全文获取类型
收费全文 | 1631篇 |
免费 | 30篇 |
专业分类
教育 | 1255篇 |
科学研究 | 54篇 |
各国文化 | 5篇 |
体育 | 214篇 |
文化理论 | 42篇 |
信息传播 | 91篇 |
出版年
2023年 | 13篇 |
2022年 | 31篇 |
2021年 | 34篇 |
2020年 | 46篇 |
2019年 | 114篇 |
2018年 | 137篇 |
2017年 | 121篇 |
2016年 | 133篇 |
2015年 | 55篇 |
2014年 | 83篇 |
2013年 | 310篇 |
2012年 | 40篇 |
2011年 | 40篇 |
2010年 | 50篇 |
2009年 | 38篇 |
2008年 | 29篇 |
2007年 | 29篇 |
2006年 | 25篇 |
2005年 | 8篇 |
2004年 | 15篇 |
2003年 | 17篇 |
2002年 | 18篇 |
2001年 | 19篇 |
2000年 | 9篇 |
1999年 | 8篇 |
1998年 | 11篇 |
1997年 | 14篇 |
1996年 | 9篇 |
1995年 | 12篇 |
1994年 | 14篇 |
1993年 | 8篇 |
1992年 | 9篇 |
1991年 | 7篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 5篇 |
1987年 | 5篇 |
1985年 | 13篇 |
1984年 | 12篇 |
1982年 | 8篇 |
1980年 | 5篇 |
1979年 | 7篇 |
1978年 | 8篇 |
1974年 | 5篇 |
1973年 | 9篇 |
1972年 | 6篇 |
1970年 | 4篇 |
1957年 | 5篇 |
1956年 | 5篇 |
1955年 | 3篇 |
排序方式: 共有1661条查询结果,搜索用时 15 毫秒
11.
Jörg Krieger 《国际体育史杂志》2016,33(12):1341-1360
AbstractStudies on the development of Olympic Solidarity as a tool of the International Olympic Committee (IOC) to enable National Olympic Committees of developing countries access to resources and influence in the Olympic Movement exist. However, historical scholarship has relatively neglected the development of aid programs by International Federations to explain how they made use of resources to gain influence in international sport politics. Based on extensive multi-national and multi-lingual archival research in the archives of the International Association of Athletics Federation (IAAF) and the German Sport University Cologne, this article explores the establishment and development of the IAAF‘s Technical Aid Program, which had been installed in 1974. Referencing a large amount of previously unknown protocols and written correspondence, the paper critically discusses the IAAF‘s development activities in light of two parallel occurring processes that shaped the federation’s character in the 1970s and 1980s decisively: its increasing commercialization and its path towards democratization in its voting system. It is argued that the IAAF development programs served as a tool to enforce commercial and sport political interests whilst the nature of support remained without clear guidance until the mid-1980s. 相似文献
12.
13.
Willi Dörfler 《Educational Studies in Mathematics》2003,54(2-3):147-170
A broad view of mathematics education takes it as the study of how people learn and do mathematics. Starting with this view, the actual and potential relationships of mathematics education as are search discipline to mathematics as a field of knowledge and activity and to the mathematicians carrying out that activity are analyzed. This leads to the picture of a gulf between the two scientific communities which are based in different cultures of thinking and research. A (meta-)study of mathematics and all its facets termed here mathematicology is proposed. It could serve as common ground for cooperative studies by mathematicians and mathematics educators. Thereby the gulf will not necessarily become narrower but abridge over the differences and mutual misunderstandings could be built. 相似文献
14.
15.
Preschool children (3–4 years old) were trained to perform two actions to gain different outcomes, in the form of video clips
from different cartoons, before one of these outcomes was devalued by noncontingent exposure. The effect of outcome devaluation
was subsequently assessed in an extinction test by giving children the opportunity to perform both actions in the absence
of any outcomes. When the two actions were trained concurrently, performance during the test was modulated by outcome value
and children showed a preference for the action trained with the currently valued outcome. By contrast, when each action was
trained separately on different trials, test performance was insensitive to outcome devaluation. These effects of the training
schedules are interpreted in terms of dual-process theories of action control. 相似文献
16.
Björn Wittrock 《Higher Education》1984,13(2):121-138
The Leverhulme programme of study into the future of higher education is an impressive analytical effort carried through with expediency and allowing for wide participation. However, the programme is not only an ambitious exercise in policy analysis and unorthodox planning. It also involves processes of bargaining and policy advocacy. But the demands of these different roles have not been openly examined. Thus the programme has unnecessarily rendered itself open to criticism. In particular, many of the recommendations echo a consistent plea for new institutional arrangements for central co-ordination and top-down management and control. These recommendations, however, have received little or no underpinning and are actually at odds with some of the most qualified studies of the Leverhulme programme itself. Furthermore, the programme has tended to neglect two of the most urgent tasks of policy analysis, namely to outline a range of available options - rather than to produce a broad consensus view - and to clearly spell out major value tradeoffs involved - rather than to assure that there are no significant drawbacks attached to the options being advocated.Prepared when the author was a Visiting Scholar of the Comparative Higher Education Research Group, University of California, Los Angeles. The author is indebted to the Director of the Group, Professor Burton Clark, for incisive comments on some of the issues raised by the Leverhulme Programme and to Dr. Gary Rhoades of the same Group for helpful comments on a previous draft of the article. 相似文献
17.
18.
Ninni Wahlström 《课程研究杂志》2018,50(5):654-668
ABSTRACTThe purpose of this article is to explore how education policy that is both enabled and constrained by transnational policy flows and national policy built up by social, cultural and historical traditions are enacted through curriculum at the classroom level. The focus is on how policy rationality embedded in the structure and content of curriculum is transformed into certain rationalities in classroom teaching. By understanding lessons as ‘curriculum events’, the study reveals a dominant classroom discourse of recitation and similar triadic communication patterns, which is in accordance with other classroom studies. However, in the article it is argued that the version of teaching that emerges in this study, interpreted in a broader context of an international standards movement, can be understood in terms of directed exploration based on the teacher’s role as an explorer of what the students know, think and understand in relation to the acquisition of knowledge prescribed in the curriculum’s knowledge requirements. Even though the form of recitation is well known, the reason for choosing this teaching repertoire is somewhat new and can be related to the teacher authoring a basic oral text in accordance with assessment standards. 相似文献
19.
20.