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91.
Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing
emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value
in reflecting on the type of laboratory work that is carried out in the science curriculum. The purpose of this study was
to determine the nature of the laboratory work undertaken by lower secondary science students, and in particular, to determine
the openness to inquiry of these activities. The study also examined the factors that influence teachers in determining the
type of student investigations that occur in the science laboratory. Data from a survey of Perth lower secondary science teachers
reveal low levels of inquiry and interesting insights into teacher's perceptions about the benefits of open inquiry for students
and the difficulities for teachers. The difficulties identified by teachers represent barriers to change that must be addressed
if more open inquiry laboratory work is to be implemented in schools. 相似文献
92.
Denis Feather 《European Journal of Education》2013,48(4):586-596
The question addressed by this article is whether lecturers delivering HEBCs in FECs in England perceive their institutions to be fragmented, i.e. has Cinderella lost her identity via the demands and pressures placed upon her by the UK government and other stakeholders? The research adopts a qualitative approach, where 26 interviews were conducted in FECs in the Yorkshire and Humber regions. The findings, although not surprising, were quite candid and indicated that there may be some role conflict, as management seemed to prioritise funding over everything else, including the well-being of their employees. 相似文献
93.
94.
95.
This paper addresses the nature of governors in the governance of further education colleges in an English context. It explores the complex relationship between governors (people/agency), government (policy/structure) and governance (practice), in a college environment. While recent research has focused on the governance of schooling and higher education there has been little attention paid to the role of governors in the lifelong learning sector. The objective of the paper is to contribute to the debate about the purpose of college governance at a time when the Learning and Skills Council commissioning era ends and new government bodies responsible for further education and training, including local authorities, arrive. The paper analyses the nature of FE governance through the perspectives and experiences of governors, as colleges respond to calls from government for greater improvement and accountability in the sector. What constitutes creative governance is complex and controversial in the wider framework of regulation and public policy reform. As with other tricky concepts such as leadership, professionalism and learning, college governance is best defined in the contexts, cultures and situations in which it is located. College governance does not operate in a vacuum. It involves governors, chairs, principals, professionals, senior managers, clerks, community, business and wider agencies, including external audit and inspection regimes. Governance also acts as a prism through which national education and training reforms are mediated, at local level. While governing bodies are traditionally associated with the business of FE—steering, setting the tone and style, dealing with finance, funding, audit and procedural matters—they are increasingly being challenged to be more creative and responsive to the wider society. Drawing on a recent case study of six colleges, involving governors and key policy stakeholders, this paper explores FE governance in a fast changing policy environment. 相似文献
96.
Denis Lemaître 《European Journal of Education》2019,54(4):566-576
The injunction to innovate which has permeated our societies in the last few decades has had a significant impact on engineers and their training. The idea of progress has since taken a back seat to the quest for innovation which saves time, space and reduces aims to short term performance objectives. However, marked by the technologism and productivism of the 20th century, the idea of innovation has also absorbed the new principles of sustainability and responsibility which have imposed themselves upon engineering research and activities in a henceforth internationalised world. It is within this context that engineer training institutions have sought to counter the injunctions to innovation and the stresses and strains that they produce. Based on three studies carried out in Europe and in several developing countries in North Africa and South East Asia, this article examines the curricula the institutions have implemented in order to observe current trends in innovation training initiatives in relation to locally‐perceived expectations and requirements. We have observed that technologism and productivism, which are still very present in the principles which guide European engineer training, are in competition with the principles of low‐cost engineering which satisfies user requirements and respects environmental constraints. As for the pedagogical initiatives, the phenomena of standardisation and commodification of higher education have led to the development of active learning (projects, problem‐based learning, fablabs, etc.). However, studies demonstrate that pedagogical orientation depends on how innovation is conceptualised and varies according to the scale of the educational institutions. A closer examination of the concepts of innovation reveals the epistemological issues concerning the way the engineering problems have been constructed. 相似文献
97.
Vladimir N. KHMELEV Andrey V. SHALUNOV Roman V. BARSUKOV Denis S. ABRAMENKO Andrey N. LEBEDEV 《浙江大学学报(A卷英文版)》2011,12(4):247-254
The aim of this investigation was to define the effectiveness of non-contact drying using ultrasonic vibrations. Disk radiators
were used for carrying out experiments, and a special drying chamber was designed to provide resonant amplification of ultrasonic
vibrations (from 130 to 150 dB). Drying of ginseng and other vegetables demonstrated that the application of ultrasonic vibrations
reduced power inputs by 20% in comparison with convective drying. It also led to a decrease of 6% in final moisture content,
if the duration of drying was constant. The level of intensification of ultrasonic drying was high (up to 50 g for 1 kg of
drying material), which helped to lower the temperature of the drying agent and improve the quality of the dried products. 相似文献
98.
Denis Gleeson Jenifer Davies Eunice Wheeler 《British Journal of Sociology of Education》2005,26(4):445-460
This paper examines the changing nature of professional practice in English further education. At a time when neo‐liberal reform has significantly impacted on this under‐researched and over‐market‐tested sector, little is known about who its practitioners are and how they construct meaning in their work. Sociological interest in the field has tended to focus on further education practitioners as either the subjects of market and managerial reform or as creative agents operating within the contradictions of audit and inspection cultures. In challenging such dualism, which is reflective of wider sociological thinking, the paper examines the ways in which agency and structure combine to produce a more transformative conception of the further education professional. The approach contrasts with a prevailing policy discourse that seeks to re‐professionalise and modernise further education practice without interrogating either the terms of its professionalism or the neo‐liberal practices in which it resides. 相似文献
99.
Denis Johnson 《海外英语》2008,(7):51-51
《烟树》讲述的是中情局特工Skip Sands在越战中的故事——他的上级是他的叔叔,绰号为"上校"。"上校"花费多年心血,做了数千张索引卡片,试图将越共的各种人物、活动和事件汇编在一起,虽然小说以越战为背景,但战争的火药味并不浓重,作者始终着力刻画复杂的人物关系以及主角的内心和精神创伤。 相似文献
100.
Verne A. Stadtman Boris Ford Robert Berdahl John D. Turner Irving J. Spitzberg Sylvia Shimmin M. L. Shattock Denis E. Ince Michalina Vaughan Keith Soothill M. North Paul Fordham Charlotte Shea M. G. de St. V. Atkins Walter Little S. Williams J. M. M. Ritzen Murray Aitkin G. MacGregor-Reid Colin Lyas A. M. Ross P. G. Altbach Margaret C. Ives 《Higher Education》1980,9(1):105-125