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101.
Children's thinking and poetry 总被引:1,自引:0,他引:1
Ray Tarleton 《English in Education》1983,17(3):36-46
'We didn't do poems.'We used to do it as a punishment when we were talking."Whenever we did something wrong, all the class had to stand up and say two poems, one was about Abu Ben Adam and the other was about a girl who went to a party and fell off her chair.' (First year pupils) 相似文献
102.
Ray McDermott 《Diaspora, Indigenous, and Minority Education》2020,14(2):60-69
ABSTRACT This introduction to the special issue offers a selective account of two efforts, across a half century, to describe and alleviate the plight of poor people and their children in school: a specific train of thought called the “culture of poverty” from its origin in 1959, through its express track to prominence across the 1960s, to its research-led crash from 1968 to 1980. The reason for documenting this history is the reemergence of culture of poverty rhetoric in the last decade. Our response recommends the early critiques to the new culture of poverty, which has mostly side-stepped a potent body of social scientific and literary contestation. The papers that follow give detail to the issues raised. 相似文献
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Marian Tuedor Fabia Franco Anthony White Serengul Smith Ray Adams 《International Journal of Disability, Development & Education》2019,66(1):19-35
Multimedia computer programmes have been found to facilitate learning in children with Autistic Spectrum Disorders (ASD). However, the effectiveness of these resources is limited due to poor design or a lack of consideration of the ASD cognitive profile, particularly at the lower functioning end of the spectrum. This article attempts to tackle the problem of the lack of design guidelines, with the aim of facilitating the development of effective educational programmes for children with severe ASD. The case study reported here evaluated two literacy educational computer programmes, by observing five low-functioning children with ASD, compared to five neurotypical children (control cases). The two types of reading-support software contrasted in the study presented different characteristics. The children’s data analysed here concern observations of child–software interactive sessions based on video recordings and coded for attention deployment to each programme, including motivation and engagement indicators. 相似文献
105.
Engineering Design is rightfully regarded as a key element within all university Engineering courses and most laboratory assignments and project work seek to optimise the student's acquisition of knowledge and understanding of this process. Within this paper Engineering Design has been classified into a new 'hierarchy of task level' each one defined by an increased degree of design freedom that an Engineer has to consider. It is argued that this classification accurately reflects the varying complexity of tasks found within real world industrial environment. The optimal matching of these task levels to university course assignments is discussed and limitations identified. The need for further design experience within a wider industrial context is shown to be essential if the nature of design freedom is to be fully appreciated by the next generation of professional Engineers. 相似文献
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Dorothy Farrel Kateri Ray Telvis Rich Zulema Suarez Brian Christenson Lisa Jennigs 《Journal of Teaching in Social Work》2018,38(2):183-197
ABSTRACTWith an increase in social work courses being offered in online and hybrid formats, it is imperative that social work programs understand the new teaching tenets and engagement mediums employed to meet the new Council on Social Work Education’s Educational Policy and Accreditation Standards. This meta-analysis explores best-practices pedagogy for student engagement using the delivery of content through both asynchronous and synchronous methods. 相似文献
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Raka Ray 《British Journal of Sociology of Education》1988,9(4):387-401
This article addresses the need to elaborate the concept of resistance by creating an historically specific and more nuanced typology of student behaviours in schools, in the context of the particular configuration of capitalism and patriarchy in India. In particular, responses of upper/upper‐middle class and lower‐middle/working class girls are analysed. It is argued that socio‐economic background, as well as the structure of the school itself, plays a vital role in directing the channels taken by the students’ resistances. Data for this research project were gathered in the summer of 1986, from two schools in Calcutta, India. 相似文献
110.