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991.
Rachel M. Jarrold 《The Educational forum》2013,77(2):247-248
Children and Other People…Achieving Maturity Through Learning by Steward and Workman. The Dryden Press. 276 pp. $2.25. Crisis in Higher Education by Charles P. Hogarth. Public Affairs Press, Washington, D.C., 60 pp. $1.00. Developing a High School Core Program by Lucile L. Lurry and Elsie J. Alberty. The Macmillan Company. 297 pp. $4.75. Physical Education: Student and Beginning Teaching by Clyde Knapp and Ann Jewett: McGraw-Hill Co., 295 pp. $4.75. Guidance Techniques of Guidance by Arthur E. Traxler. Harper Brothers, New York. 1957 Revised Edition, 359 pp. $6.00. Psychology Experimental Psychology and Other Essays by I. P. Pavlov. Philosophical Library. 653 pp. $7.50. Vocational Counseling with the Physically Handicapped by Lloyd H. Lofquist. Appleton-Century-Crofts, Inc. 373 pp. $5.00 相似文献
992.
993.
This article examines the impact of reductionist discourses of the market upon the management and delivery of teacher education. The author draws on observations of the delivery of both in England and Wales and in Australia. Of particular concern is the drive towards academic uniformity through manufactured panics about educational standards and effectiveness and the risk that such policy imperatives imply for inclusive education. The politics of identity and difference are relegated to the status of minor agenda items in the new order of higher educational management 相似文献
994.
Rachel Brooks 《International Journal of Lifelong Education》2013,32(3):239-254
The UK’s National Adult Learning Survey has emphasised that graduates are more likely than other groups of people to engage in further learning and to be motivated by the intrinsic nature of the subject matter. However, beyond this we know relatively little about the learning of graduates as a specific group. In particular, we know very little about how experiences of higher education affect attitudes towards learning in the years after graduation. To start to redress this gap, this paper draws on in‐depth interviews with 90 graduates from six different UK higher education institutions, five years after they completed their first degree. It argues that, in the case of many of these young adults, the influence of higher education on further learning was exerted at three levels in relation to: the process of learning; the construction of learner identities; and understandings of the relationship between learning and the wider world. 相似文献
995.
AECT has recently (yet again!) redefined our field, reverting back to the use of the term educational technology. We believe this recent change is problematic for a number of reasons, but primarily because of the weak rationale offered
for the change. This change affects how external audiences view our profession and is likely to confuse practitioners in corporate
and higher education settings in particular. We offer a review of job postings, program titles, and listserv discussions to
support our case. The labels we use to define ourselves are critically important - and we hope to see a stronger case made for changes for our foundational definitions in the future. 相似文献
996.
The most recent science and technology curriculum for junior high school in Israel contains a new guideline stating that the
cell topic is to be taught “longitudinally in conjunction with other study contents.” This guideline confers a change in teaching
the cell topic and provides an opportunity to form meaningful relationships between biological phenomena at the macro level
and their cellular explanations. Here, we examined the extent to which six textbooks, available for junior high schools in
Israel, support this teaching approach. We found that the textbooks differ in how they express the guideline and that most
of them do not support the new teaching approach to any significant extent. Moreover, the textbooks generally emphasize cells’
structure and pay less attention to the processes occurring in them. Our findings could shed light on students’ difficulties
in comprehending the living cell and in correlating macroscopic phenomena with their cellular explanations. 相似文献
997.
Feng Wang Mable B. Kinzie Patrick McGuire Edward Pan 《Early Childhood Education Journal》2010,37(5):381-389
Children naturally explore and learn about their environments through inquiry, and computer technologies offer an accessible
vehicle for extending the domain and range of this inquiry. Over the past decade, a growing number of interactive games and
educational software packages have been implemented in early childhood education and addressed a variety of subjects, including
mathematics, science, reading, language, and social studies. However, most software packages have yet to integrate technology
into inquiry-based learning for early childhood contexts. Based on existing theoretical frameworks, we suggest that instructional
technologies should be used in early childhood inquiry education to (a) enrich and provide structure for problem contexts,
(b) facilitate resource utilization, and (c) support cognitive and metacognitive processes. Examples of existing and hypothetical
early childhood applications are provided as we elaborate on each role. Challenges and future research directions are also
identified and discussed. 相似文献
998.
Patrick Howarth 《海外英语》2010,(10):56-57
在中国,“饭桌文化”一直盛行,什么样的场合,酒桌上摆什么样的美食都有讲究有规矩。在历史上,外国人又是怎么个吃法呢?先让我们来看看下面这篇British TV’s Channel 4列出的有史以来最有名的晚餐TOP 10。 相似文献
999.
Angelica Ronald Francesca Happé Katharina Dworzynski Patrick Bolton Robert Plomin 《Child development》2010,81(1):166-182
Prenatal and neonatal events were reported by parents of 13,690 eighteen-month-old twins enrolled in the Twins Early Development Study, a representative community sample born in England and Wales. At ages 7–8, parents and teachers completed questionnaires on social and nonsocial autistic-like features and parents completed the Childhood Asperger Syndrome Test. Correlations between prenatal and neonatal events and autistic-like features were weak, both in the whole sample ( r = .00–.07) and at the 5% quantitative extreme (phenotypic group correlations = .01–.11), after controlling for socioeconomic status and cognitive ability. Neonatal problems showed modest heritability (13%–14%) and significant shared and nonshared environmental influences (55%–59% and 28%–31%, respectively). Differences in identical twins' neonatal problems correlated weakly with their difference scores on autistic-like features ( r = .01–.06). 相似文献
1000.