全文获取类型
收费全文 | 202篇 |
免费 | 0篇 |
国内免费 | 1篇 |
专业分类
教育 | 157篇 |
科学研究 | 6篇 |
体育 | 1篇 |
信息传播 | 39篇 |
出版年
2020年 | 1篇 |
2017年 | 1篇 |
2013年 | 13篇 |
2009年 | 1篇 |
2008年 | 7篇 |
2007年 | 2篇 |
2006年 | 4篇 |
2003年 | 4篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 3篇 |
1995年 | 5篇 |
1994年 | 3篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 1篇 |
1990年 | 2篇 |
1989年 | 3篇 |
1988年 | 6篇 |
1987年 | 4篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 5篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 6篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 8篇 |
1977年 | 2篇 |
1976年 | 6篇 |
1975年 | 4篇 |
1974年 | 4篇 |
1973年 | 9篇 |
1972年 | 11篇 |
1971年 | 10篇 |
1970年 | 11篇 |
1969年 | 3篇 |
1968年 | 1篇 |
1967年 | 2篇 |
1966年 | 1篇 |
1965年 | 2篇 |
1963年 | 1篇 |
1962年 | 1篇 |
1958年 | 1篇 |
1955年 | 1篇 |
1954年 | 1篇 |
排序方式: 共有203条查询结果,搜索用时 15 毫秒
41.
42.
43.
We here analyse the ethical dimensions of the UK's ‘Research Excellence Framework’ (REF), the latest (2014) version of an exercise which assesses the quality of university research in the UK every seven or so years. We find many of the common objections to this exercise unfounded, such as that it is excessively expensive by comparison with alternatives such as various metrics, or that it turns on the subjective judgement of the assessors. However there are grounds for concern about the crude language in which for example all relevant scholarship becomes called ‘research’ and publications become ‘outputs’. The focus on the impact of research, which was a new feature of the most recent exercise, is particularly problematic, creating as it does a tendency to what Aristotle called alazony, self‐aggrandisement, on the part of academics. We conclude that the REF is a mixed good from an ethical point of view, and that more could be done to mitigate its more unfortunate features. 相似文献
44.
RICHARD SMITH 《Journal of Philosophy of Education》2008,42(Z1):183-198
The idea that educational research should be ‘scientific’, and ideally based on randomised control trials, is in danger of becoming hegemonic. In the face of this it seems important to ask what other kinds of educational research can be respectable in their own different terms. We might also note that the demand for research to be ‘scientific’ is characteristically modernist, and thus arguably local and temporary. It is then tempting to consider what non‐modernist approaches might look like. The purpose of this article is to sketch a case for one particular reaction against modernist thinking: romanticism. How might our understanding (apprehension, sense) of education be changed by readmitting the insights and perspectives of romanticism? And, crucially, what confidence could we have in educational research that was thus inspired and that took the ‘romantic turn’? 相似文献
45.
46.
RICHARD PRING 《Journal of Philosophy of Education》2007,41(4):503-522
The paper is concerned with the conflicting principles revealed respectively by those who argue for the common school and by those who seek to promote a system of schools that, though maintained by the state, might reflect the different religious beliefs within the community. The philosopher, John Dewey, is appealed to in defence of the common school, though similar ideas are reflected in the developing comprehensive ideal in Britain. 相似文献
47.
48.
49.
50.
This article proposes a series of linkages which can be created between counselor educators and local schools by on-site supervision. Methods and issues relating to such a possibility are discussed. 相似文献