全文获取类型
收费全文 | 471篇 |
免费 | 7篇 |
国内免费 | 1篇 |
专业分类
教育 | 312篇 |
科学研究 | 37篇 |
各国文化 | 1篇 |
体育 | 63篇 |
文化理论 | 12篇 |
信息传播 | 54篇 |
出版年
2023年 | 3篇 |
2022年 | 6篇 |
2021年 | 10篇 |
2020年 | 11篇 |
2019年 | 32篇 |
2018年 | 29篇 |
2017年 | 26篇 |
2016年 | 25篇 |
2015年 | 14篇 |
2014年 | 18篇 |
2013年 | 82篇 |
2012年 | 24篇 |
2011年 | 18篇 |
2010年 | 22篇 |
2009年 | 14篇 |
2008年 | 19篇 |
2007年 | 14篇 |
2006年 | 16篇 |
2005年 | 11篇 |
2004年 | 9篇 |
2003年 | 6篇 |
2002年 | 10篇 |
2001年 | 9篇 |
2000年 | 5篇 |
1999年 | 8篇 |
1998年 | 1篇 |
1997年 | 4篇 |
1996年 | 1篇 |
1995年 | 1篇 |
1994年 | 2篇 |
1993年 | 7篇 |
1992年 | 3篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1986年 | 1篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1978年 | 1篇 |
1977年 | 1篇 |
1976年 | 2篇 |
1972年 | 1篇 |
1970年 | 1篇 |
1938年 | 2篇 |
排序方式: 共有479条查询结果,搜索用时 15 毫秒
411.
412.
Stefan Ramaekers 《Journal of Philosophy of Education》2004,38(3):395-407
In ‘Problematising Critique in Pedagogy’ Jörg Ruhloff develops a concept of critique that is motivated by a deep concern for the state of humanity. This is a thought‐provoking development of critique, but I find myself disagreeing over, or rather simply unconvinced by, his understanding of the human condition, and, connected to this, of criticism. Referring to Nietzsche, I start by illustrating one way in which a concept of critique such as Ruhloff's may in some sense be implied in educational praxis, focusing mainly on his concern that critique is not domesticated by political, economic, or other forces. In the second section I draw on Stanley Cavell to discuss some contentious aspects of Ruhloff's construal of criticism. Here I focus on Ruhloff's claim to universality, as contained in his appeal to what he calls the condition of human rationality and to a procedure of critical‐transcendental‐sceptical deliberation over the presuppositions of different standpoints. Ruhloff's understanding of criticism exemplifies an attitude that presents itself as a hostility to the ordinary. Connected to this, I sketch a conception of scepticism that is different—viz. more dynamic—than his understanding of it as a kind of methodological tool in the service of exposing presuppositions. Scepticism needs to be acknowledged in existential terms, as inherent to the human condition: a condition of life with language. With further reference to Cavell, the importance of expression, of revealing oneself as an exemplar, can then be emphasised. I conclude, in the third section, by indicating in what sense I find that a commitment to substantial judgements is lacking in Ruhloff's conception of critique and criticality. 相似文献
413.
Stefan Kwiatkowski 《Higher Education in Europe》2004,29(2):205-220
Entrepreneurship is above all the ability to perceive opportunities and to tap resources necessary to exploit them. In defining entrepreneurship as ability, one accentuates the fact that it does not have to be equally distributed among people. It can be both learned and taught. However, it should be learned and taught because what is intended is the development of a special capacity. Not only is the skill to see opportunities (in other words to recognize possibilities unseen by others) developed, but so too is the competence (or power) to tap resources necessary to exploit them. A successful entrepreneur not only needs sufficient skill to recognize emerging future patterns (which is the essence of opportunity detection), but also the aptitude to figure out whether or not and how he or she is able to tap the necessary resources. None of these factors can be absent—neither opportunity nor resources. They should be observed and reflected upon simultaneously. 相似文献
414.
Die Integration aller m?glichen zur Verfügung stehenden Informationen wird h?ufig als Voraussetzung für verl?ssliche Entscheidungen
betrachtet. Befunde aus der psychologischen Grundlagenforschung zeigen dagegen, wie unter gewissen Umst?nden gerade das Ignorieren
von Information zu guten Entscheidungen führen kann. Wir demonstrieren diesen der Intuition zuwiderlaufenden Sachverhalt anhand
von drei einfachen Heuristiken — der Blickheuristik, der Rekognitionsheuristik sowie der Heuristik Take The Best — und erl?utern,
unter welchen Voraussetzungen diese Heuristiken mit Erfolg eingesetzt werden k?nnen. 相似文献
415.
416.
Nielsen Wendy Georgiou Helen Jones Pauline Turney Annette 《Research in Science Education》2020,50(6):2391-2418
Research in Science Education - Assessments in tertiary science subjects typically assess content knowledge, and there is current need to both develop and assess different forms of knowledge and... 相似文献
417.
Engagement,conduct of life and dropouts in the Danish vocational education and training (VET) system
Klaus Nielsen 《Journal of Vocational Education & Training》2016,68(2):198-213
This study provides support for the idea that school engagement is a central concept when trying to understand the dropout process. One of the strengths of this concept is that it involves understanding dropping out as a process, rather than as an event. However, the concept of school engagement also presents a number of problems. It tends to be functionalistic in nature: Processes of students’ school engagement and disengagement are partly the consequences of institutional initiatives – for example, how teachers act or how the school environment is organised. Furthermore, mainstream dropout researchers formulate the concept of engagement both simplistically and mechanistically by seeing engagement as something that the students possess to varying degrees. Inspired by critical psychology, this study includes a different concept of student engagement: We must take the students’ life conduct as the point of departure when approaching their school engagement and decision to drop out. The theoretical claims in the paper are substantiated by empirical results from 160 interviews with vocational educational and training (VET) students in the Danish VET system, and this paper will show how school engagement is closely related to the events in the other contextual settings of students’ lives. 相似文献
418.
Brian Byrne Cara Delaland Ruth Fielding-Barnsley Peter Quain Stefan Samuelsson Torleiv Høien Robin Corley John C. DeFries Sally Wadsworth Erik Willcutt Richard K. Olson 《Annals of dyslexia》2002,52(1):47-73
We have initiated parallel longitudinal studies in Australia (Byrne, PI), the United States (Olson, PI), and Norway (Samuelsson,
PI) of identical and fraternal twins who are being tested in preschool for prereading skills, and in kindergarten, first grade,
and second grade for the development of early reading, spelling, and related cognitive skills. Comparisons of the similarities
of identical and fraternal twins will reveal the relative influence of genetic, shared family environment, and nonshared environment
on individual differences at and across different stages of development. Family and twin-specific environmental information
is also being directly assessed through parent questionnaires and observations by testers. Most of the data collected so far
have been from preschool twins (146 in Australia, 284 in the United States, and 70 in Norway). Preliminary analyses for the
preschool cognitive measures showed reliable genetic influences on phonological awareness and several measures of memory and
learning. In contrast, vocabulary, grammar, and morphology showed significant shared environment and negligible genetic effects.
A print knowledge composite showed both genetic and shared environment influence. 相似文献
419.
Klemenz Stefan König Johannes Schaper Niclas 《Educational Assessment, Evaluation and Accountability》2019,31(2):221-249
Educational Assessment, Evaluation and Accountability - This paper examines the effects of learning opportunities on the attainment of different proficiency levels in general pedagogical knowledge... 相似文献
420.
The article explores education for sustainable development (ESD) as a policy concept in different spaces and how it is re-articulated as part of a process of globalisation. The objective is to explore empirically an alternative set of logics in order to conceive of this process of globalisation. With this objective in mind, the article investigates articulations of ESD and sustainable development in Vietnamese and Thai policy-making, and reflects upon how these articulations can be seen to relate to globalisation. In so doing, it addresses concerns about the globalising potential of ESD within the field of environmental education research, and aims to open up for an alternative understanding of the processes associated with the rearticulation of ESD in different national education policy settings. The alternative conception that is put forward promotes an understanding of these re-articulations of ESD as contingent, opening up a space for contestation and counter-hegemonic articulations. 相似文献