全文获取类型
收费全文 | 809篇 |
免费 | 26篇 |
专业分类
教育 | 645篇 |
科学研究 | 15篇 |
各国文化 | 27篇 |
体育 | 34篇 |
综合类 | 2篇 |
文化理论 | 1篇 |
信息传播 | 111篇 |
出版年
2022年 | 8篇 |
2021年 | 6篇 |
2020年 | 18篇 |
2019年 | 30篇 |
2018年 | 41篇 |
2017年 | 45篇 |
2016年 | 43篇 |
2015年 | 16篇 |
2014年 | 34篇 |
2013年 | 174篇 |
2012年 | 13篇 |
2011年 | 21篇 |
2010年 | 24篇 |
2009年 | 21篇 |
2008年 | 20篇 |
2007年 | 27篇 |
2006年 | 26篇 |
2005年 | 18篇 |
2004年 | 24篇 |
2003年 | 16篇 |
2002年 | 10篇 |
2001年 | 11篇 |
2000年 | 17篇 |
1999年 | 11篇 |
1998年 | 13篇 |
1997年 | 12篇 |
1996年 | 8篇 |
1995年 | 11篇 |
1994年 | 7篇 |
1993年 | 7篇 |
1992年 | 6篇 |
1991年 | 10篇 |
1990年 | 12篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 8篇 |
1984年 | 5篇 |
1983年 | 5篇 |
1982年 | 3篇 |
1979年 | 8篇 |
1976年 | 2篇 |
1975年 | 2篇 |
1974年 | 7篇 |
1973年 | 4篇 |
1972年 | 2篇 |
1971年 | 2篇 |
1956年 | 2篇 |
1955年 | 1篇 |
排序方式: 共有835条查询结果,搜索用时 15 毫秒
161.
In order to pilot a shift towards greater use of collaborative learning in our higher education programs, the University of Hong Kong has invested in the development of a prototype technology-enhanced collaborative learning space. The space was created by retrofitting a vacant studio, turning it into an innovative classroom space in which collaborative learning is promoted and facilitated both through the provision of technology and by the physical layout of the room. We have used the space to pioneer collaborative learning both by holding professional development workshops for faculty in the room and also by helping academic staff to run experimental courses in the learning space. The opportunity to offer professional development and support for academic staff in this environment is particularly valuable as it ensures they do not simply deliver traditional didactic lectures in a space designed to promote interactive student learning and engagement. By using the space as a ‘student’ they are able to consider how they may use collaborative learning environments with their students. This paper describes use of the room for professional development of academic staff and also provides two examples of the use and evaluation of the room by faculty who used the room to teach experimental classes. 相似文献
162.
Julie M. Birkenmaier Vernon Loke Sally A. Hageman 《Journal of Teaching in Social Work》2013,33(5):519-536
ABSTRACTGraduating students must be prepared with knowledge and skills for the financial aspects of social work practice. This study examines graduating students’ attitudes and perceptions about client finances, as well as their financial knowledge. Internet survey results (n = 116) of BSW and MSW graduating students indicate that respondents (a) perceive a limited function for discussing client financial circumstances in practice, (b) understand the relevance, however, of client finances, (c) are unprepared to address this aspect, and (d) are supportive of integrating this content into required policy and practice courses. Teaching and curricular implications, along with programmatic recommendations, are included. 相似文献
163.
Joy Pastan Greenberg Robert Herman-Smith Susan F. Allen Maryah Stella Fram 《Journal of Teaching in Social Work》2013,33(3):308-324
Social workers are poised to play an important role in early childhood education and care (ECEC) settings; however, they need the knowledge and skills necessary to make a meaningful contribution. This article presents learning activities that infuse ECEC content, centered on the following four areas for social work education: (1) history of the profession, (2) observation of current practice, (3) culturally competent service delivery, and (4) advocacy to enhance social justice. Through this infusion of content, social work educators can better prepare their students for the growing field of ECEC practice and for social work practice more broadly. 相似文献
164.
Sally Power 《British Journal of Sociology of Education》2000,21(2):133-145
Although the close relationship between education and the middle class has long been recognised in the sociology of education, its various dimensions have rarely been examined in detail. Through investigating the educational histories and occupational destinations of 199 recruits into the middle class, this paper explores whether there is any clear connection between educational pathway and occupational location. In particular, it analyses the cohort's various careers against suggested cleavages within the middle class (professional/managerial, symbolic/material, public/private). The data indicate that educational pathways influence occupational locations along a number of directions. Some schools, notably those that are private and academically selective, feed a greater proportion of students into high-status universities and out into high-status occupations. However, in terms of the level of occupation, the status of university seems more important than the school. Whether a school is public or private does not appear to have influenced the choice of a managerial or professional career path, but school sector may contribute to horizontal differentiation of middle classes in terms of whether they take up employment in the public or private sector. The data suggest that schools reflect and reinforce contrasting allegiances to private and public forms of educational provision that then influence sectors of employment and political preferences. 相似文献
165.
Little has been addressed in the literature about the advantages of brief counseling training for master's‐level trainees working in university counseling centers. This article discusses the benefits that time‐limited treatment affords trainees and offers implications for training and research. 相似文献
166.
Access to knowledge is increasingly the driver underpinning the globalization of research. In emerging industries, such access is often managed through alliance structures between small entrepreneurial organizations. The literature on international alliances, however, is dominated by studies of “Triad” nation partners (United States, Europe and Japan) which are often larger firms, collaborating for market access motives and usually with established technologies. In addition, prior research has concentrated on particular aspects, such as motives for, and initial circumstances of, alliance formation. Analyses of the dynamic aspects in the relationship between alliance partners are more scarce. This article describes a study of an international research alliance in which the technology is in the superconductivity industry (which itself is not conforming to traditional notions of an emergent technology), one partner is from a non-Triad nation and the primary motive for formation was access to knowledge. We argue that this study has revealed gaps in current alliance research and hypothesize how some more socially based and process-related considerations could enhance the debate on knowledge-seeking alliances. 相似文献
167.
In order to test the hypothesis that genetic influences are moreimportant as a cause of reading disability in girls than in boys,composite reading performance data from identical and fraternal twinpairs were analyzed using both concordance and multiple regressionmethods. The sample included 206 identical (99 male, 107 female), 159same-sex fraternal (90 male, 69 female), and 117 opposite-sex fraternaltwin pairs, in which at least one member of each pair had readingdifficulties. Although the difference between the concordance rates forreading disabilities in female identical and same-sex fraternal twinpairs was somewhat greater (65% for identical twins vs.32% for fraternal twins) than the difference in concordance ratesfor boys (68% vs. 39%), loglinear analysis of thesecategorical data revealed that the interaction between sex, zygosity,and concordance was not significant (p > 0.70). Moreover,the heritability of reading disability(h
2
g) estimated from regression analysisof the reading performance data in males was nearly identical to that infemales (h
2
g = 0.58 and 0.59,respectively; p > 0.90). Thus, results of this studyprovide little or no evidence for the hypothesis of greater geneticinfluence on reading difficulties in girls than in boys. 相似文献
168.
J. Bruce Francis Michalina Vaughan Colin Flood Page Sally Tomlinson R. A. Becher Margaret C. Ives John Urry K. G. Collier Meir Zadok Charles Carter Jürgen Schramm Jean Barry Graeme C. Moodie Donald Bligh R. A. King D. G. Mulcahy Peter Scott F. R. Charmer T. R. Bone John A. Hughes Roger Greenhough Alec M. Ross John Wakeford Joyce Skinner Duncan B. Nimmo Cedric Cullingford L. R. B. Elton 《Higher Education》1979,8(6):709-744
169.
170.