全文获取类型
收费全文 | 935篇 |
免费 | 30篇 |
国内免费 | 1篇 |
专业分类
教育 | 672篇 |
科学研究 | 42篇 |
各国文化 | 4篇 |
体育 | 123篇 |
综合类 | 27篇 |
信息传播 | 98篇 |
出版年
2023年 | 11篇 |
2022年 | 6篇 |
2021年 | 10篇 |
2020年 | 34篇 |
2019年 | 47篇 |
2018年 | 54篇 |
2017年 | 57篇 |
2016年 | 60篇 |
2015年 | 42篇 |
2014年 | 37篇 |
2013年 | 189篇 |
2012年 | 59篇 |
2011年 | 33篇 |
2010年 | 30篇 |
2009年 | 31篇 |
2008年 | 43篇 |
2007年 | 27篇 |
2006年 | 29篇 |
2005年 | 39篇 |
2004年 | 30篇 |
2003年 | 26篇 |
2002年 | 22篇 |
2001年 | 15篇 |
2000年 | 9篇 |
1999年 | 8篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 2篇 |
1993年 | 3篇 |
1992年 | 1篇 |
1988年 | 1篇 |
排序方式: 共有966条查询结果,搜索用时 15 毫秒
71.
Fernanda T. Orsati Julie Causton-Theoharis 《International Journal of Inclusive Education》2013,17(5):507-525
Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher. 相似文献
72.
Judith R. Harrison Denise A. Soares Jeanette Joyce 《International Journal of Inclusive Education》2013,17(12):1209-1231
ABSTRACTInclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature. 相似文献
73.
74.
This pilot study examined the effects of a short‐term music therapy program on the classroom behaviours of newly arrived refugee students who were attending an intensive ‘English as a Second Language’ secondary school. A cross‐over design with two five‐week intervention periods was employed with group music therapy sessions conducted one or two times per week. Data from the Behaviour Assessment Scale for Children were used to evaluate a range of positive and negative school behaviours. A significant decrease in externalising behaviours was found with particular reference to hyperactivity and aggression. No significant differences were found in other behaviours. Explanations and implications of these findings are discussed. 相似文献
75.
The emergence of Management Advice for Family Farms in West Africa is closely related to the increased integration of farmers into an open market economy. This is creating a strong demand from farmers for advisory support services, focusing on management of the farm. With the gradual withdrawal of the State from extension services delivery, a stimulating context exists for reviewing approaches and systems of support delivery facilities for producers. In response to these developments, several experiments based on the concepts of Management Advice for Family Farms are going on in West Africa. Beyond a variety of objectives and implementation procedures analysed in this paper, common features and a considerable degree of consensus on concepts emerge. Strengthening the producers' capacity for assessment, decision-making, and management of their farms is a common objective. Differences exist between procedures for delivery of advice, methods, tools used, and emphasis put on different aspects of management. All experiments stress the importance of training, enhancing group dynamics, and individual learning. They are all farmer and farm family targeted. Expression of farmers' objectives, needs, and demands is essential. Advice is based on data gathering and assessment by the farmers themselves. From mere technicians, extension workers become advisors and facilitators. In all cases, Farmers' Organisations are involved in governing the delivery services, though at different degrees. In several cases priority is given towards strengthening farmers' capacity in the management of delivery at both local and global levels. Significant improvements in farm performances have been reported. Cost sharing is generally accepted, but insufficient to cover all costs. However, to reach sustainability for farmers' driven and governed advice delivery services, innovative agricultural policies, and public finance are needed. 相似文献
76.
Using the Arts to Raise Awareness and Communicate Environmental Information in the Extension Context
David J. Curtis 《The Journal of Agricultural Education and Extension》2013,19(2):181-194
Abstract Extension services face an increasing challenge as the state of Australia's environment declines. It is, therefore, opportune to explore some innovations in the way extension is traditionally delivered. This paper introduces the concept of the visual and performing arts being useful in extension of natural resources management issues such as land water degradation, biodiversity conservation, catchment protection and vegetation management. The paper surveys how the arts and science have met historically and contemporaneously, focusing on examples from ecology such as wildlife and botanical art. It then examines how extension practitioners view the arts, through an analysis of interviews with 26 extensionists working in natural resources management. Extensionists identified five areas that the arts might be utilized to help increase understanding and knowledge of natural resources issues: improving presentations; improving public campaigns and general awareness-raising; aiding facilitation and community development; reinforcing values and beliefs; and helping build a culture that is environmentally sustainable. Despite the potential value of arts in extension, few practitioners in extension use the arts to any great extent to assist in the communication of their messages. The research points to new opportunities for natural resources agencies and conservation organizations to improve their reach into the community. By building a relationship with the arts community they will be able to improve the efficacy of their extension. 相似文献
77.
Adolescent girls and young women in urban slum areas in developing countries face a myriad of challenges regarding education, sexual health, livelihoods and gender-based violence. One way of understanding how these challenges interact with each other is through the Asset Building Framework, which posits that girls need a combination of social, health and economic assets in order to make a healthy transition from childhood to adulthood. This study sought to examine barriers and facilitators to health behaviour change and economic activity for girls within the context of this framework. It involved a combination of focus group discussions and in-depth interviews with 128 young women who were in the age range of 18–25 years, living in various slums in Nairobi, Kenya. We found that economic assets reduce young women's dependence on others (especially parents and relationships with men) so that they are able to make positive changes in health behaviour. Social networks, self-esteem and financial literacy all played important roles in positively positioning girls to make the transition to economic activity safely and successfully. We suggest that programmes that seek to improve girls’ and young women's health behaviour or economic activity include elements of asset building within all three categories of assets. 相似文献
78.
Jennifer Wegmann 《Sex education》2013,13(5):494-508
As discourse in sexual education classes across the USA in 1996 began to change, media outlets became important sources of education for teenage girls. Unaffected directly by government policy, one of the most popular teenage girls' magazines, Seventeen, provided a plethora of information on sex. Several scholars have examined teenage magazines' sexual discourse, yet few have assessed the accuracy of sexual health information during a time period when the US Federal Government instituted an abstinence-only curriculum policy for public schools. In addition, there is a gap in the literature regarding magazines' attitudes about teenage abstinence, or lack thereof, especially in a time when politics had taken a very conservative stance on the issue. This paper examines Seventeen magazine between 1996 and 1998 to explore the magazine's attitude towards teen sex and abstinence and to analyse the accuracy of sexual health messages surrounding topics such as abortion, contraception and STDs. 相似文献
79.
This paper proposes how the theoretical framework of ecological dynamics can provide an influential model of the learner and the learning process to pre-empt effective behaviour changes. Here we argue that ecological dynamics supports a well-established model of the learner ideally suited to the environmental education context because of its emphasis on the learner–environment relationship. The model stems from perspectives on behaviour change in ecological psychology and dynamical systems theory. The salient points of the model are highlighted for educators interested in manipulating environmental constraints in the learning process, with the aim of designing effective learning programmes in environmental education. We conclude by providing generic principles of application which might define the learning process in environmental education programmes. 相似文献
80.
The ability to differentiate classroom behaviour management (CBM) strategies is an important skill for novice teachers in increasingly diverse classrooms. Worldwide, little is known about the curriculum content offered to pre-service teachers in the area of CBM. This article reports the findings from the first nationwide survey of Australian primary pre-service teacher educators coordinating units and programmes with CBM content. Twenty-five Australian tertiary institutions with primary programmes participated, providing information on 102 of the 118 units with CBM content. Stand-alone units were offered in 68% of programmes and embedded in 96% of programmes. Unit coordinators included a mean of 8.3 approaches/models per unit. They commonly included applied behaviour analysis, decisive discipline, positive behaviour intervention and support, and choice theory/reality therapy, among the 36 approaches/models listed. More than half (57.9%) of the stand-alone units and only 20% of embedded units were coordinated by an academic with a stated CBM research interests. Units coordinated by an academic with CBM research interests contained more hours/model and included research-based models more often than those without CBM research interests, although they still included non-research-based models. 相似文献