全文获取类型
收费全文 | 1504篇 |
免费 | 37篇 |
专业分类
教育 | 1223篇 |
科学研究 | 39篇 |
各国文化 | 29篇 |
体育 | 26篇 |
综合类 | 6篇 |
文化理论 | 6篇 |
信息传播 | 212篇 |
出版年
2024年 | 1篇 |
2023年 | 11篇 |
2022年 | 11篇 |
2021年 | 20篇 |
2020年 | 29篇 |
2019年 | 52篇 |
2018年 | 64篇 |
2017年 | 79篇 |
2016年 | 55篇 |
2015年 | 32篇 |
2014年 | 41篇 |
2013年 | 361篇 |
2012年 | 45篇 |
2011年 | 37篇 |
2010年 | 21篇 |
2009年 | 44篇 |
2008年 | 30篇 |
2007年 | 22篇 |
2006年 | 20篇 |
2005年 | 35篇 |
2004年 | 218篇 |
2003年 | 124篇 |
2002年 | 30篇 |
2001年 | 34篇 |
2000年 | 39篇 |
1999年 | 16篇 |
1998年 | 6篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1992年 | 3篇 |
1991年 | 1篇 |
1989年 | 3篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 3篇 |
1980年 | 8篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 2篇 |
1976年 | 1篇 |
1975年 | 1篇 |
排序方式: 共有1541条查询结果,搜索用时 15 毫秒
31.
刘永林 《华南师范大学学报(社会科学版)》2003,5(5):98-101,123
权力的本质特点是强制性和支配性,它具有双重的性质和潜在的危害性。我国教育行政机关拥有的权力是巨大的,其对教育的管理也是一种行政管理模式,因而必须依法对其权力进行控制,即:树立行政法治观念;加强组织机构的变革;严格依法控权;追究违法行政的法律责任,建立完善的教育法律救济制度;强化行政道德。惟其如此,才能在制度上达到教育行政管理法治化之目的。 相似文献
32.
David D. Williams Joseph B. South Stephen C. Yanchar Brent G. Wilson Stephanie Allen 《Educational technology research and development : ETR & D》2011,59(6):885-907
This study employed a qualitative research design to investigate how instructional designers use evaluation in everyday design
practice. While past research has examined how designers spend their time, how they generally make decisions, and expert-novice
differences, little attention has been paid to use of context, input, process, or product evaluation, from the perspective
of practicing designers. Based on interviews of practitioners, our findings included ten themes regarding how designers use
evaluation to improve their products. While these results substantiate to some degree the claim that practitioners believe
clients will not pay for formal evaluations, they also suggest that practitioners use evaluation in important but less formal
ways. Other conclusions regarding the role of evaluation in design are provided and future directions for training and research
are discussed. 相似文献
33.
Early childhood teacher educators frequently enhance their teaching by reading children’s books to their adult students. It
is not unusual for faculty outside of early childhood to question devoting precious class time to read-alouds which they may
consider a curious, if not frivolous, instructional strategy. Quality children’s literature can, however, enhance students’
experiences in the college classroom, contribute to their understanding of course content, promote their personal growth and
self-understanding, increase their appreciation for quality children’s literature, and enhance their ability to integrate
storybooks into their own teaching. Children’s books often capture a child’s point of view. They have the potential to provide
historical or cultural perspectives on children and families. They also can lead to the examination of universal truths and
can facilitate the discussion of sensitive or emotional issues A list of books with suggested uses is included. 相似文献
34.
翁奕波 《华南师范大学学报(社会科学版)》2003,(6):107-112
面对知识经济占主导地位的21世纪,我国高校科学报的机遇和出路何在?塑造学报的个性风格,打造品牌,逐渐融入市场,这就是高校科学报的根本出路。这是由科学报的基本属性决定的,也是由其本质属性决定的;同时,也是由21世纪知识经济的基本特征决定的,是高校科学报个性风格成熟的必然选择。 相似文献
35.
36.
Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind. 相似文献
37.
Cawthon SW 《American annals of the deaf》2004,149(4):314-323
The No Child Left Behind Act of 2001 (NCLB) emphasizes educational accountability for all students. Twenty-eight states have policies to aggregate student participation and proficiency data for schools for the deaf in NCLB reports. The remaining states account for these students in other ways: referring student data to "sending" schools and aggregating data to the district or state level are most prominent. In reports of student assessment results for academic year 2002-2003, three schools for the deaf made "Adequate Yearly Progress" under NCLB: These schools demonstrated at least a 95% participation rate in assessments, and at least 95% of their students met or surpassed state proficiency benchmarks in reading and mathematics. Proficiency levels for other schools varied by report, but were often comparable to those of students with disabilities. Challenges and strategies for capturing the impact of NCLB accountability policies on deaf students are discussed. 相似文献
38.
39.
Stephanie Chiu 《Journal of Food Science Education》2006,5(4):70-71
ABSTRACT: One of the core competencies in the IFT Education standards is for students to achieve competency in communications skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information but also be able to "communicate technical information to a non-technical audience." The Education Division of IFT sponsors an annual writing competition for undergraduate students to bring attention to and promote the development of communication skills. The short essays can be on any technical subject or latest development in the food science and technology field that may be important to the consumer. The article must be written in nontechnical language such that someone reading a local newspaper could understand it. Due date for submissions is typically the first week in June. More information on eligibility, rules, submission, and judging criteria will be posted on IFT's Education Division website. Monetary prizes are awarded to the authors of the top 3 papers, and the winning entry is published in the Journal of Food Science Education (JFSE) each year. JFSE is pleased to publish this year's winning entry submitted by Stephanie Chiu from the Univ. of British Columbia. 相似文献
40.
Werner Helsper Heinz-Hermann Krüger Lena Dreier Catharina I. Keßler Stephanie Kreuz Mareke Niemann 《Zeitschrift für Erziehungswissenschaft》2016,19(4):705-725
During the last decades, the education system has been marked by distinct processes of internationalisation. In the field of higher education, there are numerous and varied schools with different international profiles. This paper focuses on processes of internationalisation in the German sector of higher education. We contrast two higher secondary schools with international profiles: one international school in a West German metropolitan region with a long tradition and a younger internationally-profiled school located in the periphery of an East German urban centre. This institutional analysis presents school cultural similarities and differences with regard to different claims and concepts of internationality. This analysis is complemented by a reconstruction of three patterns of biographical meaning examining the internationality of pupils and their respective habitual fit to these internationally-profiled schools. We draw on qualitative data, consisting mainly of interviews with head teachers and pupils of these two schools. We argue that these differing regional forms of internationalisation indicate a stratification and hierarchisation in the field of higher education in Germany. 相似文献