全文获取类型
收费全文 | 2677篇 |
免费 | 38篇 |
国内免费 | 26篇 |
专业分类
教育 | 2304篇 |
科学研究 | 195篇 |
各国文化 | 6篇 |
体育 | 53篇 |
综合类 | 76篇 |
文化理论 | 5篇 |
信息传播 | 102篇 |
出版年
2024年 | 3篇 |
2023年 | 28篇 |
2022年 | 23篇 |
2021年 | 46篇 |
2020年 | 88篇 |
2019年 | 149篇 |
2018年 | 119篇 |
2017年 | 122篇 |
2016年 | 115篇 |
2015年 | 100篇 |
2014年 | 200篇 |
2013年 | 478篇 |
2012年 | 188篇 |
2011年 | 131篇 |
2010年 | 102篇 |
2009年 | 117篇 |
2008年 | 105篇 |
2007年 | 133篇 |
2006年 | 71篇 |
2005年 | 86篇 |
2004年 | 55篇 |
2003年 | 77篇 |
2002年 | 55篇 |
2001年 | 49篇 |
2000年 | 36篇 |
1999年 | 16篇 |
1998年 | 6篇 |
1997年 | 10篇 |
1996年 | 6篇 |
1995年 | 10篇 |
1994年 | 4篇 |
1993年 | 2篇 |
1992年 | 7篇 |
1991年 | 2篇 |
1990年 | 1篇 |
1989年 | 1篇 |
排序方式: 共有2741条查询结果,搜索用时 15 毫秒
941.
胡书庆 《华东师范大学学报(哲学社会科学版)》2005,37(2):79-86
本文以海子为重点个案,以透析诗性活动过程中主体的思想和精神之基本进路为观照视角,以考量审美与信仰作为潜在极性的抒情场中诗性个体的精神生态深富悲剧色彩的两重性表现为主线,试图触摸一下诗人"生命叙事"的内涵,找出某些贯穿诗人心路历程的"真值"函项。 相似文献
942.
新时代的批判媒介和文化研究 总被引:2,自引:0,他引:2
本文从历史的角度分析了批评性媒介素养在不同历史阶段的关注重点,并辅以事例着重阐释了如何利用分析方法使批判性素养的理论与实践相结合,从而提高学生的批判性媒介素养,特别是随着多种新媒体的出现,更需要在文化研究的关照下关注新的媒介素养问题。 相似文献
943.
Cheu-jey Lee 《Educational Philosophy and Theory》2016,48(6):579-588
This article explores the connection between critical reading and Jurgen Habermas’s theory of communicative action. It proposes that Habermas’s criteria used for evaluating validity claims in communicative action can be applied in reading texts critically. Analyses of different types of texts are presented to show how critical reading is done in a Habermasian way. This article ends with a discussion of the application of Habermas’s theory in addressing educational issues. 相似文献
944.
Immaculate Namukasa 《Interchange》2004,35(2):209-227
This essay reviews the principles motivating contemporarycritical mathematics discourses. Drawing from varied critical discourses including ethno-mathematics, critical theory, post-structural theory,
and situated and ecological cognition, the essay examines the pragmatics of critiques to the privileged role of school mathematics
in the era of globalization. Critiques of modern school curricula argue that globalization practices linking education to
technological and economic development are increasing, and the curriculum is being re-defined through discourses of privatization,
national standards, and global competitiveness. Globalization has reinforced the utilitarian approach to school mathematics
and the Western bias in the prevailing mathematics curricula, as well as helped to globalize pervasive mathematical ideologies.
In most instances, a newfound status that mathematics is enjoying in this era of globalization is not well deserved, as school
mathematics can no longer be considered culturally, socially, politically, nor economically neutral. In particular, school
mathematics is increasingly critiqued as a cultural homogenizing force, a critical filter for status, a perpetuator of mistaken
illusions of certainty, and an instrument of power. With such concerns it is becoming more evident that mathematics learning
and education have implications for building just and democratic societies. As an African female scholar who is now living
in Canada, I reflect on what the critical stance might mean for contexts with which I am familiar. I discuss the challenges
of school mathematics with a view to improving curriculum and pedagogy so as to raise the awareness of teachers and learners
to the questionable assumptions from which mathematics derives its prestige. The mathematics curriculum is central to cultivating
values as well as fostering the conscientization of learners. 相似文献
945.
Martha C. Monroe Alison E. Adams Alison Greenaway 《Environmental Education Research》2019,25(3):309-313
The benefits of qualitative, quantitative, and mixed research methodologies are often emphasized in undergraduate and graduate training about producing and analysing data. Less often discussed are the philosophies of research that can be used to explore environmental education. To help introduce students to the ways such paradigms lead to different insights and lines of inquiry, we offer a supplementary reading of a natural resource management program seen through the lenses of four different research philosophies. The program engages biological and social scientists as they work to increase native biodiversity in Hawke's Bay region of New Zealand and share successes with other regions. We argue that the benefits of training students to appreciate research possibilities via multiple research paradigms could improve the way we work together and collaborate with colleagues in other disciplines. Students are better equipped to select, develop, and defend appropriate research questions and paradigms. Also, the potential for environmental education research activity that complements project-specific data collection is great, as with most natural resource projects. In sum, improving our collective awareness of paradigmatic perspectives will help improve communication and understanding as we all work in the transformation of education, ecosystems and human communities. 相似文献
946.
Julia M. White Beth Ferri Christine E. Ashby Paul H. Bern Lauren Ashby 《The Educational forum》2020,84(4):356-376
Abstract Using a DisCrit intersectional lens and statistical and spatial methods, we trace how the creation of K-8 schools functioned to create pockets of privilege in one urban U.S. school district. K-8 schools were both whiter and wealthier than district averages, serving as “enclave” schools. Although far fewer students with disabilities were served in K-8 schools compared to traditional elementary and middle schools, those attending K-8 schools were more likely to be educated in inclusive settings. 相似文献
947.
948.
Alison Baker-Lewton Christopher C. Sonn David Nyuol Vincent Fletcher Curnow 《International Journal of Inclusive Education》2017,21(11):1097-1112
ABSTRACTThis paper tells the ‘back story’ to the development of a local soccer hub, which focuses on the experiences of a predominantly South Sudanese team called the Western Tigers. We use a counter-story telling approach anchored in critical race theory, to develop a composite story that brings together biographical and autobiographical accounts gathered during an ethnographic study. These accounts are narrated from the vantage point of David, a player/coach, whose experiences expose everyday racism and its effects, while also illuminating responses to racism in the context of sport. This composite story challenges dominant narratives about sport in Australian society particularly those that position sport as the great equaliser and a pathway to ‘integration’ and belonging. Our analysis sheds light onto how the dynamics of racialisation and exclusion take the form of a slow violence for young people of refugee background, shaping their experiences and trajectories on and off the field. We discuss the paradoxical role of settings such as the Western Tigers and the Community Soccer Hub as important ‘public homeplaces’, that can also be understood as marginalised and marginalising for young people of refugee background. 相似文献
949.
950.
常小鸣 《南京晓庄学院学报》2002,18(3):75-78
《尘埃落定》是藏族作家阿来创作的一部优秀长篇小说。本文从小说的叙述视角 ,人物形象特点 ,作者对巨变中的文学潮流的态度等方面对小说进行了分析。 相似文献