全文获取类型
收费全文 | 476篇 |
免费 | 8篇 |
国内免费 | 1篇 |
专业分类
教育 | 398篇 |
科学研究 | 15篇 |
各国文化 | 6篇 |
体育 | 24篇 |
综合类 | 1篇 |
文化理论 | 3篇 |
信息传播 | 38篇 |
出版年
2022年 | 2篇 |
2021年 | 5篇 |
2020年 | 7篇 |
2019年 | 14篇 |
2018年 | 19篇 |
2017年 | 16篇 |
2016年 | 19篇 |
2015年 | 12篇 |
2014年 | 8篇 |
2013年 | 88篇 |
2012年 | 13篇 |
2011年 | 8篇 |
2010年 | 12篇 |
2009年 | 11篇 |
2008年 | 15篇 |
2007年 | 20篇 |
2006年 | 14篇 |
2005年 | 8篇 |
2004年 | 13篇 |
2003年 | 16篇 |
2002年 | 13篇 |
2001年 | 11篇 |
2000年 | 10篇 |
1999年 | 10篇 |
1998年 | 9篇 |
1997年 | 7篇 |
1996年 | 3篇 |
1995年 | 11篇 |
1994年 | 3篇 |
1993年 | 10篇 |
1992年 | 11篇 |
1991年 | 3篇 |
1990年 | 2篇 |
1989年 | 4篇 |
1987年 | 5篇 |
1985年 | 5篇 |
1984年 | 5篇 |
1983年 | 3篇 |
1981年 | 7篇 |
1980年 | 3篇 |
1979年 | 5篇 |
1978年 | 2篇 |
1977年 | 2篇 |
1976年 | 4篇 |
1928年 | 1篇 |
1924年 | 1篇 |
1922年 | 1篇 |
1920年 | 1篇 |
1917年 | 1篇 |
1910年 | 1篇 |
排序方式: 共有485条查询结果,搜索用时 15 毫秒
71.
Scott B. Watson 《Quest (Human Kinetics)》2013,65(4):510-522
In this paper an argument for the proposition that emphasizing the pursuit of excellence in sport is discriminatory against women is presented. The argument is developed in three stages. First, a definition of “discrimination” is proposed and discussed. Second, the idea of sport as a quest for excellence is traced through various interpretations of the meaning of sport. Third, excellence is discussed as a socially constructed concept and phenomenon. The dominant social meaning of excellence as a supreme achievement is confronted with the gender consequences of emphasizing the pursuit of excellence in sport. The argument concludes that alongside the primary texts of the glories and triumphs of excellence runs a subtext of inequality and gender discrimination. 相似文献
72.
73.
74.
Jacqueline Elizabeth Watson 《Cambridge Journal of Education》2013,43(2):147-162
Post-secularism and neo-liberalism have converged in education policy and theory to generate a new enthusiasm for faith schools, along with criticism of the publicly-funded common or community school. However, in a post-secular social context, where religious and spiritual pluralism exponentially increases, and belief positions are both polarised and syncretised, the democratic notion of the common or community school appears even more crucial to address community understanding. There need to be strong reasons, therefore, for abandoning the common or community school in favour of faith schools. This article presents a critique of recent key philosophical defences of the public funding of faith schools, put forward by Richard Pring and Harry Brighouse, and by the Christian educationalist, Trevor Cooling. It also gives support to Michael Fielding and Peter Moss’ arguments for radicalising and reforming the common school, to enable it to be a community for understanding in an increasingly challenging post-secular environment. 相似文献
75.
The impact of the global aging of the population on social, economic, political, and health care institutions is unequaled. Parallel to this, evolving developments in technology promise opportunities for sales and product development to support positive aging. Older adults are excited to utilize technologies that they perceive as practical. However, age, education, technical knowledge, and technological anxiety affect interest in new technologies, creating a technology divide. Providing more accessible and relevant technologies for today's older adults may make the technology more universally accessible. This article reports the results of a survey on technology and education among a sample of 77 adults between the ages of 52 and 92 who attended a week-long lifelong-learning event at Indiana University. Familiarity with technology, age, education, and gender were found to be correlated with familiarity with new technologies as well as operating and shopping for new electronic devices. 相似文献
76.
Jane M. Watson 《Teaching Statistics》1992,14(3):17-21
Being a statistical detective can provide a strong motivation for early work in data handling. Media reports can often start a fascinating chain of events, as this article shows. 相似文献
77.
Anne Watson O'Reilly 《Child development》1995,66(4):999-1010
Previous research suggests that young children have difficulty producing actions with imagined objects (pantomimes): They frequently substitute a body part to represent the object involved in the action. This response has also been observed in neurologically impaired adults. Study 1 examined the comprehension and production of pantomimes in 3- and 5-year-old children and normal adults to explore further this aspect of representational ability. Results indicate that young children not only have difficulty producing imaginary object representations in contrast to normal adults, they also have difficulty comprehending imaginary object representations and are better at comprehending pantomimes with a body part representation. The results from the pantomime comprehension task were replicated in Study 2 with 3- and 4-year-olds. These findings are discussed in the context of the development of representational ability as children demonstrate increasing independence from concrete environmental support in their knowledge about actions. 相似文献
78.
D. R. Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1976,22(1):41-62
In this paper, three sociological models or theoretical templates for the analysis of social order are outlined: (a) the order-consensus model, (b) the conflict model and (c) interactionist models. The paper then discusses how each model can be applied to what is here called educational redress. Special reference is made to those redress strategies addressed to pre-school-age children-strategies customarily termed Compensatory Education Programmes. The paper goes on to show how proponents of each model would approach the analysis of such programmes, and how proponents of each model would criticize the other models' analyses. It is shown that the three sociological models are located in, and formalizations of, commonsense conceptions of social structure tacitly held by lay members of society, and that even professional educators typically do not make their model of society very explicit. Finally the paper upholds the belief that the above elements constitute what sociologists can add to the understanding of educational redress strategies.
Zusammenfassung In diesem Artikel werden drei soziologische Modelle oder theoretische Schablonen für die Analyse der Sozialstruktur umrissen: (a) das Struktur-Konsens-Modell, (b) das Konfliktmodell und (c) das Wechselwirkungsmodell in seinen verschiedenen Varianten. Dann wird untersucht, wie jedes dieser Modelle auf den Bildungsausgleich angewandt werden kann, insbesondere auf die Ausgleichsstrategien für Kinder im Vorschulalter, die gewöhnlich mit Kompensierende Erziehungsprogramme bezeichnet werden. Anschliessend wird beschrieben, wie Protagonisten jedes dieser Modelle diese Programme analysieren und wie sie mit Hilfe der anderen Modelle vorgenommene Analysen kritisieren würden. Weiterhin wird ausgeführt, dass die drei Modelle Formalisierungen der unter Laiengruppen verbreiteten Vorstellungen von der Gesellschaftsordnung darstellen, und dass selbst Pädagogen ihr Gesellschaftsmodell gewöhnlich nicht klar definieren. Zum Schluss spricht der Verfasser seine Ansicht aus, dass die Soziologie durch die obigen Elemente zum Verständnis der Bildungsausgleich-Strategien beitragen kann.
Résumé Dans ce rapport sont décrits trois modèles sociologiques ou échantillons theoriques pour l'analyse de l'ordre social: (a) le modèle ordre-consensus, (b) le modèle conflit et (c) les modèles interactionnistes. Le rapport examine ensuite comment pouvoir appliquer chaque modèle à ce qu'on appelle ici redressement éducatif. Sont mentionnés particulièrement les stratégies de redressement que l'on adresse aux stratégies pour enfants d'âge préscolaire, appelées habituellement Programmes d'éducation compensatoire. Le rapport montre ensuite comment les défenseurs de chaque modèle aborderaient l'analyse de ces programmes, et comment ils critiqueraient les analyses des autres modèles. On montre que les trois modèles sociologiques sont situés dans — et sont en fait des formalisations — des conceptions courantes de structure sociale qu'ont tacitement les membres laïques de la société, et que même les éducateurs professionnels ne rendent typiquement pas leur modèle de la société très explicite. Enfin, l'auteur est convaincu que les éléments susmentionnés constituent ce que les sociologues peuvent ajouter à la compréhension des stratégies de redressement éducatif.相似文献
79.
McMahon Mary Bimrose Jenny Watson Mark Abkhezr Peyman 《International Journal for Educational and Vocational Guidance》2020,20(3):523-542
International Journal for Educational and Vocational Guidance - Combining quantitative career assessment with narrative career counselling is a career counselling challenge. The Integrative... 相似文献
80.