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981.
于曦蒸 《图书馆工作与研究》2011,(11):98-100
周恩来对古籍保护作出巨大贡献:在解放战争时期,指示保护藏书楼;建国初期,布置抢救购买古籍;"文革"中,推动古籍的整理保护工作,促进古文献的大发现。 相似文献
982.
邱延川 《四川职业技术学院学报》2005,15(3):70-71
历史知识结构教学有助于学生历史知识的系统化;有助于学生形成大历史观,形成历史的整体性。历史知识结构教学应突出历史基础知识、历史阶段特征、历史基本线索。 相似文献
983.
王光碧 《四川职业技术学院学报》2006,16(1):44-46
司各特的历史小说有典型的浪漫主义特征,最明显的标志就是虚构。这种特征的历史小说在欧洲文坛出现与西方古老的文学传统一脉相承。可以说司各特正是接过传统,厚积而薄发,才成为具有开创地位的历史小说家的。 相似文献
984.
985.
History education frequently aims at developing active citizenship by using the past to orientate to the present and the future. A pedagogy for pursuing this aim is making connections between the past and the present by means of comparing cases of an enduring human issue. To examine the feasibility and desirability of this case-comparison teaching approach, students (n = 444) and teachers (n = 15) who participated in an implementation study conducted in the Netherlands were questioned about their experiences and views. Results show that both students and teachers felt that case-comparison in the context of an enduring human issue is feasible and not more complex than the usual history teaching in which topics are studied separately without explicitly making comparisons between past and present, even if some students thought that taking account of episodes from different historical periods concurrently required an extra learning effort. Both students and teachers believed that connecting past and present in history teaching enhances engagement and meaning making. They suggested a curriculum combining the case-comparison approach with the type of history teaching they were accustomed to. Mixed methods were used for data collection. Implications for further research on case-comparison learning in history are being discussed. 相似文献
986.
精品课程建设中网络资源的整合与利用——以《外国文学史》精品课程建设为例 总被引:1,自引:0,他引:1
普通高校精品课程建设的目的之一就是要推进高校信息技术与学科教学的整合,并建立起比较全面的精品课程教学网站。在精品课程建设过程中,网络资源的建设可以支撑起一个相对完整的多功能教学平台。对精品课程建设中的网络资源进行整合与利用,可以充分发挥其效能,对全国各高校尤其是地级城市本科院校的课程建设和教学改革起到积极的推动作用。 相似文献
987.
武术进入学校教育的历史溯源 总被引:8,自引:0,他引:8
从 2个方面阐释了武术进入学校的历史渊源以及武术在中国古代教育和学校近代教育的社会基础 ,为现代武术在学校中的发展提供借鉴和参考。 相似文献
988.
温庆新 《内江师范学院学报》2011,26(7):43-47
在《中国小说史略》各修订本中,鲁迅对唐代小说的认识经历了“唐传奇体记传”、“唐传奇体记传”与“唐之传奇文”杂糅、“唐之传奇文”文类定名等三种变化情形,是对传统学术与西方文艺理论、史志目录思维与建构小说史体系之目的意图双重把握的不同认识阶段的表现。而前两种认识情形并不具备文体分类意义。后一种认识虽具备文体分类意义,却是在极力推崇西方文艺理论且试图消除传统学术之情况下形成的,存有以材料套框架、以理论隶文献等缺陷,非根植于唐人小说之实情。 相似文献
989.
家族·女性·历史——女性家族叙事分析 总被引:1,自引:0,他引:1
叶永胜 《阜阳师范学院学报(社会科学版)》2003,(4):10-13
女性家族叙事是一种不同于男性作家讲述家族故事的文本实践。它由女性作家创作,以女性为叙述者,以家族故事中的女性为关注重点。本文从女性与家族史、家族叙事中的女性以及女性视域中的男性形象几个方面,分析女性作家对家族故事的讲述和对女性命运的言说,观照女性反观男权文化的独特体验和视角。 相似文献
990.
Wolff-Michael Roth 《Cultural Studies of Science Education》2008,3(2):373-385
There are some fundamental—i.e., essential—differences between conceptual change theory and a rigorously applied discourse approach to the question of what and how
people know. In this rejoinder, I suggest that the differences are paradigmatic because, among others, the units of analysis
used and the data constructed are irreconcilably different. I now have abandoned my hopes for a collaborative extension of
the two approaches, which I articulated not so long ago. I conclude that as alternative paradigms, conceptual change and discursive
approaches will co-exist until one of them dies with its proponents.
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献
Wolff-Michael RothEmail: |
Wolff-Michael Roth is Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural–historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer 2003), Rethinking Scientific Literacy (Routledge 2004, with A. C. Barton), Talking Science (Rowman and Littlefield 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers 2005). 相似文献