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Abstract Environmental literacy has been defined in numerous ways and attempts have been made to measure how environmentally literate people are. Many attempts to measure literacy have instead measured people's knowledge about pollution and their attitudes toward the environment. According to many environmental education experts, knowledge and attitudes are important components of environmental literacy, especially if the goal of environmental education is to change behavior. However, the experts also indicate that, to change an individual's behavior, knowledge about the environment must be associated with environmental sensitivity, personal beliefs, and decisionmaking and problem-solving skills. The research presented in this article contributes to environmental literacy research by offering a tested, valid survey instrument to measure ecological knowledge—one component of environmental literacy. In this article, we provide an example of how this instrument can be applied by comparing knowledge levels among diverse groups of Ohio citizens. 相似文献
263.
J. Isaac Copeland Paul A. Kral Jr. Leonard Gamble Leonard Gamble J. W. Whitlock T. P. Yeatman 《Peabody Journal of Education》2013,88(4):247-255
The Light That Shines: Chapel Hill, 1912–1916. Robert B. House. (Chapel Hill: University of North Carolina Press, 1964. Pp. 216. $5.00.) Psychology of Adolescence for Teachers. Glenn Myers Blair and R. Stewart Jones. (New York: Macmillan, 1964. Pp. 118. $1.50, paper.) Psychology of the Child in the Classroom. Don C. Charles. (New York: Macmillan, 1964. Pp. 86. $1.25, paper.) Reading Instruction for Today's Children. Nila Banton Smith. (Engle‐wood Cliffs, New Jersey: Prentice‐Hall, 1963. Pp. 594. $7.50.) Religion and the Schools, The Great Controversy. Paul Blanchard. (Boston: Beacon Press, 1963. Pp. 265. $4.95.) School Business Administration in the Smaller Community. Fredrick W. Hill and James W. Colmey. (Minneapolis: T. S. Denison and Company, 1964. Pp. 324. $7.95.) Sociology of Childhood. Oscar W. Ritchie and Marvin R. Koller. (New York: Appleton‐Century‐Crofts, 1964. Pp. 333. $5.00.) The Teaching of Mathematics. Roy Dubisch. (New York: John Wiley and Sons, 1963. Pp. 124. $2.95, paper.) Vignettes on the Theory and Practice of School Administration. Finis E. Engleman, Shirley Cooper, and William J. Ellena. (New York: The Macmillan Company, 1963. Pp. 237. $4.80.) 相似文献
264.
The 'Protean' Spirit of Jeff Lewis 总被引:1,自引:1,他引:0
David Carr 《牛津教育评论》2013,39(1):151-163
In a recent contribution to this journal, Jeff Lewis has criticised the views of both Nigel Blake and myself on spiritual education. In particular he has taken exception to my own claim that concepts of spirituality are indexed to particular religious or other traditions raising difficulties for any common programme of spiritual education. Lewis claims that my own conception of spirituality is mistakenly 'reductionist' and seeks to base a general conception of spiritual education on a more 'holistic' approach. By way of response, I argue (amongst other points): first, that Lewis does not consistently adhere to this 'holistic' conception and that his account of spiritual life is ultimately no less 'reductionist' than mine; second, that his attempt to ground a perspective-neutral conception of spiritual life in the claims of cognitive science is deeply misconceived; third, that his arguments have seriously problematic socio-political implications. 相似文献
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Edward Pecukonis Valire Carr Copeland Gary S. Cuddeback Mark S. Friedman Steven M. Albert 《Journal of Teaching in Social Work》2013,33(2):132-147
This article reports the findings of a 2-day public health social work (PHSW) summit that brought together PHSW educators, practitioners, and administrators to generate ideas for preparing the next generation of PHSW leaders. Data from focus groups revealed four themes: the importance of PHSW in our healthcare delivery system, the need for public health social workers to develop their professional identity, the significance of branding/promoting PHSW, and the favorable consequences of infusing PHSW content into social work curricula. Attendees generated ideas for bringing PHSW forward and provided recommendations to accrediting bodies for highlighting the importance of PHSW. 相似文献
268.
This paper reports on selected aspects of data, with special reference to science, derived from a survey of primary school teachers as part of the Leverhulme Primary Project at the University of Exeter. A national sample of teachers (N = 901) across 152 schools was surveyed in order to ascertain teachers’ perceptions of competence and needs with respect to the new National Curriculum in the UK. Initially, data were collected in relation to ten subject areas and generic teaching skills, with provision made for free‐form responses concerning National Curriculum implementation. Selected aspects of these data, principally related to the National Curriculum core area of science, were subjected to detailed further analysis and are reported. Variables identified from the survey findings, and of concern to science educators, included early subject specialism, years of teaching and gender. These were probed for relationships and significance. The tension between competing National Curriculum requirements for specialist subject knowledge and generalist teaching skills was explored. Findings have implications for innovation in approaches to staff development to cater for perceived needs, teacher educators and curriculum alignment. 相似文献
269.
Sam Carr 《Journal of sports sciences》2013,31(3):281-297
Abstract In this paper, I present data from two studies that sought to examine multiple achievement goals in the context of children's physical education (PE). Study 1 examined the links that multiple-goal profiles (i.e. mastery/performance-approach/performance-avoidance goals) for PE had with self-determined motivation, affective patterns and levels of extracurricular sporting activity in a sample of 193 Year 7 pupils. Results suggested that children endorsing high mastery/high performance-approach/high performance-avoidance, high mastery/high performance-approach/low performance-avoidance, or high mastery/ low performance-approach/low performance-avoidance profiles typically exhibited the most adaptive motivational responses. In contrast, children endorsing a low mastery/high performance-approach/high performance-avoidance profile typically experienced more maladaptive motivational outcomes. Study 2 examined the development of multiple achievement goals over two terms of PE in conjunction with retrospective perceptions of the motivational climate in the sample. The results of analysis of variance suggested that children exposed to a consistent high mastery/low performance climate experienced decreased performance-avoidance goals and maintained high levels of mastery goals for PE. In contrast, children exposed to a consistent low mastery/high performance climate experienced increased performance-avoidance goals and decreased mastery goals for PE. 相似文献
270.