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921.
Srikala Naraian 《International Journal of Inclusive Education》2016,20(9):946-961
Research in the implementation of inclusive education in international contexts shows that progress in the Global South appears to lag behind nations in the North. In this paper, I investigate this phenomenon not by associating it with regional cultural and socioeconomic resource limitations, but by reconsidering the assumptions within inclusive education scholarship itself. Drawing on the theory of disability as complex embodiment [Siebers, T. (2008). Disability Theory. Ann Arbor: University of Michigan Press], I examine the sufficiency of the social model of disability as a foundational basis for teacher preparation for inclusive education in any sociocultural context. I argue for a post-positivist realist theorising of teacher preparation for inclusive education that, through an understanding of error, can imbricate the diversity of historically specific material contexts around the world. To illustrate the affordances of this theory, I examine two dilemmas in a Southern and Northern context, respectively, and generate implications that have transnational significance for inclusive education. 相似文献
922.
This study explores pre-service teachers’ perceptions of movement education, the benefits they perceive from participating in a 12-week movement education module in a course on play, and the module’s effects on their confidence and competence in regard to incorporating movement into a curriculum. Findings suggest that the pre-service teachers achieved a deeper understanding of movement education and appreciated the module as a worthwhile professional growth experience. Specifically, they viewed the module as enabling them to build a new understanding of movement, to express themselves physically, to develop movement skills, to engage in social interactions, and to teach a variety of subjects using movement education principles. The study demonstrated that the module of this nature constitutes a useful educational tool for fostering the professional development of pre-service teachers in regard to their beliefs, attitudes, and skills pertaining to movement education. 相似文献
923.
理论上提出了三镜折叠腔的稳区理论 ,所得结论对设计激光器具有重要的指导意义 ;实验上实现了LD端面泵浦的Nd :YVO4 1 34μm三镜折叠腔型激光器的运转 相似文献
925.
避税的定义及与其相关概念的关系 总被引:2,自引:0,他引:2
避税的定义和性质,在理论上争论较多。我国目前对避税的概念在法律上也未作表述,只散见于一些税收的政策文件和理论探讨文章中。由于对避税的定义不同,使得它与税务筹划、税收筹划、节税等其他相关概念之间关系的表述也有所不同,学术界有着各种各样的观点。从各国的法律界定和税收实践看,也存在较大的差异,从而导致不同的理论在对待避税问题的处理上也是不同的。从各种规避税务的理论分析,税收筹划、税务筹划、节税和避税的定义实际上既有联系又有区别。避税应具有非违法性、筹划性、收益性和权利性的特点。 相似文献
926.
从教学工作水平评估的基本思路与主要特征出发,结合学院办公室工作职责,对在迎接本科教学工作水平评估中加强办公室工作规范化建设、促进人员素质全面发展和工作整体运作水平提升等几个方面进行了阐述。 相似文献
927.
陈伟 《忻州师范学院学报》2007,23(2):10-14,89
文章综合近年来国内外关于尼龙/粘土纳米复合材料的文献,详细论述了尼龙/粘土纳米复合材料的制备方法和性能。 相似文献
928.
929.
Using Freudenthal’s method of historical phenomenology, the history of statistics was investigated as a source of inspiration
for instructional design. Based on systematically selected historical examples, hypotheses were formulated about how students
could be supported in learning to reason with particular statistical concepts and graphs. Such a historical study helped to
distinguish different aspects and levels of understanding of concepts and helped us as instructional designers to look through
the eyes of students. In this paper, we focus on an historical phenomenology of mean and median, and give examples of how
hypotheses stemming from the historical phenomenology led to the design of instructional activities used for teaching experiments
in grades 7 and 8 (12–14-years old). 相似文献
930.
During their education, preservice teachers begin to assume professional responsibilities and gain pedagogical knowledge. However, the question remains whether preservice teachers intend to use instructional practices that are effective in meeting their assumed responsibilities. Thus, we examined the concordance between preservice teachers' responsibilities and their intended instructional practices. At the start of the semester there was no concordance. At the end of the semester there was high concordance in two instances: Responsibility for student motivation negatively predicted performance goal-oriented practices; responsibility for teaching positively predicted rationales and negatively predicted extrinsic rewards. Instructional practices associated with responsibility for achievement and motivation were not concordant. We discuss how preservice teachers understand these responsibilities and their readiness to adopt evidence-based practices. 相似文献