全文获取类型
收费全文 | 1199篇 |
免费 | 11篇 |
专业分类
教育 | 706篇 |
科学研究 | 48篇 |
各国文化 | 269篇 |
体育 | 58篇 |
文化理论 | 11篇 |
信息传播 | 118篇 |
出版年
2020年 | 24篇 |
2019年 | 32篇 |
2018年 | 29篇 |
2017年 | 26篇 |
2016年 | 30篇 |
2015年 | 21篇 |
2014年 | 29篇 |
2013年 | 242篇 |
2012年 | 17篇 |
2011年 | 21篇 |
2010年 | 17篇 |
2009年 | 43篇 |
2008年 | 65篇 |
2007年 | 81篇 |
2006年 | 56篇 |
2005年 | 32篇 |
2004年 | 52篇 |
2003年 | 16篇 |
2002年 | 25篇 |
2001年 | 12篇 |
2000年 | 11篇 |
1999年 | 11篇 |
1998年 | 7篇 |
1996年 | 15篇 |
1995年 | 10篇 |
1994年 | 13篇 |
1993年 | 12篇 |
1992年 | 15篇 |
1991年 | 8篇 |
1990年 | 10篇 |
1989年 | 14篇 |
1988年 | 9篇 |
1987年 | 12篇 |
1986年 | 6篇 |
1985年 | 19篇 |
1984年 | 10篇 |
1983年 | 11篇 |
1982年 | 18篇 |
1981年 | 9篇 |
1980年 | 9篇 |
1979年 | 13篇 |
1978年 | 10篇 |
1977年 | 6篇 |
1975年 | 6篇 |
1974年 | 6篇 |
1973年 | 6篇 |
1970年 | 4篇 |
1969年 | 5篇 |
1967年 | 6篇 |
1963年 | 4篇 |
排序方式: 共有1210条查询结果,搜索用时 593 毫秒
61.
Objective:
The authors'' goal was to assess changes in the role of librarians in informatics education from 2004 to 2013. This is a follow-up to “Metropolis Redux: The Unique Importance of Library Skills in Informatics,” a 2004 survey of informatics programs.Methods:
An electronic survey was conducted in January 2013 and sent to librarians via the MEDLIB-L email discussion list, the library section of the American Association of Colleges of Pharmacy, the Medical Informatics Section of the Medical Library Association, the Information Technology Interest Group of the Association of College and Research Libraries/New England Region, and various library directors across the country.Results:
Librarians from fifty-five institutions responded to the survey. Of these respondents, thirty-four included librarians in nonlibrary aspects of informatics training. Fifteen institutions have librarians participating in leadership positions in their informatics programs. Compared to the earlier survey, the role of librarians has evolved.Conclusions:
Librarians possess skills that enable them to participate in informatics programs beyond a narrow library focus. Librarians currently perform significant leadership roles in informatics education. There are opportunities for librarian interdisciplinary collaboration in informatics programs.Implications:
Informatics is much more than the study of technology. The information skills that librarians bring to the table enrich and broaden the study of informatics in addition to adding value to the library profession itself. 相似文献62.
Emma King Russell Boyatt 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1272-1280
E‐learning is increasingly adopted in the workplace for supporting professional development and continuing education; however, in higher education, the use of e‐learning is predominantly used as a tool support teaching. As a relatively new priority for universities, this paper explores what influences its adoption. Challenges identified in the literature include organisational features of universities like faculty autonomy and dispersed academic perspectives. This study, carried out at the University of Warwick, adopted a phenomenological approach and explored participants' perceptions through a series of faculty‐based focus groups and individual interviews. Factors identified as influential to adoption of e‐learning included the institutional infrastructure, staff attitudes and skills, and perceived student expectations. Participants suggested the importance of an institutional strategy targeted at providing sufficient resources and guidance for effective implementation. This strategy needs to be supported by a varied programme of staff development and opportunities for sharing practice among colleagues. In further developing understanding in this area, it would be beneficial to replicate the study with other stakeholder groups (including the leadership team and students) to develop an institutional strategy responsive at all levels of implementation. It would also be valuable to investigate the extent to which these findings are replicated within other workplaces looking to adopt innovation. 相似文献
63.
64.
65.
Climate adaptation research increasingly focuses on the socio-cultural dimensions of change. In this context, narrative research is often seen as a qualitative social science method used to frame adaptation communication. However, this perspective neglects an important insight provided by narrative theory as applied in the cognitive sciences and other practical fields: human cognition is organized around specific narrative structures. In adaptation, this means that how we ‘story’ the environment determines how we understand and practice adaptation, how risks are defined, who is authorized as actors in the change debate, and the range of policy options considered. Furthermore, relating an experience through story-telling is already doing ‘knowledge work’, or learning. In taking narrative beyond its use as an extractive social research methodology, we argue that narrative research offers an innovative, holistic approach to a better understanding of socio-ecological systems and the improved, participatory design of local adaptation policies. Beyond producing data on local knowledge(s) and socio-cultural and affective-emotive factors influencing adaptive capacity, it can significantly inform public engagement, deliberation and learning strategies–features of systemic adaptive governance. We critically discuss narrative as both a self-reflective methodology and as a paradigmatic shift in future adaptation research and practice. We explore the narrative approach as a basis for participatory learning in the governance of socio-ecological systems. Finally, we assemble arguments for investing in alternative governance approaches consistent with a shift to a ‘narrative paradigm’. 相似文献
66.
John Colvin Chris Blackmore Sam Chimbuya Kevin Collins Mark Dent John Goss Ray Ison Pier Paolo Roggero Giovanna Seddaiu 《Research Policy》2014
Processes of designing for systemic innovation for sustainable development (SD) through the lens of three long-term case studies are reported. All case studies, which originated from the SLIM (Social Learning for the Integrated Management and Sustainable Use of Water at Catchment Scale) Project, funded within the EU Fifth Framework Program (2001–2004), constitute inquiry pathways that are explored using a critical incident approach. The initial starting conditions for each inquiry pathway are compared; significant pathway dependencies are identified which foster the development of social learning processes locally, but constrain their uptake and embedding across the wider system of interest. In the first case study, in England & Wales, promising developments in the application of social learning approaches to river basin planning over an initial 3-year period were subsequently marginalised, only to resurface towards the end of the 10-year period of study. In the second, South African case study, significant spaces for social learning and innovation in integrated water resources management were opened up over a five year period but closed down again, primarily as the result of lack of policy support by national government. The third, Italian, case study was designed to assess options for adapting to climate change by opening up new learning spaces between researchers, stakeholders and policy makers. A case for investing in local level systemic innovation through social-learning praxis design approaches and in learning processes around well contextualised case-studies is supported. However, concomitant investment by policy makers in social learning as an alternative, but complementary, governance mechanism for systemic innovation for SD is needed. 相似文献
67.
68.
69.
70.