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631.
Physical education (PE) and sport have traditionally been identified by scholars as a key mechanism for the production and reproduction of a culturally esteemed ideal of masculinity, premised upon being stoic, strong, competitive, sexist and homophobic. Yet, more recent research reflects a change in valued masculinity as a response to declining cultural homohysteria. As such, this preliminary study looks to establish how PE teachers understand and construct masculinities within the educational environment. Through in-depth interviews, we find participants recognised many elements of softer masculinities, described in inclusive masculinities literature, as being performed by contemporary teenagers. This includes being emotionally open, embracing a more effeminate taste in dress and being increasingly physically tactile. However, we also found that the PE teachers have a cohort variance in their masculine values, with those socialised in sport through the 1980s showing the most orthodox and oppressive views. 相似文献
632.
In this study, we use a cultural framework to examine two important science curriculum changes in a large Australian state
during the 1960s and 1970s. In particular, we describe the activities of two prominent science educators who presided over
these curriculum reforms against a backdrop of significant changes in the school system of the time. We represent the actions
of these persons as heroic Drawing on interview data from these and other members of the community, we describe how the Heroes
shaped, modified and united the culture through referents, rituals and artefacts. We speculate on the importance of heroic
activity in supporing curriculum change. 相似文献
633.
An operational index of discrepancy to assist in identifying learning disabilities (LD) in the cognitive domain was derived using the Full Scale IQ, Wechsler Intelligence Scale for Children (Wechsler, 1949, and relevant subtest scores on the Peabody Individual Achievement Test (PIAT) (Dunn and Markwardt, 1970. The index was applied to all legally identified LD children (N = 60) of a Michigan county who were in the LD program (1% of the total elementary school population of 6000 children). Of the 50 males and 10 females (mean age: 9 years 2 months; mean IQ: 91), the index identified 74% and 30% respectively as may be LD in the cognitive domain. This comprised 67% of the 60 children, or 2/3 of 1 % of the total elementary school population. Of the 67% may be LD children, 93% had discrepancy low PIAT subtest scores in Reading Recognition, 88% in Reading Comprehension, 83% in Spelling, and 52% in Arithmetic. Considerable caution should be exercised when classifying children, especially females, as LD. 相似文献
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A formative evaluation method applicable to learning hierarchies is described which simplifies data collection by employing results from a posttest. Relations among pairs of lower and higher elements of a portion of a previously formulated hierarchy for graphic skills in kinematics were tested by means of data obtained from a posttest given to 148 secondary-school students. Results were compared with those previously obtained for the same hierarchy by a rigorous validation method. Correspondence of the two sets of results was high. Examination of test responses for discrepant instances yielded further information of value. Results additionally indicate hierarchical relationships to be the same in retention as they were for learning. 相似文献
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Morton White 《Communication Studies》2013,64(3):188-196
Good lectures are an important part of the learning process. Lectures could be improved by viewing them as oral communication and by applying sound communication theory to their development. 相似文献
640.
P. Clint Rogers Charles R. Graham Clifford T. Mayes 《Educational technology research and development : ETR & D》2007,55(2):197-217
The amount of resources being poured by Western universities, companies, and governments into creating educational content
to be exported (via the Internet) to other cultures is astounding. Those assigned to accomplish this task are left with the
great challenge of meeting the needs of learners who come from cultures that are foreign to them, and who often have very
different abilities and expectations than originally assumed. This study explores the cultural competence in the lived experience
of 12 professionals who have been involved with such efforts. Often they have had to question their assumptions, recognizing
flaws in their own thinking and in the organizations that support them, and tried to alter their practice accordingly. Their
awareness of cultural differences and the importance and impact of these differences in their practice will be discussed. 相似文献