全文获取类型
收费全文 | 271篇 |
免费 | 1篇 |
专业分类
教育 | 198篇 |
科学研究 | 4篇 |
各国文化 | 1篇 |
体育 | 28篇 |
信息传播 | 41篇 |
出版年
2023年 | 16篇 |
2020年 | 2篇 |
2019年 | 2篇 |
2018年 | 2篇 |
2017年 | 3篇 |
2016年 | 12篇 |
2015年 | 3篇 |
2014年 | 13篇 |
2013年 | 161篇 |
2012年 | 3篇 |
2011年 | 4篇 |
2010年 | 2篇 |
2009年 | 4篇 |
2008年 | 7篇 |
2007年 | 5篇 |
2006年 | 10篇 |
2005年 | 4篇 |
2004年 | 4篇 |
2002年 | 3篇 |
2001年 | 2篇 |
1999年 | 1篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1995年 | 1篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1987年 | 2篇 |
1982年 | 1篇 |
1968年 | 1篇 |
排序方式: 共有272条查询结果,搜索用时 234 毫秒
151.
从选拔性教育到选择性教育:英国基础教育的价值取向 总被引:1,自引:0,他引:1
Wang Lu associate professor PhD. at the Comparative Educational Research Center of the Key Research Base of Humanistic Social Sciences Ministry of Education at the Institute of International Comparative Educational Research Beijing Normal University 《教育研究》2008,29(3):100-106
20世纪80年代末,英国开始在基础教育阶段实行择校政策,试图在保证教育公平的原则下促进教育的多样化,主张"有差异的平等",承认所有学生具有不同的天赋并且使每个人达到优秀和成功,在提出多样性学校选择范围的同时,提出所有学校取得成功的政策目标,强调好学校必须发挥示范和带动作用,与本地区其他学校、地方教育管理部门和企业界合作,改造薄弱学校,推动整体教育水平的提高,达到均衡发展的目标。这一政策在取得效率与公平方面迈出了一步。 相似文献
152.
153.
154.
155.
156.
157.
158.
Lyndon Ormond-Parker PhD 《档案与原稿》2019,47(1):3-19
ABSTRACTThe Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS), Australia’s archival repository for Aboriginal and Torres Strait Islander cultural heritage, is the nation’s peak body for collecting, recording, archiving and returning Indigenous-related knowledge and information. Since 1964 AIATSIS has amassed the world’s largest collection of print, audio and film materials on Australian First Nations peoples. This paper canvasses the Deadline 2025 campaign for audiovisual collections at risk and the complexities of preserving audiovisual archives. It argues that while the Plan’s institutional focus is essential, equally essential is institutional leadership in establishing integration with community-held archives, supported by appropriately resourced and skilled community-based partnerships. 相似文献
159.
There has been ongoing debate regarding the efficacy of teaching instructional design models to novice designers given that experienced instructional designers often use principles and adapted models when they engage in the instructional design problem‐solving process. This study utilized the Delphi technique to identify a core set of guiding principles used by designers in their practice. The purpose of this study was (1) to examine and describe the principles that guided instructional designers’ practice and (2) to identify the extent to which participants’ frames of reference included components of the ADDIE instructional design model. Sixty‐one principles were ultimately identified (reached consensus among the Delphi panel members). Thirty‐two of the principles aligned with the primary components of the design process (e.g., analysis, design, development, and evaluation). Additional principles (n = 29) related to other characteristics of design such as communication, project management, and design characteristics. 相似文献
160.