全文获取类型
收费全文 | 4821篇 |
免费 | 65篇 |
国内免费 | 10篇 |
专业分类
教育 | 3625篇 |
科学研究 | 262篇 |
各国文化 | 47篇 |
体育 | 419篇 |
综合类 | 3篇 |
文化理论 | 62篇 |
信息传播 | 478篇 |
出版年
2022年 | 29篇 |
2021年 | 45篇 |
2020年 | 61篇 |
2019年 | 121篇 |
2018年 | 147篇 |
2017年 | 161篇 |
2016年 | 158篇 |
2015年 | 106篇 |
2014年 | 128篇 |
2013年 | 996篇 |
2012年 | 143篇 |
2011年 | 134篇 |
2010年 | 152篇 |
2009年 | 141篇 |
2008年 | 153篇 |
2007年 | 148篇 |
2006年 | 115篇 |
2005年 | 98篇 |
2004年 | 103篇 |
2003年 | 82篇 |
2002年 | 98篇 |
2001年 | 67篇 |
2000年 | 111篇 |
1999年 | 75篇 |
1998年 | 74篇 |
1997年 | 63篇 |
1996年 | 75篇 |
1995年 | 57篇 |
1994年 | 71篇 |
1993年 | 68篇 |
1992年 | 50篇 |
1991年 | 74篇 |
1990年 | 52篇 |
1989年 | 49篇 |
1988年 | 40篇 |
1987年 | 48篇 |
1986年 | 46篇 |
1985年 | 48篇 |
1984年 | 48篇 |
1983年 | 40篇 |
1982年 | 32篇 |
1981年 | 38篇 |
1980年 | 31篇 |
1979年 | 27篇 |
1978年 | 37篇 |
1977年 | 39篇 |
1976年 | 29篇 |
1975年 | 23篇 |
1974年 | 23篇 |
1972年 | 15篇 |
排序方式: 共有4896条查询结果,搜索用时 15 毫秒
81.
Professor Dr. Reinders Duit Professor Dr. Peter Häussler Dr. Roland Lauterbach Professor Dr. Helmut Mikelskis Professor Dr. Walter Westphal 《Research in Science Education》1992,22(1):106-113
This paper outlines the design of a physics textbook that addresses issues of gender-inclusive physics teaching, STS and constructivism.
Difficulties of addressing these issues in a textbook for normal classes, which has to compete with other textbooks on the
market will be discussed.
Specializations: constructivist approaches in science education research and practice.
Specializations: gender issues in science instruction.
Specializations: primary education, integrated science.
Specializations: STS, phenomenological oriented physics instruction.
Specializations: peace education within science education. 相似文献
82.
83.
84.
The following article presents a small-scale qualitative study in which the student learning experiences from service user and carer (SUAC) involvement in social work, mental health nursing and social welfare courses at an English university were evaluated for any effects on student perceptions, knowledge, skills and practice. Using focus group methodology, student participants reported positive outcomes from exposure to SUAC classroom inputs such as a greater valuing of SUAC knowledge as expert knowledge, help with the development of empathy and an appreciation of constructive challenges to mainstream curricular delivery. Notes of caution were identified, particularly in respect of the sometimes unexpected levels of emotion displayed by SUAC presenters. Recommendations for meaningful SUAC involvement in higher education are made regarding the need to involve SUACs across the whole duration of a course; the need for the preparation of both students and presenters regarding boundaries; the fit of presentations with intended learning outcomes; more partnership delivery in classrooms between academics and SUACs (possibly with a differentiation between theoretical and practice inputs); the opportunities for SUACs to present their own situations as real rather than hypothetical case studies for students and the possibilities that may result from introducing a ‘buddying’ system between students and SUACs throughout their studies. It is suggested that the insights from this small-scale study merit further exploration on a larger scale if policy and practice in the field of service and user involvement in higher education are to move forward in an inclusive manner. 相似文献
85.
86.
87.
88.
Creed Peter A. Hood Michelle Hu Shi 《International Journal for Educational and Vocational Guidance》2020,20(2):331-349
International Journal for Educational and Vocational Guidance - Informed by a self-regulatory perspective, we tested a model (N = 233) in which job (e.g., autonomy), person (e.g.,... 相似文献
89.
Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
90.
Administration for innovation in higher education 总被引:1,自引:0,他引:1
The paper commences from the premise that the major paradigms of administration are not appropriate to higher education. Structural approaches place too great an emphasis on the organization and its mission, subjectivist approaches fail to acknowledge the constraints and enablements of structure and the role of continuity and radical change approaches fail to provide a positive basis for administration. The paper outlines an approach to educational administration which addresses these difficulties. It is based on structuration theory together with cooperative learning theory and group work. The paper reports an investigation of an attempt to apply this approach to the administration of a program of teaching awards in an Australian university. It reports some success and some limitations.Peter Ling is engaged in education quality assurance and educational development at the Royal Melbourne Institute of Technology. He is the President of the Victorian Branch of the Higher Education Research and Development Society of Australia. Dr. Ling's current research is in faculty responses to educational development activities. He holds M.Ed, and Ph.D. degrees from the University of Melbourne. Lorraine Ling is Chair of the Teaching Center at LaTrobe University, Melbourne, Australia. The focus of her research and publication is analysis of administrative systems in education. She has wide experience in schools and in teacher education. She has engaged in educational consultancy, including faculty development, in Australia, Europe, and Asia. She holds an M.Ed, from Deakin University. 相似文献