全文获取类型
收费全文 | 1732篇 |
免费 | 46篇 |
国内免费 | 104篇 |
专业分类
教育 | 1229篇 |
科学研究 | 250篇 |
各国文化 | 16篇 |
体育 | 101篇 |
综合类 | 20篇 |
文化理论 | 33篇 |
信息传播 | 233篇 |
出版年
2023年 | 9篇 |
2022年 | 34篇 |
2021年 | 39篇 |
2020年 | 55篇 |
2019年 | 61篇 |
2018年 | 84篇 |
2017年 | 82篇 |
2016年 | 68篇 |
2015年 | 53篇 |
2014年 | 76篇 |
2013年 | 266篇 |
2012年 | 113篇 |
2011年 | 119篇 |
2010年 | 55篇 |
2009年 | 60篇 |
2008年 | 55篇 |
2007年 | 56篇 |
2006年 | 38篇 |
2005年 | 59篇 |
2004年 | 139篇 |
2003年 | 55篇 |
2002年 | 97篇 |
2001年 | 52篇 |
2000年 | 40篇 |
1999年 | 5篇 |
1998年 | 22篇 |
1997年 | 8篇 |
1996年 | 7篇 |
1995年 | 10篇 |
1994年 | 9篇 |
1993年 | 7篇 |
1992年 | 8篇 |
1991年 | 4篇 |
1990年 | 10篇 |
1989年 | 7篇 |
1988年 | 3篇 |
1987年 | 1篇 |
1983年 | 1篇 |
1981年 | 2篇 |
1980年 | 4篇 |
1979年 | 3篇 |
1978年 | 3篇 |
1977年 | 1篇 |
1964年 | 1篇 |
1963年 | 1篇 |
排序方式: 共有1882条查询结果,搜索用时 140 毫秒
111.
Elizabeth Murphy María A. Rodríguez‐Manzanares Michael Barbour 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(4):583-591
This paper presents the results of an inductive, interpretive analysis of the perspectives of 42 Canadian high school distance education (DE) teachers on asynchronous and synchronous online teaching. The paper includes a conceptual overview of the affordances and constraints of each form of teaching. Findings provided insight into the following aspects of asynchronous and synchronous online teaching: degree of use; the tools used; the contexts in which each occur; students' preferences; and limitations. Pedagogy emerged as more important than media for both asynchronous and synchronous online teaching. Synchronous online teaching relied on teacher‐ rather than student‐centred approaches. Asynchronous online teaching provided support for self‐paced, highly independent forms of secondary DE supplemented by synchronous online teaching for answering questions and troubleshooting. 相似文献
112.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(6):843-860
This paper presents some results of a qualitative study carried out in a secondary school in the city of Buenos Aires (Argentina). It examines how two students from poor families responded to, and viewed, aggression by peers at their school. This paper argues that the examination of students’ narratives about aggression (based on classism and sexism) illustrates the analytical usefulness of the moral dimension of social life to unpack crucial aspects of the micro politics of class and gender and processes of identity-making. Following Sayer, this article maps students’ responses to immoral sentiments and misrecognition: the search for respect and respectability, and moral boundary drawing. It demonstrates that these reactions are entangled in students’ class and gender identity-making. It also shows how ‘victims’ are able to regain respect. However, the individualized nature of these processes and the spirals of aggression they instigate demonstrate the fragile and temporary nature of this achievement. 相似文献
113.
Health literacy has firmly established the links between literacy skills and health outcomes and is subsequently considered a key strategy for improving the health of disadvantaged populations and addressing social inequality. However, current research findings for improving health literacy have primarily focused on adults and actions within health and health care settings. Implementation studies outside the health sector are scarce. This study, a subset of the INCLUD-ED community- based project on social inclusion, reports on successful community-based approaches to health literacy. This article focuses on two schools that take advantage of the cultural intelligence of their students' family members, allowing them to make health literacy programmes more effective and useful for the participants. In addition, family involvement in educational activities addressed to children, including health programmes, has been found to improve the health literacy of the participating adults and their use of healthcare services. Findings indicate that schools in Europe can play a key role in breaking the cycle of health inequalities by promoting health literacy through education. 相似文献
114.
Analía Inés Meo 《British Journal of Sociology of Education》2011,32(3):349-367
This article examines how students from the ‘loser’ sections of the middle class dealt with the game of secondary schooling in a ‘good’ state school in the city of Buenos Aires (Argentina). It engages with Bourdieu’s theory of social practice and, in particular, with its concepts of game, habitus and cultural capital. It argues that middle‐class students embody a school habitus, which I call zafar. Zafar (a Spanish slang word) refers to students’ dispositions, practices and strategies towards social and educational demands of teachers and their school. Zafar propels middle‐class students to be just ‘good enough’ students, and promote an instrumental approach to schooling and learning. Although this paper offers an account within which the reproduction of relative educational advantage of a group of middle‐class students takes place, it also poses questions about their future educational and occupational opportunities. 相似文献
115.
116.
117.
Objective
Psychological maltreatment (PM) is the most prevalent form of child abuse, and is the core component of most of what is considered as child maltreatment. The aim of this work was to explore differential adverse outcomes of the different types of PM in the mental health and functioning of children living in homes in which they are exposed to intimate partner violence (IPV).Method
Participants were 168 children, aged between 4 and 17, whose mothers experienced IPV. They were assessed using different measures of psychopathology and functioning: Diagnostic Interview for Children and Adolescents-IV, Child Behavior Checklists and Child and Adolescent Functioning Assessment Scale. Furthermore, IPV was assessed with the Schedule for Assessment of Intimate Partner Violence Exposure in Children and the Index of Spouse Abuse. Statistical analyses were carried out with regression models adjusted by means of Generalized Estimating Equations.Results
Spurning was the PM subtype with the greatest global effect on the children, as it was significantly associated with internalizing and externalizing problems. Denying emotional responsiveness specifically increased the risk of internalizing psychopathology and impairment in the emotional area. Terrorizing was not significantly associated with a greater number of negative outcomes in children's psychopathology or functioning in this population.Implications
The results suggest the importance of taking PM types into account in order to fully understand the problems of children exposed to IPV at home, and for the design of effective treatment and prevention programs. 相似文献118.
119.
采用文献资料法、调查问卷法、数理统计法,对桂林市传统体育项目的发展、资源开发与利用、体育教学的课堂引入情况等进行调查分析,并探讨桂林市传统体育传承与发展的新构想:通过学校体育教育影响和提高全民对传统体育项目的了解认识,培养专业的人才,加大桂林体育旅游的影响。 相似文献
120.