全文获取类型
收费全文 | 1055篇 |
免费 | 19篇 |
国内免费 | 2篇 |
专业分类
教育 | 799篇 |
科学研究 | 42篇 |
各国文化 | 18篇 |
体育 | 66篇 |
文化理论 | 7篇 |
信息传播 | 144篇 |
出版年
2021年 | 9篇 |
2020年 | 10篇 |
2019年 | 27篇 |
2018年 | 31篇 |
2017年 | 32篇 |
2016年 | 19篇 |
2015年 | 29篇 |
2014年 | 24篇 |
2013年 | 248篇 |
2012年 | 28篇 |
2011年 | 27篇 |
2010年 | 27篇 |
2009年 | 39篇 |
2008年 | 29篇 |
2007年 | 19篇 |
2006年 | 22篇 |
2005年 | 17篇 |
2004年 | 17篇 |
2003年 | 18篇 |
2002年 | 18篇 |
2001年 | 14篇 |
2000年 | 13篇 |
1999年 | 9篇 |
1998年 | 32篇 |
1997年 | 12篇 |
1996年 | 12篇 |
1995年 | 8篇 |
1994年 | 11篇 |
1993年 | 21篇 |
1992年 | 14篇 |
1991年 | 16篇 |
1990年 | 12篇 |
1989年 | 10篇 |
1988年 | 11篇 |
1987年 | 8篇 |
1986年 | 11篇 |
1985年 | 18篇 |
1984年 | 10篇 |
1983年 | 10篇 |
1982年 | 16篇 |
1981年 | 18篇 |
1980年 | 9篇 |
1979年 | 15篇 |
1978年 | 5篇 |
1977年 | 9篇 |
1976年 | 5篇 |
1975年 | 6篇 |
1974年 | 5篇 |
1973年 | 6篇 |
1971年 | 5篇 |
排序方式: 共有1076条查询结果,搜索用时 0 毫秒
81.
82.
83.
84.
85.
86.
Training and psychosocial patterns during the early development of Portuguese national team athletes
This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were examined. Male and female participants (N?=?42) from different sports were interviewed. Overall, athletes showed several commonalities. However, experts were selected to national squads later and also started thinking about investing in becoming elite athletes later. Non-experts revealed more parental pressure and less individual training with coaches. 相似文献
87.
Peter Davies Gwen Coates Linda Hammersley-Fletcher Jean Mangan 《School Leadership & Management》2013,33(5):493-511
Using the perspective of principal–agent theory, we suggest that the target setting process imposed by the government has shifted teachers’ focus away from their personal educational priorities. Our evidence suggests that schools with a higher proportion of students with high academic achievement differ in their practice of target setting from schools with a below average proportion of students achieving high examination grades. We examine possible explanations for variations in teachers’ practice and suggest some implications for policy and school leadership and management. 相似文献
88.
This article shows that an awareness of students' use of their own experiences and a consistent promotion of critical literacy skills throughout a child's, adolescent's, and adult's life strengthens awareness of the social, political, economic, and cultural implications of education. The article expands on John Dewey's (1938) theory of experience as the means and goal of education to show that middle school and college graduate students use their different levels of both personal and academic experience to respond to and interpret similar issues in the same text. Specifically, the authors discuss their use of Roald Dahl's (1983) The Witches to show how teachers might approach a children's book as the backdrop for teaching different age groups an increased awareness of gender issues, the effects of stereotyping, and the influence of popular culture on students' lives. They argue that educators need to use creative teaching strategies to provide opportunities for students at all educational levels to expand their literacy skills. The final section of the paper provides possible ways in which teachers can use literary texts at various levels to engage students not only with the material itself but also connect the text with their personal/ professional experiences and their own literacies. 相似文献
89.
Jean Murray 《Teachers and Teaching》2013,19(1):143-160
Abstract This article reports on research analysing how primary initial teacher educators define and participate in research activities. A representative sample of teacher educators in one institution in the UK were interviewed in depth to identify individuals' perceptions of the place of research in their work. All the interviewees saw their most important role as teaching and supporting students. In all cases, research was seen as a low priority. Engagement in research was seen as moving away from the practical, school and student centred world of primary initial teacher education towards a more conventionally ‘academic’ world. The established researchers within the teacher education community were seen as a privileged elite. Two clusters of factors which influence these perceptions are defined as: firstly, the effects of the changing nature of the institution and internal structures it has generated in response to national changes; and secondly, the ways in which the interviewees define their work its conditions and its underlying values. These factors and the tensions they cause are explored in relation to the pressures placed on the teacher education communities by the 1996 Research Assessment Exercise and the development of increased partnerships with schools. 相似文献
90.