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61.
The Influence of CASE on Scientific Creativity 总被引:1,自引:0,他引:1
This paper describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) programme on the scientific creativity of secondary school students. 1087 pupils from six suburban mixed comprehensive schools in England took part in the investigation. Three of the schools had participated in the CASE programme and three had not. Samples of students in years 7–11 from each school were given the Scientific Creativity Test for Secondary School Students, an instrument designed to tap various aspects of scientific creativity. The results indicated that the CASE programme did promote the overall development of scientific creativity of secondary school students, although the effects on different aspects of scientific creativity varied. As expected from previous work on delayed effects of CASE on academic achievement, the results indicated that the effects on creativity were not necessarily immediate, but tended to be long-lasting. Possible interpretations of these results are discussed. 相似文献
62.
Philip J. Nickel 《Ethics and Information Technology》2011,13(4):355-363
In this paper, I examine the ethics of e-trust and e-trustworthiness in the context of health care, looking at direct computer-patient interfaces (DCPIs), information systems that provide medical
information, diagnosis, advice, consenting and/or treatment directly to patients without clinicians as intermediaries. Designers,
manufacturers and deployers of such systems have an ethical obligation to provide evidence of their trustworthiness to users.
My argument for this claim is based on evidentialism about trust and trustworthiness: the idea that trust should be based on sound evidence of trustworthiness. Evidence of trustworthiness
is a broader notion than one might suppose, including not just information about the risks and performance of the system,
but also interactional and context-based information. I suggest some sources of evidence in this broader sense that make it
plausible that designers, manufacturers and deployers of DCPIs can provide evidence to users that is cognitively simple, easy
to communicate, yet rationally connected with actual trustworthiness. 相似文献
63.
This study investigates the dialogic processes involved in how teachers talk about their students and what consequences their ways of talking (i.e., “narratives”) may have for their guidance. We take a sociocultural perspective on learning as transformation of students’ subjectivity. Teaching, as a process of guiding and facilitating learning, cannot be effective if the teacher does not actively seek how the student perceives and understands reality. We borrow and adapt from Bakhtin (1999) four narrative ways of talking about others: objectivizing, subjectivizing, problematizing and finalizing. The presence of these narratives in web discussion postings of our pre-service teachers about the Latino children they worked with in a community center are analyzed. We then compare their ways of talking about children with print- and web-based discussions about children made by in-service teachers, model teachers and our pre-service teachers in a school-based practicum. Using mixed quantitative and qualitative methodologies, we found an overwhelming predominance of objectivizing and finalizing in our pre-service teachers’ narratives about the children with whom they work that seems to define a certain pedagogical regime that we call here “teaching imaginary children/students.” This “way of talking” about children seems to be characterized by unchecked speculations guiding instruction that are not tested by finding out from the children themselves how they understand the instruction and the world. These speculations, in turn, can lead to a dogmatic approach towards children. 相似文献
64.
Philip W. L. Cox 《The Educational forum》2013,77(1):25-39
Palestinian youth face developmental, cultural, and political barriers that impede them from fully engaging in civic life. Non-traditional, youth-centered pedagogies of engagement, like community-based service-learning (CBSL), have shown promise to motivate marginalized populations and provide space and roles for them to form individual identities while developing civic skills. Using data collected through focus group interviews, this paper reports how West Bank youth who participated in a non-governmental organization's CBSL leadership program were impacted. 相似文献
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Survey on Teaching Contemporary British Fiction 总被引:1,自引:1,他引:0
Philip Tew Mark Addis 《Changing English: An International Journal of English Teaching》2007,14(3):313-324
The teaching of contemporary British fiction in English departments in the United Kingdom is reviewed. The study primarily focuses upon evaluative engagement with current teaching. The literary and theoretical texts taught on courses are considered, as are the use and availability of different kinds of supplementary literary‐critical materials. Data collection was through semi‐structured interviews and a survey of online material. The periodisation and focus of general contemporary British fiction teaching is emerging from a more diffuse field where postmodern, gendered and post‐colonial readings still tend to shape courses and modules. A new post‐1970s idea of the contemporary is rapidly emerging. 相似文献