全文获取类型
收费全文 | 1177篇 |
免费 | 19篇 |
国内免费 | 1篇 |
专业分类
教育 | 870篇 |
科学研究 | 95篇 |
各国文化 | 17篇 |
体育 | 86篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 118篇 |
出版年
2022年 | 10篇 |
2021年 | 17篇 |
2020年 | 23篇 |
2019年 | 32篇 |
2018年 | 51篇 |
2017年 | 45篇 |
2016年 | 49篇 |
2015年 | 20篇 |
2014年 | 30篇 |
2013年 | 238篇 |
2012年 | 27篇 |
2011年 | 35篇 |
2010年 | 20篇 |
2009年 | 21篇 |
2008年 | 31篇 |
2007年 | 26篇 |
2006年 | 28篇 |
2005年 | 14篇 |
2004年 | 24篇 |
2003年 | 17篇 |
2002年 | 15篇 |
2001年 | 12篇 |
2000年 | 24篇 |
1999年 | 19篇 |
1998年 | 11篇 |
1997年 | 15篇 |
1996年 | 15篇 |
1995年 | 20篇 |
1994年 | 20篇 |
1993年 | 11篇 |
1992年 | 18篇 |
1991年 | 15篇 |
1990年 | 16篇 |
1989年 | 11篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 8篇 |
1985年 | 11篇 |
1984年 | 14篇 |
1983年 | 12篇 |
1982年 | 11篇 |
1981年 | 14篇 |
1980年 | 8篇 |
1978年 | 9篇 |
1976年 | 7篇 |
1975年 | 6篇 |
1972年 | 5篇 |
1927年 | 6篇 |
1923年 | 6篇 |
1921年 | 4篇 |
排序方式: 共有1197条查询结果,搜索用时 15 毫秒
61.
Peter Taylor 《Studies in Continuing Education》2013,35(2):217-220
Like many Western knowledge‐practices, experiential learning is seen to require what is, in effect, an act of self‐dismemberment, a splitting of the head from the body that denies the connectedness of knowledge to the body and thus loses sight of knowledge as a product of corporeally and emotionally grounded human life. This article first traces the history through which modernist knowledge‐practices were predicated on the rejection of the experiencing body and examines the impact of the resultant epistemology on power relationships. It then suggests that, as a function of memory, experiential learning is more properly understood as an act of re‐membering. It argues that experience is itself located in the body as well as in the social and material locations that bodies invariably occupy — and asks what a theory of experiential learning might look like that re‐members body and mind. 相似文献
62.
63.
64.
AbstractThis issue is the second of a special PRIMUS two-part issue collecting articles on undergraduate research from experienced faculty mentors. We offer it as a valuable resource for faculty leading undergraduate research programs. This issue presents a collection of papers offering advice on a variety of specific topics important for leaders of undergraduate research programs. Issues of finding and designing appropriate and accessible research projects, assessing undergraduate research, and publicizing it in the media are addressed. 相似文献
65.
Paul L. Hill Rose A. Shaw Jan R. Taylor Brittan L. Hallar 《Innovative Higher Education》2011,36(1):19-27
Although progress has been made, greater efforts are needed to promote faculty diversity at the college and university levels,
especially in STEM fields. Thus, it is important to elucidate best practices both for increasing awareness of diversity issues
pertaining to higher education and for implementing change. This article focuses on the outcomes of a diversity workshop for
college and university faculty hosted by the West Virginia Higher Education Policy Commission, Division of Science and Research.
More specifically, it elucidates how participation in the workshop translated into practice at the faculty participants’ home
institutions. 相似文献
66.
Sashi Sharma Jenny Young-Loveridge Merilyn Taylor Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519
This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century. 相似文献
67.
Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes. 相似文献
68.
Carolyn A. Denton Jack M. Fletcher W. Pat Taylor Amy E. Barth Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293
AbstractConsiderable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed. 相似文献
69.
This presentation reviewed the standard model licenses that are available, including models such as LicensingModels.org and LibLicense, plus institution-specific licenses available online. The licenses’ strengths and weaknesses as templates were discussed. Best practices for creating a license template at one’s own institution were modeled, with standard language that one can use in negotiation. Problems and gaps in model licenses were raised, including formats or kinds of purchases that require new language that has not yet been standardized (such as e-books and streaming media). Suggestions for developing a new model license through community action were discussed. 相似文献
70.