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971.
《Ethnography and Education》2013,8(3):363-380
This article contributes to the debate on decolonising methodologies in qualitative research by considering how a white researcher can try and destabilise white supremacy when explicitly conducting research with social justice aims. It draws on data from a recent ethnographic study of minority ethnic pupils’ experiences in secondary schools in England and interrogates the tensions between the research aim to challenge racial stereotyping in education and issues of race and power emerging from the research process. This article investigates specifically the ways in which interaction is shaped by – frequently hidden, particularly to those privileged by them – structures of white supremacy. Developing an innovative analytical framework which draws on insights from both critical race theory and the work of Judith Butler, the researcher problematises issues of voice and representation in conducting social justice research. It is argued that an approach which engages with elements of both structural and post-structural theory allows a more critical exploration of white supremacy through an understanding of the performativity of race. The author works towards a possible research methodology which not only takes into account, but also tries to destabilise processes of white supremacy in research by both recognising participants’ efforts to do this, and trying to make researchers better able to take responsibility for their own complicity in perpetuating unequal racial structures. It is argued that such a recognition by white researchers will necessarily be an uncomfortable process. 相似文献
972.
《Ethnography and Education》2013,8(2):131-146
This paper explores what it means to engage as an ethical researcher in the conduct of critical ethnography. During the years in which this critical ethnography of new language learners in a midwestern high school, the ethnographer actively participated in the life of the site. This paper poses the question of what such active involvement means for research ethics. Much of the literature on research ethics deals with Internal Review Boards standards, but this paper takes a reflective, ethnographic look at the researcher's own ethical practices in order to articulate and examine the underlying principles entailed in the decisions to intervene or not in the ongoing life of the site. 相似文献
973.
《Ethnography and Education》2013,8(2):170-184
The present study explores a local initiative to develop parent support services through the school system. In focus are the discourse on home–school relations and parent support and the interplay between discourse and practical occurrences. Official documents, interviews and notes from municipal meetings and informal conversations were obtained from a local authority during 2009–2013. The results show that the education system is discursively positioned as an important player for the administration and organisation of parent support. All the same, opposing arguments are given precedence in decisions concerning what home–school relations should entail. The study explicates that parent support, when connected to compulsory education, is preferably conceptualised as part of and contingent on the forms and characteristics of home–school relations. Furthermore, it makes evident that the term school is recurrently used as a synonym of teachers. This has implications for both home–school relations and parent support. 相似文献
974.
The current paper explores the discursive complexities of teaching and learning in inclusive, critically oriented classrooms. It argues that to accomplish the ontological goals of higher learning, we need to focus on the construction of student voice, or the ability to be considered in and have influence on teaching and learning. The paper further explores the relationship between having voice and the interactional negotiation of identities and relationships among students and teachers. It is suggested that teaching and learning through inclusive, critically oriented classroom discussions is bound in the organizing of complex social experiences, and requires teachers to navigate at least three inherent pedagogical dilemmas lesson management, emotion labor, and structure. 相似文献
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977.
张洒丽 《湖北广播电视大学学报》2013,33(9):89-90
从福柯的话语理论来看,从自然景观到文化遗产的转变实质上是话语的变迁的过程。在此理论基础上,本文以天姥山旅游宣传视频为研究材料,采用批判话语分析的研究方法,结合文本和视频图片等多媒体材料,来探讨天姥山是如何从自然景观话语成功向文化话语转变的。 相似文献
979.
Gina Schlesselman-Tarango 《Behavioral & Social Sciences Librarian》2013,32(1):29-46
This article expands on the figure of the cyborg librarian (Yoder 2003), specifically addressing its overtly cyberfeminist intentions. Drawing on critical information literacy and feminist pedagogy, the cyborg is positioned within the discussion of academic library instruction. This article suggests cyberfeminist techniques for encouraging students to navigate complex and diasporic information resources while thinking critically about issues of diversity and inclusion. Also provided are examples of ways in which the cyborg can guide students to use digital technologies to subvert the narratives that are woven throughout dominant information and knowledge paradigms. 相似文献
980.
ABSTRACT Using Bloom's Taxonomy, this article provides a practical approach for enhancing critical thinking by business students. The article first describes Bloom's Taxonomy and how the model may be used as a framework for engaging business students in higher-order thought. It then explains how secondary research methods can be used to move business students to the higher planes of thought identified in Bloom's Taxonomy. Lastly, Herrick's criteria are used as a framework to analyze and evaluate the quality of secondary sources. 相似文献