaries about what science women should know. An analysis of the life of a woman science teacher who was also a ‘professed’ religious illuminates the complexity of a professional life shaped by an overlay of vocation and employment. Mother Bernard Towers's teaching life extended over the greater part of the twentieth century. As a science teacher she was influenced by changing understandings of the gendered science curriculum and the cultural and religious environment in which she lived. At the same time she challenged contemporary constraints on the teaching of science to girls, helped her pupils gain access to high‐status ‘hard’ science options and expanded the kinds of science that they could expect to know. 相似文献
927.
928.
Peter E. Kane Alan S. Kaye Dennis R. Klinzing Dennis R. Klinzing Fred E. Jandt Hermann G. Stelzner 《Communication quarterly》2013,61(1):50-55
FREEDOM SPENT. By Richard Harris. Boston: Little, Brown and Company, 1976; pp. 460. $12.95. MALE/FEMALE LANGUAGE, WITH A COMPREHENSIVE BIBLIOGRAPHY. By Mary Ritchie Key. Metuchen, New Jersey: Scarecrow Press, 1975; pp. vii + 200; $7.95. CONTEMPORARY SPEECH: A COMPREHENSIVE APPROACH TO COMMUNICATION. Compiled by Mary Frances Hopkins and Beverly Whitaker. Edited by Bernard Brommel. Skokie, IL: National Textbook Company, 1976; pp. ix + 316. $11. COMMUNICATING. By Anita Taylor, Teresa Rosegrant, Authur Meyer, and B. Thomas Samples. Englewood Cliffs, NJ: Prentice‐Hall, Inc., pp. xiii + 466. $9.95. MASTERING CLASSROOM COMMUNICATION: WHAT INTERACTION ANALYSIS TELLS THE TEACHER. By Dorothy Grant Hennings. Pacific Palisades, California: Goodyear Publishing Company, 1975; pp. xiii + 193. $5.95. THE RHETORIC OF WESTERN THOUGHT. By James L. Golden, Goodwin F. Berquist, and William E. Coleman. Dubuque, Iowa: Kendall/Hunt, 1976; pp. 272. Paper $9.95. 相似文献
929.
Peter Taylor 《Studies in Continuing Education》2013,35(2):217-220
Like many Western knowledge‐practices, experiential learning is seen to require what is, in effect, an act of self‐dismemberment, a splitting of the head from the body that denies the connectedness of knowledge to the body and thus loses sight of knowledge as a product of corporeally and emotionally grounded human life. This article first traces the history through which modernist knowledge‐practices were predicated on the rejection of the experiencing body and examines the impact of the resultant epistemology on power relationships. It then suggests that, as a function of memory, experiential learning is more properly understood as an act of re‐membering. It argues that experience is itself located in the body as well as in the social and material locations that bodies invariably occupy — and asks what a theory of experiential learning might look like that re‐members body and mind. 相似文献
930.