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121.
Governing education through data: Scotland,England and the European education policy space 总被引:1,自引:0,他引:1
This paper draws on interview data from national policy makers in England, Scotland and the European Commission to illustrate differences in the referencing of ‘Europe’ in education policy‐making in England and Scotland in order to highlight the emergent complexity of post‐devolution policy‐making in education through a focus on relations and interactions with Europe, as expressed in the negotiation and development of performance data systems. We suggest that policy‐makers in England reference global influences, rather than Europe, while policy‐makers in Scotland reference Europe in order to project a new positioning of Scotland in closer alignment with Europe. Europeanisation in education thus produces differing policy responses from closely aligned, indeed, in the case of England and Scotland, contiguous policy spaces. Thus the paper seeks to contribute to the literature on ‘travelling’ education policy and its ‘local’ mediation and to connect the development of devolution and the changing policy space of education in Europe. 相似文献
122.
As definitions of literacy become reconceptualised, so too do constructions of the primary teacher's identity. This study analyses the discourses that emerged from interviews with a group of Australian primary teachers who talked about their reactions to teaching media. Teachers who embraced this area of learning had a more futures-oriented view of their identity. However, there were still teachers who retained a more traditionalist perception of their role, including some who viewed teaching media as an unnecessary burden. These contrasting perspectives suggest that a crisis in identity will remain unless the boundaries that separate conventional literacies from new literacies can be challenged. 相似文献
123.
Exploring the feasibility of a classroom‐based vocabulary intervention for mainstream secondary school students with language disorder 下载免费PDF全文
Vocabulary knowledge has been shown to be a predictor of academic success, posing a challenge for children and young people with language disorder. Language disorder can persist into adolescence and yet there is limited evidence on how to support the vocabulary skills of adolescents with language disorder in a mainstream setting. This article describes an experimental study aimed at investigating the feasibility of a whole‐class approach to increase the understanding and use of curriculum vocabulary in adolescents with language disorder. Ten curriculum words were taught by the science teacher using a phonological‐semantic approach, and 10 matched same‐topic words were taught using routine teaching practice. Progress was made post‐intervention in word knowledge of both low‐frequency experimental and control words, with significantly greater change in knowledge of the experimental words. Most students, and the teacher, viewed the phonological‐semantic word‐learning approach favourably. 相似文献
124.
The purpose of this study was to extend understanding of how athletes and coaches in a women’s cycling talent development and selection programme negotiate and normalise athlete abuse in the media. A thematic analysis of six online cycling magazine articles and their representations of the Australian women’s elite cycling development camp was analysed to explore athletic abuse and the (re)production of coaching practices using Bourdieusian theory. The findings revealed a link between the expression of coaching practice and the maltreatment of athletes. Analysis of these articles also revealed that athletes were complicit in the normalisation of coaching practices through the misrecognition of social power embedded in the coaching intervention. The representations by athletes within the articles contributed narratives related to the reproduction and proliferation of abusive coaching practices. This study extends understanding of how taken for granted and power laden aspects of coaching practices can be presented in the media and highlights the implications for coaches, athletes and the general public that consume online cycling media content. 相似文献
125.
This paper explores three female swimmers’ relationships with their male coaches and the body practices they were exposed to within Australian swimming. Particular attention is given to how the relationships and practices might relate to gender. Additionally, the article examines how (if at all) the conduct contributed to the social construction of an accepted female swimmer body. Through narrative accounts, the three adolescent female athletes articulate hierarchical male coach–female athlete relationships and specific body encounters they were exposed to and/or engaged with. Their experiences reveal how a sexually maturing body (growing breasts, female body shape and menstruating) was deemed unsuitable for performance and the swimmers were thus encouraged to transform their bodies and behaviours towards that of the boys. Using a feminist Foucauldian perspective, these accounts points to how the three swimmers came to regulate their diet, training and appearance in order to fulfil expectations. This self-regulation is problematic in two ways: first, no scientific evidence shows that a boy like physique is essential for best performance. Second, the stress from being pressured to achieve a particular body, as well as the shame that resulted from being unable to achieve the idealised physique, eventually caused the swimmers to develop an unhealthy relationship with their developing bodies. We highlight how those immersed in sporting contexts should recognise the serious implications of gender practices and power relations underpinning the male coach–female athlete dynamic in competitive sport. 相似文献
126.
Sharon Connell John Fien Jenny Lee Helen Sykes David Yencken 《Environmental Education Research》1999,5(1):95-113
This article presents a range of findbigs from a qualitative study of the environmental attitudes of young people across their final 2 years of secondary school in the two Australian cities of Melbourne and Brisbane. Focus groups comprising the same 16‐ to 17‐year‐old students in 12 schools were interviewed twice, 12 months apart. Several minor differences were found in the attitudes of students between the two cities, but these pale alongside the common, indeed, overwhelming feelings of environmental concern mixed with frustration, cynicism and action paralysis that were reported. The ambivalence towards the environment that results, together with the individualistic frameworks for explaining environmental issues that were displayed, point to areas for renewed curriculum attention in secondary schools and directions for future research. 相似文献
127.
Dart Barry Burnett Paul Boulton-Lewis Gillian Campbell Jenny Smith David McCrindle Andrea 《Learning Environments Research》1999,2(2):137-156
Four hundred and eighty-four students from two metropolitan secondary schools completed the Learning Process Questionnaire,
the Individualised Classroom Environment Questionnaire and the Learner Self Concept scale. Relationships between perceptions
of the classroom learning environment, approaches to learning and self concept as a learner were investigated. Gender and
level of schooling (junior high versus senior high) differences were examined. Results showed Deep Approaches to learning
were significantly related to classroom learning environments which were perceived to be highly personalised and to be encouraging
active participation in the learning process and the use of investigative skills in learning activities. High learner self
concept was positively associated with Deep Approaches to learning and with classrooms perceived as high in Personalisation.
It was negatively associated with Surface Approaches to learning. Differences in perceptions of learning environments and
approaches to learning in relation to gender and level of schooling were small. The implications of these findings are discussed
and strategies for facilitating Deep Approaches to learning are referred to.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
128.
The aim of this study was to examine the effect of movement and stretching imagery on increases in flexibility. Thirty volunteers took part in a 4 week flexibility training programme. They were randomly assigned to one of three groups: (1) movement imagery, where participants imagined moving the limb they were stretching; (2) stretching imagery, where participants imagined the physiological processes involved in stretching the muscle; and (3) control, where participants did not engage in mental imagery. Active and passive range of motion around the hip was assessed before and after the programme. Participants provided specific ratings of vividness and comfort throughout the programme. Results showed significant increases in flexibility over time, but no differences between the three groups. A significant relationship was found, however, between improved flexibility and vividness ratings in the movement imagery group. Furthermore, both imagery groups scored significantly higher than the control group on levels of comfort, with the movement imagery group also scoring significantly higher than the stretching imagery group. We conclude that the imagery had stronger psychological than physiological effects, but that there is potential for enhancing physiological effects by maximizing imagery vividness, particularly for movement imagery. 相似文献
129.
130.
This paper argues for a historical analysis of the relationship between teachers and the state. The historical analysis demonstrates the ways in which strategies of teacher management shifted according to circumstances. In the first period, the 1920s, restrictions on teacher autonomy were removed, and ‘indirect rule’ used as a means of moving teachers away from the labour movement. In the second period, after the 1944 Act, a restricted ‘professional’ autonomy was encouraged. In both periods equality of status for teachers as ‘partners’ in the educational enterprise was offered in return for teachers’ acceptance of a limited or licensed professionalism. Current developments in the management of the teaching force suggest that the abandonment of indirect strategies of management may result in a return by teachers to less restricted ‘professional’ behaviour. 相似文献