全文获取类型
收费全文 | 794篇 |
免费 | 21篇 |
专业分类
教育 | 637篇 |
科学研究 | 27篇 |
各国文化 | 5篇 |
体育 | 55篇 |
文化理论 | 3篇 |
信息传播 | 88篇 |
出版年
2023年 | 4篇 |
2022年 | 6篇 |
2021年 | 16篇 |
2020年 | 21篇 |
2019年 | 37篇 |
2018年 | 32篇 |
2017年 | 41篇 |
2016年 | 39篇 |
2015年 | 20篇 |
2014年 | 25篇 |
2013年 | 151篇 |
2012年 | 23篇 |
2011年 | 13篇 |
2010年 | 16篇 |
2009年 | 14篇 |
2008年 | 26篇 |
2007年 | 28篇 |
2006年 | 12篇 |
2005年 | 16篇 |
2004年 | 19篇 |
2003年 | 12篇 |
2002年 | 13篇 |
2001年 | 12篇 |
2000年 | 13篇 |
1999年 | 28篇 |
1998年 | 8篇 |
1997年 | 11篇 |
1996年 | 11篇 |
1995年 | 8篇 |
1994年 | 9篇 |
1993年 | 12篇 |
1992年 | 5篇 |
1991年 | 8篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 6篇 |
1985年 | 10篇 |
1984年 | 7篇 |
1983年 | 8篇 |
1982年 | 6篇 |
1981年 | 3篇 |
1980年 | 4篇 |
1979年 | 5篇 |
1978年 | 3篇 |
1974年 | 4篇 |
1973年 | 3篇 |
1972年 | 3篇 |
1971年 | 4篇 |
1966年 | 2篇 |
排序方式: 共有815条查询结果,搜索用时 15 毫秒
51.
52.
53.
54.
This paper reports on research on the attitudes of a differentiated sample of students to Catholic schools in general and religious education in particular. Core Catholic youth are described, following Fulton et al. (2000: Young Catholics at the New Millennium, Dublin, University College Press), as individuals who have an existing connection with the parish community. Some results that emerge from 58 in‐depth interviews with 14‐ and 15‐year‐old core Catholics are that they value their time in Catholic schools, feel that they are in a safe environment and are not well networked with others of a similar background. Attitudes to religious education by core Catholic youth are described as weak positive. Religious education is not unpopular but is not seen as a discipline that helps resolve some of the difficulties that they experience as young Catholics. These difficulties relate to trying to reconcile what they see as the conflict between the scientific and religious view of creation and many supernatural religious claims. 相似文献
55.
肯尼亚人口中18岁以下的青少年占50%,他们是肯尼亚社会中一股重要而活跃的力量,大力发展青少年教育是促进发展的有效方式。肯尼亚科学中心是一所筹建中的STEM教育机构,旨在为所有青少年提供平等的教育机会,并接受STEM教育方面的启迪。本文介绍了建设和发展肯尼亚科学中心的各种工作方式,期望能够借鉴国际上其他科学中心的经验,以达成独具特色的发展目标。 相似文献
56.
Graham R. Daniel Greg Auhl Wendy Hastings 《Asia-Pacific Journal of Teacher Education》2013,41(2):159-172
Teaching has been described as an emerging community of practice. Within such professional communities, the processes of reflection and collaborative dialogue, or critical transformative dialogue, are central to the maintenance and improvement of professional practice for individuals, and the field. This paper reports on the challenges experienced by a group of first-year pre-service teachers engaging in a process of reflection and critique with peers, as they participated in a program focused on the development of core practices of teaching. These pre-service teachers' responses indicated their growing understanding of the importance of engaging in ongoing critical dialogue, as part of the “unnatural” aspects of teaching. The paper concludes with a reflection on the value of feedback from the earliest stages of professional learning. 相似文献
57.
Graham Butt Ann Lance Antony Fielding Helen Gunter Steve Rayner Hywel Thomas 《School Leadership & Management》2013,33(5):455-471
Government policy assumes that modernization and remodelling will be effective as external intervention mechanisms to improve job satisfaction. Based on data collected as part of the evaluation of the ‘Transforming the School Workforce Pathfinder Project’, an argument is presented here which suggests that internal management models may be more effective in improving teacher job satisfaction. By comparing the responses of teachers within primary and special schools with those from secondary schools, internal factors are identified which may be more relevant than externally imposed measures. 相似文献
58.
In recent years, the Standards for Qualified Teacher Status in England have placed new emphasis on student‐teachers' ability to become integrated into the ‘corporate life of the school’ and to work with other professionals. Little research, however, has been carried out into how student‐teachers perceive the social processes and interactions that are central to such integration during their initial teacher education school placements. This study aims to shed light on these perceptions. The data, gathered from 23 student‐teachers through interviews and reflective writing, illustrate the extent to which the participants perceived such social processes as supporting or obstructing their development as teachers. Signals of inclusion, the degree of match or mismatch in students' and school colleagues' role expectations, and the social awareness of both school and student‐teacher emerged as crucial factors in this respect. The student‐teachers' accounts show their social interactions with school staff to be meaningful in developing their ‘teacher self’ and to be profoundly emotionally charged. The implications for mentor and student‐teacher role preparation are discussed in this article. 相似文献
59.
60.
Steven W. Graham 《Community College Journal of Research & Practice》2013,37(2):75-84
The persistence rates of community college transfer students were contrasted to those of native university students over a six year period. A general trend was observed which suggested community college transfer students were less likely to persist when returning to school for their second or third semesters of coursework. However, those transfer students remaining for the third semester of coursework were just as likely to persist as the native students for the next semester. Questions were raised about the validity of the notion of “transfer shock”, which may actually be a reflection of the change in the student population being observed. 相似文献