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61.
近日,在网上“溜达”,无意间发现了一个好用的软件,解决了我的一个大难题。它就是1toX,一款把大文件分割成小文件的实用软件。它的下载网址是:http://sq.onlinedown.net/soft/204.htm(嘟嘟已把它收录到本期配套光盘中了)。下载安装后,运行软件,啊?怎么是英文版的?不要着急,我们下载的是汉化版,单击[setting]→[language]→[简体中文]。OK,界面变成中文的了(见图1)。图1 比如我现在选中E:\Flash动画文件夹中的“醉酒记.swf”文件,它的大小为2.3MB。在[文件]窗口中双击该文件就把它添加到了[已选择的文件窗口]中(如图3),然后单击[确定]按钮… 相似文献
62.
Environmental education in schools is an important strategy in achieving environmental improvement. However, it needs to be based on children's understandings of environment rather than on assumptions of what children know and believe. This paper reports on a research project where school children's answers to a question 'I think the term/word environment means ' were analysed using the qualitative research method of phenomenography. Six distinct conceptions were isolated, ranging from the least sophisticated--environment as a place--to the most inclusive and expansive--environment and people in a relationship of mutual sustainability. An important qualitative difference was found between conceptions that treat the environment as an object and relational conceptions. The implications of these findings for environmental education are discussed. 相似文献
63.
Tony Brown 《British Journal of Sociology of Education》2004,25(1):67-79
This paper addresses the issue of how human beings construct themselves as subjects and the parameters within which this is achieved. We question models in which idealism shapes the trajectory of identity formation and consider how identity might be seen alternatively as a somewhat awkward amalgam of identifications with diverse discursive domains. The particular focus is on teachers conducting ‘emancipatory’ practitioner research and on how the researcher understands his/her interface with the situation he/she is researching. We survey a range of theoretical models as offered by some leading writers, with particular reference to Jacques Lacan, and consider each in relation to how the teacher researcher might be understood. We provide as an example an account of one teacher researcher examining issues of ethnicity and gender in her secondary school French classes. 相似文献
64.
The introduction of a large (950 students) new first year class was an opportunity to design and implement a programme on student‐centred learning, where lectures, tutorials, and other teaching activities emphasised student participation and were integrated to promote a good learning environment The programme is described here, together with the results of an evaluation by students at the end of the second trimester. Students responses indicate that a well structured course which integrates content and process results in high student participation and satisfaction. The findings also show that Socratic teaching methods are entirely feasible with very large classes, and result in high student participation. 相似文献
65.
66.
In this paper, the idea of coming into presence and an epistemology that recognises the agency of the learner in the construction of knowledge is developed as an organising
framework for reconceptualising design education. Design is typically taught as a problem solving exercise based on a representational
epistemology. A critique of the representational epistemology is presented. The idea of design as coming into presence is introduced and exemplified though considerations of implicate order, context, and closure. It is suggested that an epistemology
of presence provides a better alignment between how people experience the world through design and the ways in which they
engage with it both intellectually and practically. 相似文献
67.
68.
Tony?Rickards Perry?Den?BrokEmail author Darrell?Fisher 《Learning Environments Research》2005,8(3):267-287
This study reports the first development in Australia of science teacher typologies of teacher–student interpersonal behaviour.
Students' perceptions of teacher–student interpersonal behaviour were measured using the Questionnaire on Teacher Interaction
(QTI). Earlier work with the QTI in The Netherlands has revealed eight different interpersonal styles, which were later confirmed
with an American sample of secondary school teachers. The present study investigated the extent to which typologies found
in earlier studies also apply to a sample of Australian secondary school science teachers. Data were first checked to examine
whether the eight profiles found in The Netherlands and the USA were also present in the Australian data. A cluster analysis
using various clustering methods and procedures was used to determine Australian typologies and compare these with earlier
Dutch findings. Results of the cluster analyses were verified by analyses of variance, by plotting QTI scale scores graphically,
and by presenting a set of sector graphics to two independent researchers and having them sort these into different profiles
as found in the statistical analyses. The resultant typologies and implications for professional development and research
are presented. 相似文献
69.
This case study research reports on elementary (grade 8) and secondary school (grade 9) teachers’ participation in job-embedded, professional learning and engagement in collaborative inquiry. Teachers constructed an inquiry-oriented media literacy unit following the collaborative inquiry model. The current study sought to investigate how collaborative inquiry influenced their self-efficacy in literacy instruction, instructional and assessment practices. Qualitative data sources included researchers’ anecdotal notes, teacher interviews, and professional learning blog conversations. Inductive analyses of the data generated six major themes comprising enhancements to teachers’ literacy instructional and assessment practices, which were evident in their adoption of the backward-design model, use of success criteria, and greater emphasis on diagnostic and formative assessment. With respect to teachers’ self-efficacy, data analyses also revealed increased levels of intrinsic motivation, professional satisfaction, and reflective practice. This study provides evidence for the transformative potential and characteristics of school-based teacher collaborative inquiry and the resultant impacts on teacher learning. 相似文献
70.
National systems of vocational education and training around the globe are facing reform driven by quality, international mobility, and equity. Evidence suggests that there are qualitatively distinctive challenges in providing and sustaining workplace learning experiences to international students. However, despite growing conceptual and empirical work, there is little evidence of the experiences of these students undertaking workplace learning opportunities as part of vocational education courses. This paper draws on a four-year study funded by the Australian Research Council that involved 105 in depth interviews with international students undertaking work integrated learning placements as part of vocational education courses in Australia. The results indicate that international students can experience different forms of discrimination and deskilling, and that these were legitimised by students in relation to their understanding of themselves as being an ‘international student’ (with fewer rights). However, the results also demonstrated the ways in which international students exercised their agency towards navigating or even disrupting these circumstances, which often included developing their social and cultural capital. This study, therefore, calls for more proactively inclusive induction and support practices that promote reciprocal understandings and navigational capacities for all involved in the provision of work integrated learning. This, it is argued, would not only expand and enrich the learning opportunities for international students, their tutors, employers, and employees involved in the provision of workplace learning opportunities, but it could also be a catalyst to promote greater mutual appreciation of diversity in the workplace. 相似文献