全文获取类型
收费全文 | 5028篇 |
免费 | 65篇 |
国内免费 | 11篇 |
专业分类
教育 | 3806篇 |
科学研究 | 255篇 |
各国文化 | 49篇 |
体育 | 430篇 |
综合类 | 4篇 |
文化理论 | 65篇 |
信息传播 | 495篇 |
出版年
2022年 | 29篇 |
2021年 | 49篇 |
2020年 | 66篇 |
2019年 | 126篇 |
2018年 | 160篇 |
2017年 | 167篇 |
2016年 | 165篇 |
2015年 | 111篇 |
2014年 | 126篇 |
2013年 | 1024篇 |
2012年 | 144篇 |
2011年 | 136篇 |
2010年 | 161篇 |
2009年 | 146篇 |
2008年 | 161篇 |
2007年 | 161篇 |
2006年 | 122篇 |
2005年 | 103篇 |
2004年 | 112篇 |
2003年 | 95篇 |
2002年 | 108篇 |
2001年 | 77篇 |
2000年 | 117篇 |
1999年 | 84篇 |
1998年 | 83篇 |
1997年 | 70篇 |
1996年 | 76篇 |
1995年 | 68篇 |
1994年 | 70篇 |
1993年 | 73篇 |
1992年 | 60篇 |
1991年 | 73篇 |
1990年 | 53篇 |
1989年 | 51篇 |
1988年 | 38篇 |
1987年 | 50篇 |
1986年 | 46篇 |
1985年 | 48篇 |
1984年 | 52篇 |
1983年 | 42篇 |
1982年 | 32篇 |
1981年 | 41篇 |
1980年 | 33篇 |
1979年 | 29篇 |
1978年 | 34篇 |
1977年 | 40篇 |
1976年 | 31篇 |
1975年 | 23篇 |
1974年 | 24篇 |
1972年 | 15篇 |
排序方式: 共有5104条查询结果,搜索用时 15 毫秒
41.
Peter Colenso 《Compare》2005,35(4):411-428
There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework. 相似文献
42.
Fischer Peter Michael Mandl Heinz 《European Journal of Psychology of Education - EJPE》1988,3(2):217-233
The present article gives an outline of the state of art in computer assisted intervention by learning-concomitant differential feedback. Based on the spectrum of possible meanings and interpretations given to the concepts ‘interaction’ and ‘interactive’ this concept is elaborated and illustrated by prototypical theoretical approaches. Based on our own empirical findings arguments are given showing that sophisticated audiovisual interactive new technologies can properly be used even on the small machines available in schools if the content materials and the flow of control given to the learner are carefully designed and based on principles of cognitive science.
相似文献43.
Peter Smetacek 《Resonance》2001,6(5):8-15
In this part of the series on butterflies, we look at the types of variations found within species as well as their causes. 相似文献
44.
45.
Jon Nichol & Kate Watson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(2):135-144
Telematics has the potential to transform Higher Education through creating a distributed community of tutors and students. Videotutoring is central to telematics, enabling personal tutoring to occur at a distance. Within the context of a post-graduate teacher training course, videotutoring was used to tutor two students during the first six weeks of their first full-time school placement. Both ends of the videosignal were recorded. Analysis of the tapes used a protocol based upon research into non-verbal communication (NVC). NVC is as important as verbal communication in the tutorial process. Findings suggest that the interaction of participants mediated through the screen was significantly different from face-to-face communication in relation to the two-dimensional image of the screen and the "viewing frame" effect of the physical boundaries of the image. The viewing frame literally served as the proscenium arch of a theatre. Two-dimensionality and the viewing frame effect emphasised both the positive and negative elements in inter-personal communication as represented in Argyle's social skills and Goffman's theatrical models. The conclusion is that videotutoring can potentially be a more effective form of tutoring than face-to-face interaction. 相似文献
46.
47.
48.
Barbara W. LeRoy Preethy Samuel Marcella Deluca Peter Evans 《Assessment in Education: Principles, Policy & Practice》2019,26(4):386-396
AbstractSince 2003, the Programme for International Student Assessment (PISA) has included students with special educational needs (SEN), identified as those with functional disabilities, those with cognitive/behavioural/emotional disabilities and those with limited test language proficiency. While the number of countries and included students has increased with each test administration, the percentage of students with SEN remains extremely low. The inclusion of these students is not an intentional PISA design parameter but rather a response to the interaction between the need to maintain strict sampling criteria and country-level educational mandates to include SEN students in standardised testing. Based on the analysis of student participation and performance across four cycles of PISA (2003–2012), this paper examines the challenges that exist in current PISA procedures related to: student sampling, eligibility and identification; assessment methodology; and reporting results. PISA practices, their limitations for scientific inferences and recommendations for design improvements are given. 相似文献
49.
Barbara Stewart Peter Speldewinde Benjamin Ford 《Assessment & Evaluation in Higher Education》2018,43(4):598-611
To track the quality of instruction delivered at the University of Western Australia, the university surveys all units using its Students’ Unit Reflective Feedback (SURF) metrics, and faculties use these metrics to benchmark student satisfaction. Consequently, teaching staff are actively encouraged to adopt teaching practices that will increase the average levels of these metrics. Using a ‘before-after’ approach, we compared these metrics before and after the implementation of improved teaching practices that addressed specific weaknesses identified through student responses for two undergraduate units. Despite the implementation of improved teaching practices, SURF scores did not increase significantly for the two units assessed, due possibly to the components of the academic programme covered by the SURF questions, the field-based nature of the units, and the difficulty in measuring an increase in the SURF scores of units which already score highly. This poor sensitivity of the SURF metrics to the implementation of improved teaching practices could have implications for their use for performance assessment by the university. 相似文献
50.
Looking to conflicting constitutions of education systems through the terms equality and excellence, this paper examines the discursive formation of two political rationalities in the contemporary German education system. While early childhood and primary education discourses are dominated by a terminology of equality, tertiary education institutions such as universities are described using a terminology of excellence that has become a reference point for political interventions and institutional reform processes. Drawing from hegemony theory, governmentality studies and systems theory, this paper analyses the rules of justification referred to by such hegemonic discourses. It presents a policy discourse analysis of strategic, conceptional and institutional texts produced between 2003 and 2010. Through this analysis, the paper suggests that ‘mobilising’ and ‘optimising’ represent the common principles of equality and excellence as economic rationalities. 相似文献