全文获取类型
收费全文 | 392篇 |
免费 | 9篇 |
国内免费 | 1篇 |
专业分类
教育 | 289篇 |
科学研究 | 38篇 |
各国文化 | 8篇 |
体育 | 25篇 |
文化理论 | 3篇 |
信息传播 | 39篇 |
出版年
2023年 | 3篇 |
2022年 | 2篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 24篇 |
2018年 | 18篇 |
2017年 | 26篇 |
2016年 | 13篇 |
2015年 | 11篇 |
2014年 | 15篇 |
2013年 | 66篇 |
2012年 | 10篇 |
2011年 | 10篇 |
2010年 | 10篇 |
2009年 | 13篇 |
2008年 | 3篇 |
2007年 | 9篇 |
2006年 | 12篇 |
2005年 | 10篇 |
2004年 | 7篇 |
2003年 | 7篇 |
2002年 | 7篇 |
2001年 | 8篇 |
2000年 | 3篇 |
1999年 | 8篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 3篇 |
1994年 | 3篇 |
1993年 | 4篇 |
1992年 | 4篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 3篇 |
1987年 | 2篇 |
1986年 | 2篇 |
1984年 | 2篇 |
1982年 | 4篇 |
1980年 | 3篇 |
1979年 | 3篇 |
1978年 | 4篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 2篇 |
1970年 | 2篇 |
1951年 | 6篇 |
1946年 | 3篇 |
1925年 | 2篇 |
1840年 | 1篇 |
1828年 | 1篇 |
排序方式: 共有402条查询结果,搜索用时 0 毫秒
351.
352.
353.
354.
355.
356.
J. Spencer Clark James Scott Brown Medet Jandildinov 《Technology, Pedagogy and Education》2016,25(4):431-450
The concepts of reflection and reflective practice have become the core of many teacher education programmes, with critical reflection as the goal for many teacher educators. This study examined the use of a videoconference discussion in an instructional methodology course as a means to enrich the process of reflection and encourage critical reflection. Critical action research methodology was used by the researchers to evaluate the addition of videoconferencing to a model of scaffolded reflection which was already part of the course. The findings suggest that the introduction of a videoconference discussion to the scaffolded reflection model enriched critical reflection on four topics: technology use, multicultural curriculum and instruction, censorship of web-based resources, and accountability and assessment. The discussion of these topics allowed the preservice teachers to think about their own agency, and the affordances and constraints of their school context. Implications for using videoconferencing for critical reflection are provided for teacher educators. 相似文献
357.
This study considered health coverage in 3 highly circulated U.S. feminist magazines: Ms., Bitch, and Bust. The authors used critical discourse analysis to examine 80 print and online articles for representations of liberal, social, radical, and postfeminist feminist ideologies in health coverage; the rhetorical strategies publications used for health content and how they compare with mainstream women’s magazines; and their emphasis on health policy and public health initiatives. The findings suggested that the magazines relied on discursive approaches resembling those of mainstream magazines when covering health, such as prioritizing personal health issues and individualized responses. However, through distinctive feminist lenses, they also performed better than mainstream women’s magazines in presenting health issues, representing a broader range of concerns affecting women, addressing people from diverse communities, and suggesting opportunities for collective response. 相似文献
358.
The Urban Review - In this paper, we draw upon data from a multi-year, ethnographic case study of a community-based organization in Detroit, Michigan to consider how the organization has used... 相似文献
359.
360.
This paper investigates the language demands of creating texts in the English classroom, which involve transformations in context. In particular, it focuses on the tensions inherent in tasks which require more traditional textual analysis to be presented in ways other than traditional ‘essay’ format. These tasks are interpreted differently by students and can result in texts which vary in terms of their choice of ‘written‐like’ or ‘spoken‐like’ styles. This paper uses data from year nine English students presenting speeches to an imagined jury arguing for Shakespeare's Macbeth's guilt or innocence and explores the implications of shifts along the mode continuum evident in the students' language. It raises the question of the relative importance of transformations of language and context and the extent to which control of mode is valued. Language analysis of student responses focusing on genre, periodicity, use of vocatives and endophoric reference suggests the imagined context required by the task is less important than the literary context in assessing student responses and can act as a distraction. Findings have implications for alignment of teaching and assessment practices in English classrooms. 相似文献