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991.
Keith Akio Nitta 《Globalisation, Societies & Education》2019,17(3):339-352
Japan has made developing global human resources (gurobaru jinzai ikusei) a national priority. The government has invested billions of yen annually to double the number of Japanese students studying overseas, double the number of globally competitive Japanese universities, and improve Japanese students’ English test scores. A broad, conservative ‘globalist coalition’ supported these reforms, including the Liberal Democratic Party, Democratic Party Japan, Ministry of Education, Ministry of Economy Trade and Industry, and big business. Education specialists – government vice ministers and business association committee chairmen – created ‘contrived consensus’ through a series of advisory council deliberations. All globalist coalition members benefitted from reforms to develop global human resources, especially big business. Political progressives, including teachers’ unions and university professors, were not included in the policy-making process and benefitted little from the reforms. 相似文献
992.
993.
L. DiAnne Borders J. Scott Young Kelly L. Wester Christine E. Murray José A. Villalba Todd F. Lewis A. Keith Mobley 《Counselor Education & Supervision》2011,50(3):171-188
Approaches to mentoring junior faculty in counselor education departments have received minimal attention in the counseling literature. In this article, the authors describe a successful program based on the 10 principles for good mentoring recommended by Sorcinelli (2000). Application of the principles within a combined formal and informal mentoring approach is described, as are the experiences of junior faculty whose careers have been shaped within this system. 相似文献
994.
This paper reports a teaching experiment in which two students engaged in tasks that challenged them to describe a final state
for a variety of infinite iterative processes. The results from the study indicate that the students used multiple reasoning
strategies for addressing these tasks. Refinements in the students’ reasoning occurred as students constructed relationships
between the problems they were solving and problems they had solved previously, applying some of the reasoning strategies
that they used for one problem to make sense of or solve another problem. We discuss how these findings relate to the existing
body of research on infinite iterative processes. 相似文献
995.
Much reference has been made to Paul Ernest??s ??philosophy of mathematics education?? to legitimise a strong fallibilist trend in mathematics education. This article presents the argument that: (1) This philosophy makes unwarranted assumptions that have been taken as ??given??. For example, that ??absolutist?? or ??Platonist?? views of mathematics necessarily imply the transmission model of teaching mathematics. (2) The very basis of this philosophy contains a contradiction: that mathematics cannot be separated from its social origins, yet mathematics has a logical necessity that is independent of its origin. (3) This philosophy downplays mathematics as a formal, academic system of knowledge in the attempt to promote a child-centred pedagogy or the mathematics of social practices. (4) Ernest??s attempt to semiotically reduce proof to calculation is flawed. This article explores what is meant by fallibilism in relation to the views of many educationalists who appear not to like mathematics as a formal, academic body of knowledge and draws out the educational implications of these views. 相似文献
996.
In this theoretical paper, we present a framework for conceptualizing proof in terms of mathematical values, as well as the norms that uphold those values. In particular, proofs adhere to the values of establishing a priori truth, employing decontextualized reasoning, increasing mathematical understanding, and maintaining consistent standards for acceptable reasoning across domains. We further argue that students’ acceptance of these values may be integral to their apprenticeship into proving practice; students who do not perceive or accept these values will likely have difficulty adhering to the norms that uphold them and hence will find proof confusing and problematic. We discuss the implications of mathematical values and norms with respect to proof for investigating mathematical practice, conducting research in mathematics education, and teaching proof in mathematics classrooms. 相似文献
997.
Alexandra Kent Donna M. Berry Kirsty Budds Yvonne Skipper Helen L. Williams 《高等教育研究与发展》2017,36(6):1194-1207
In the current research-focused climate, academics are facing increasing pressure to produce research outputs. This pressure can prove particularly daunting for early career (EC) academics, who are simultaneously attempting to master new teaching and administrative demands while establishing their own independent research trajectories. Previous reports suggest that academic writing retreats can be an effective way of increasing research outputs. Such retreats generally involve academics from a range of career stages and require expert facilitators. Through organising a series of structured writing events, this project aims to cultivate an enduring community of practice for academic writers. Reflecting on our EC retreat and subsequent writing days with academics from different career stages, we suggest that success hinged on three key factors: (1) A formal structure comprising bounded periods of intense writing, flanked by group reviewing and goal-setting; (2) Co-located writing with participants based in a shared space, away from their usual workstation and distractions; (3) Peer discussions involving participants at a similar career stage. Specifically we found that writing amongst ‘equals’ increased productivity and confidence amongst EC academics. 相似文献
998.
Meriah L. DeJoseph Robin D. Sifre C. Cybele Raver Clancy B. Blair Daniel Berry 《Child development》2021,92(4):e457-e475
Income, education, and cumulative-risk indices likely obscure meaningful heterogeneity in the mechanisms through which poverty impacts child outcomes. This study draws from contemporary theory to specify multiple dimensions of poverty-related adversity and resources, with the aim of better capturing these nuances. Using data from the Family Life Project (N = 1,292), we leveraged moderated nonlinear factor analysis (Bauer, 2017) to establish group- and longitudinally invariant environmental measures from infancy to early adolescence. Results indicated three latent factors—material deprivation, psychosocial threat, and sociocognitive resources—were distinct from each other and from family income. Each was largely invariant across site, racial group, and development and showed convergent and discriminant relations with age-twelve criterion measures. Implications for ensuring socioculturally valid measurements of poverty are discussed. 相似文献
999.
Science & Education - Scientific advances, particularly in evolutionary biology, genetics, neuroscience and artificial intelligence, present many challenges to religious and popular notions of... 相似文献
1000.
Sectoral patterns of technical change: Towards a taxonomy and a theory 总被引:10,自引:0,他引:10
Keith Pavitt 《Research Policy》1984,13(6):343-373
The purpose of the paper is to describe and explain sectoral patterns of technical change as revealed by data on about 2000 significant innovations in Britain since 1945. Most technological knowledge turns out not to be “information” that is generally applicable and easily reproducible, but specific to firms and applications, cumulative in development and varied amongst sectors in source and direction. Innovating firms principally in electronics and chemicals, are relatively big, and they develop innovations over a wide range of specific product groups within their principal sector, but relatively few outside. Firms principally in mechanical and instrument engineering are relatively small and specialised, and they exist in symbiosis with large firms, in scale intensive sectors like metal manufacture and vehicles, who make a significant contribution to their own process technology. In textile firms, on the other hand. most process innovations come from suppliers.These characteristics and variations can be classified in a three part taxonomy based on firms: (1) supplier dominated; (2) production intensive; (3) science based. They can be explained by sources of technology, requirements of users, and possibilities for appropriation. This explanation has implications for our understanding of the sources and directions of technical change, firms' diversification behaviour, the dynamic relationship between technology and industrial structure, and the formation of technological skills and advantages at the level of the firm. the region and the country. 相似文献