全文获取类型
收费全文 | 1544篇 |
免费 | 47篇 |
国内免费 | 1篇 |
专业分类
教育 | 1210篇 |
科学研究 | 36篇 |
各国文化 | 18篇 |
体育 | 100篇 |
文化理论 | 13篇 |
信息传播 | 215篇 |
出版年
2024年 | 2篇 |
2023年 | 27篇 |
2022年 | 24篇 |
2021年 | 49篇 |
2020年 | 60篇 |
2019年 | 96篇 |
2018年 | 137篇 |
2017年 | 138篇 |
2016年 | 109篇 |
2015年 | 69篇 |
2014年 | 89篇 |
2013年 | 319篇 |
2012年 | 64篇 |
2011年 | 46篇 |
2010年 | 35篇 |
2009年 | 41篇 |
2008年 | 40篇 |
2007年 | 29篇 |
2006年 | 27篇 |
2005年 | 27篇 |
2004年 | 20篇 |
2003年 | 23篇 |
2002年 | 12篇 |
2001年 | 7篇 |
2000年 | 8篇 |
1999年 | 9篇 |
1998年 | 7篇 |
1997年 | 8篇 |
1996年 | 6篇 |
1995年 | 7篇 |
1993年 | 7篇 |
1992年 | 6篇 |
1991年 | 4篇 |
1990年 | 5篇 |
1988年 | 3篇 |
1986年 | 3篇 |
1983年 | 4篇 |
1982年 | 2篇 |
1981年 | 1篇 |
1980年 | 2篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1977年 | 1篇 |
1976年 | 1篇 |
1975年 | 1篇 |
1970年 | 2篇 |
1967年 | 2篇 |
1965年 | 1篇 |
1930年 | 1篇 |
1929年 | 1篇 |
排序方式: 共有1592条查询结果,搜索用时 15 毫秒
961.
Sarah A. Lappin Gül Kaçmaz Erk Agustina Martire 《The International Journal of Art & Design Education》2015,34(2):224-236
Though much recent scholarship has investigated the potential of writing in creative practice (including visual arts, drama, even choreography), there are few models in the literature which discuss writing in the context of architectural education. This article aims to address this dearth of pedagogical research, analysing the cross‐disciplinary Writing Architecture Project based in the undergraduate course of Queens University Belfast's School of Architecture. Over the course of four years, teaching staff, in partnership with the university's Learning Development Service, technicians and specialist librarians, have addressed an unfortunately persistent struggle for both architecture students and professionals alike to research and construct argument in written form. The article examines the current problem as identified in the literature before analysing the efficacy of the variety of teaching methods used in the Writing Architecture Project, with conclusions about the project's success and continuing challenges. 相似文献
962.
963.
Sarah M. Rosen‐Webb 《British Journal of Special Education》2011,38(4):159-168
The ways in which SENCos identify themselves and how they enact the SENCo role is the focus of this research by Sarah Rosen‐Webb, an associate tutor and course coordinator at Middlesex University. Who becomes a SENCo and how different individuals develop their SENCo role is explored through the study of the career pathways of nine SENCos in nine secondary schools in England. Data from semi‐structured interviews and completion of Diamond Nine activities were coded and analysed using grounded theory procedures. Recommendations arising from this research indicate that recruitment initiatives and development programmes need to be alert to the dynamics between management and teaching roles of SENCos, and to be careful in maintaining a balance between management training and specialist teacher training. 相似文献
964.
965.
966.
This study examined the skills predicting early reading development when children were taught by a synthetic phonics approach. Eighty five children taught to read by systematic synthetic phonics were assessed on reading and cognitive assessments prior to reading instruction (average age 4 years, 7 months), 6 months later (5 years, 1 month), and 73 were also tested 1 year later (6 years, 1 month). Consistent with hypotheses, word reading was most strongly and consistently predicted by letter sound knowledge and short term memory. It is proposed that method of instruction may shape the skills children draw upon when learning to read. 相似文献
967.
Sarah Diem Michelle D. Young Anjalé D. Welton Katherine Cumings Mansfield Pei-Ling Lee 《International journal of qualitative studies in education》2014,27(9):1068-1090
What counts as critical policy analysis in education? Over the past 30 years, a tightening of national educational policies can be seen in the USA and across the globe. Over this same period of time, a growing number of educational policy scholars, dissatisfied with traditional frameworks, have used critical frameworks in their analyses. Their critical educational policy work has contributed to a unique intellectual landscape within education: critical policy analysis. This article presents a qualitative exploration of the critical policy analysis approach to educational policy studies. Participants included scholars known to utilize critical theoretical frameworks and methods in their research. Through a historical approach that makes use of oral history interviews with educational policy, we developed an understanding of the critical approach to policy studies, its appeal among critical education policy scholars, and the rationales driving its use. 相似文献
968.
969.
970.
This paper addresses ways that mobile technologies can be used in teacher development, and focuses on mobile technologies. In particular, it addresses issues of context. It outlines and explores accepted practice and illustrates how mobility invites change and reappraisal of the teacher education process. It places this against a backdrop of current global challenges and questions the validity of existing educational systems in the face of those challenges. It then places mobile technology in the role of digital learning tool rather than content delivery system and explores how teacher education needs to adapt to the context of learning that is presented by increased mobility. Finally, it explores the relationship between knowing and doing in teacher education, acknowledging tension in two areas: first, between the standardisation of practice and the creation of user-defined and user-owned knowledge creation based on interaction with distinct contexts and second, between the social practice of learning through mobility and the ‘otherness’ of formal education. 相似文献