全文获取类型
收费全文 | 1500篇 |
免费 | 18篇 |
国内免费 | 1篇 |
专业分类
教育 | 1177篇 |
科学研究 | 59篇 |
各国文化 | 19篇 |
体育 | 105篇 |
综合类 | 1篇 |
文化理论 | 10篇 |
信息传播 | 148篇 |
出版年
2022年 | 10篇 |
2021年 | 15篇 |
2020年 | 23篇 |
2019年 | 41篇 |
2018年 | 66篇 |
2017年 | 68篇 |
2016年 | 70篇 |
2015年 | 34篇 |
2014年 | 44篇 |
2013年 | 317篇 |
2012年 | 41篇 |
2011年 | 44篇 |
2010年 | 28篇 |
2009年 | 39篇 |
2008年 | 37篇 |
2007年 | 29篇 |
2006年 | 28篇 |
2005年 | 22篇 |
2004年 | 22篇 |
2003年 | 19篇 |
2002年 | 19篇 |
2001年 | 17篇 |
2000年 | 24篇 |
1999年 | 13篇 |
1998年 | 13篇 |
1997年 | 22篇 |
1996年 | 17篇 |
1994年 | 9篇 |
1993年 | 18篇 |
1992年 | 23篇 |
1991年 | 23篇 |
1990年 | 16篇 |
1989年 | 25篇 |
1988年 | 16篇 |
1987年 | 27篇 |
1986年 | 14篇 |
1985年 | 8篇 |
1983年 | 11篇 |
1982年 | 12篇 |
1981年 | 11篇 |
1980年 | 12篇 |
1979年 | 16篇 |
1978年 | 14篇 |
1977年 | 16篇 |
1976年 | 9篇 |
1975年 | 9篇 |
1974年 | 9篇 |
1973年 | 12篇 |
1972年 | 8篇 |
1971年 | 10篇 |
排序方式: 共有1519条查询结果,搜索用时 15 毫秒
11.
Kathleen M. Brown 《Equity & Excellence in Education》2013,46(2):155-167
Abstract The purpose of this article is to explore the effects of an alternative, transformative pedagogy that may assist us in responding to the urgent call for changes in the way educational leaders are prepared and developed. Within the contextual loom of preparation programs, the two theoretical perspectives of Transformative Learning Theory and Critical Social Theory are interwoven with the three pedagogical strategies of critical reflection, rational discourse, and policy praxis to increase students' awareness, acknowledgment, and action regarding issues of social justice and equity. 相似文献
12.
13.
Tracy R. Nichols Margaret Brown Sheryl L. Coley Allyson Kelley Kelly Mauceri 《The Journal of perinatal education》2014,23(2):79-88
The aim of this study was to understand adolescent mothers’ childbirth experiences. Semistructured interviews were conducted with participants recruited from a community-based program for adolescent mothers. Fourteen mothers described their birth experiences. Using a narrative analytic approach, responses were reconstructed into birth stories. Stories, condensed into poetic form, were compared and contrasted. Four unique categories emerged: connected births, surreal births, disconnected births, and disempowered births. Categories differed by agency, support, and emotional tone. Positive support was found in stories that portrayed high agency and positive affect, whereas problematic support was apparent in stories that conveyed passivity, frustration, and disappointment. This study has implications for tailoring childbirth education for adolescent mothers and can inform health-care professionals working with this population. 相似文献
14.
John Clement David E. Brown Aletta Zietsman 《International Journal of Science Education》2013,35(5):554-565
This study begins the task of mapping out the domain of valid, potentially helpful beliefs of students and raises the possibility of drawing on these intuitions in teaching conceptual material. Some issues are explored surrounding the identification of such intuitions, referred to as anchoring conceptions or anchors. We attempt to: (1) propose some organizing theoretical and observational definitions of the anchor construct; (2) present some initial findings from a diagnostic test designed to uncover anchors for physics instruction; and (3) provoke an initial discussion of the new methodological issues that arise in this domain. The results of the diagnostic test indicate that a number of group anchors exist. In addition, some unexpected non‐anchors were identified. Furthermore, evidence was found indicating that some anchoring examples may be ‘brittle’, i.e., evidence that the anchor could not be extended analogically to help a student make sense of a target situation. Finally, it is suggested that further research is needed to construct a theory of anchoring conceptions that would, for example, specify what characteristics would indicate that an anchoring conception can provide the basis for conceptual change via analogical extension. 相似文献
15.
In this article, the authors borrow from anti-oppressive education theory for its potential to disrupt how students visually conceive sporting bodies and to problematize the teaching and learning of these bodies within undergraduate physical education (PE) programs. Fourteen photo stories produced by students enrolled in PE programs at two universities were analysed using a semiotic approach to excavate the emergent themes of sporting bodies from the narratives. Relying on Kumashiro's anti-oppressive educational theoretical framework, the authors found that most of stories reified discursive practices that (re)produce gender oppression in sport. Despite these findings, the authors also discovered anti-oppressive pedagogies are useful for teaching against the body oppressions conveyed in the photo stories. How anti-oppressive education informs other areas of PE should be examined in the future. 相似文献
16.
Purpose: The purpose of this study was to investigate whether loads carried in a backpack, with a load mass ranging from 0 to 20?kg, causes respiratory muscle fatigue. Methods: Eight males performed four randomised load carriage (LC) trials comprising 60?min walking at 6.5?km?h?1 wearing a backpack of either 0 (LC0), 10 (LC10), 15 (LC15) or 20?kg (LC20). Inspiratory (PImax) and expiratory (PEmax) mouth pressures were assessed prior to and immediately following each trial. Pulmonary gas exchange, heart rate (HR), blood lactate and glucose concentration and perceptual responses were recorded during the first and final 60?s of each trial. Results: Group mean PImax and PEmax were unchanged following 60-min load carriage in all conditions (p?>?.05). There was an increase over time in pulmonary gas exchange, HR and perceptions of effort relative to baseline measures during each trial (p?.05) with changes not different between trials (p?>?.05). Conclusions: These findings indicate that sub-maximal walking with no load or carrying 10, 15 or 20?kg in a backpack for up to 60?min does not cause respiratory muscle fatigue despite causing an increase in physiological, metabolic and perceptual parameters. 相似文献
17.
18.
The paper describes the design and use of a studio system which arose out of the need to give demonstrations of experimental procedures to practical classes of up to 150 students. Since the requirements could be specified in some detail it was possible to use novel methods of working which turned out to be very efficient and economical. 相似文献
19.
20.
H. Carl Haywood Anthony L. Brown 《European Journal of Psychology of Education - EJPE》1990,5(2):243-252
Even though behavior management is a very high priority of teachers of young children, systems of behavior management receive less attention than do methods of teaching academic content. Even when there are well developed sytems of behavior management, they do not necessarily reflect the same philosophy and methods of teaching that are used to teach content. The authors report on “cognitive-mediational behavior management”, a system designed to be consistent with a cognitive early education program, the Cognitive Curriculum for Young Children. In both behavior management and all their other teaching, teachers use in this program a mediational teaching style. Teachers emphasize thinking processes rather than correct answers, take a problem-solving approach to learning, help children to acquire generalizable strategies of thinking and problem-solving rather than using trial-and-error learning, are optimistic about children’s abilities to learn, and facilitate children’s acquisition of fundamental thinking modes. This system is seen as basically incompatible with a behaviorist, contingent reinforcement system. Behavior sequences are suggested for working with unacceptable behavior so as to produce both behavior change and cognitive change. 相似文献