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141.
Genutė Gedvilienė Vidmantas Tūtlys Vilija Lukošūnienė Vaiva Zuzevičiūtė 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2018,64(4):465-487
The Baltic countries regained their independence from the Soviet Union in the early 1990s and joined the European Union in 2004. This article seeks to explore institutional development and reforms of adult education and lifelong learning in Lithuania with respect to the processes, the actors and the context of socioeconomic change over the past 20 years. It also looks at the implications of these processes for the professionalisation of adult educators, referred to here as “adult learning teachers” (ALTs). The authors begin with an analysis of the historical-institutional and political-economical aspects of the development of adult education and lifelong learning by providing a retrospective of institutional change in Lithuania. They then move on to analyse the existing institutional and legal arrangements of adult education which shape and institutionalise the profession and qualifications of ALTs. Their empirical research reveals the opinions of Lithuanian ALTs on their current professional occupational profile and its future development. 相似文献
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Světlana Hanušová Michaela Píšová Tomáš Kohoutek Eva Minaříková Stanislav Ježek Tomáš Janík Jan Mareš Miroslav Janík 《European Journal of Education》2020,55(2):275-291
The current paper presents the results of the first research study of drop-out intentions of novice teachers in the Czech Republic. The study focuses on the reported satisfaction of novice teachers in primary and lower secondary schools with external factors that influence their socialisation and that can be seen as predictors of novice teachers' decision to stay in their current school. In the paper we present the results of quantitative research conducted in 2015–2017. Our main findings include the key significance of factors at the school level, especially the influence of school culture and climate, cooperation with colleagues and leadership. We conclude that in the Czech context teachers tend to stay in schools provided that they work in a well-functioning school, with cooperative colleagues and good head teachers. 相似文献
144.
Ivana Miočić Marija Brajdić Vuković Jasminka Ledić 《European Journal of Education》2020,55(4):560-572
This article reports on a study in which a new conceptual framework for fostering a positive attitude towards teaching in higher education (PATTHE) was developed. The PATTHE framework builds on a holistic four-dimensional theoretical concept and is not limited by the specificity of teaching within a particular discipline or national higher education context. The four dimensions of PATTHE pertain to (a) emotional dimension, (b) professional development, (c) constructivist approaches to teaching, and (d) the teaching and research nexus; all of which are relevant for empowering quality teaching at personal, institutional and/or national higher education policy levels. The purpose of our study was to test and analyse this conceptual framework. Creative qualitative research methods were used including identification of keywords, evoking participant opinions through visual materials, reactions to vignettes, and by documenting discussions regarding the proposed PATTHE conceptual framework. A purposive and critically informed approach was used for the selection of twelve higher education experts as research participants. Responses from the selected education developers were collected through an online protocol system. Research results revealed that participant reflections on a positive attitude towards teaching showed a high level of agreement with the proposed conceptual framework; the proposed theoretical concept is thereby deemed well-constructed and acceptable with minimal extensions. 相似文献
145.
Jeremy Kilpatrick Edmund King Pierre Ferran Nicolas Hans A. Harry Passow Graeme Kemelfield Eric Ashby Mark Blaug Franklin Parker F. Walz Fritz Borinski Russell F. Farnen Robert F. Lawson Horst Magdeburg Robert J. Havighurst David A. Walker Alexandre Vexliard Josef Havlíček Otto Peters Hans Tutken M. A. Boisard George Z. F. Bereday 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1969,15(1):83-120
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148.
历来人们对“司岗里”的解释与佤语对不上号,更未揭示岗、里是西盟佤族始祖父、始祖母的名字这一千古之谜。通过从佤语、司岗里祈祷词、司岗里祭祀歌及神话故事入手,力求对司岗里作一个新的解释。 相似文献
149.
Branimir Šverko Nataša Akik Toni Babarović Ana Bčina Iva Šverko 《International Journal for Educational and Vocational Guidance》2002,2(3):193-215
The paper provides data on the evaluation of an Internet-based system for self-directed career planning that has been developed
in Croatia. Rich in occupational information and career-management advice, this application also contains an interactive questionnaire
tapping the client's personal skills and interests. Based on the client's answers, the computer proposes an e-advice– a limited
set of occupations that match the users' individual characteristics. The evaluation utilized data gathered from a self-selected
sample of users (N = 2,064) and two smaller student samples. Apart from the users' satisfaction, the analyses explored various aspects of e-advice
validity: factor structure of users' self-assessments and expert occupational ratings, differences in e-advice given to different
groups of users, congruence with the classifications based on Holland's Self-Directed Search, and congruence with the advice
given by expert human counsellors. The analyses supported the validity of e-advice.
This revised version was published online in August 2006 with corrections to the Cover Date. 相似文献
150.
The paper presents the findings of a mixed-methods study investigating the perceptions of business students in the Czech Republic towards entrepreneurship education, and examining the factors influencing their level of intention to be entrepreneurs. The results indicate that family background significantly influences the student’s entrepreneurial intention, and that participation in entrepreneurship-oriented courses positively influences the student’s level of self-efficacy. The study revealed further that business education had some effect on the student’s ability to gain the necessary knowledge for entrepreneurship. Another key finding was that entrepreneurship education specifically for business students has to equip students with entrepreneurial skills, attributes and behaviours. The results also suggest that entrepreneurship education is a contextually determined concept which requires modification of content and methods to meet the specific needs of particular target groups. The study has important implications for higher education institutions in terms of designing and managing effective entrepreneurship education. 相似文献