全文获取类型
| 收费全文 | 10304篇 |
| 免费 | 198篇 |
| 国内免费 | 102篇 |
专业分类
| 教育 | 7025篇 |
| 科学研究 | 2088篇 |
| 各国文化 | 50篇 |
| 体育 | 405篇 |
| 综合类 | 418篇 |
| 文化理论 | 33篇 |
| 信息传播 | 585篇 |
出版年
| 2025年 | 35篇 |
| 2024年 | 95篇 |
| 2023年 | 103篇 |
| 2022年 | 208篇 |
| 2021年 | 247篇 |
| 2020年 | 314篇 |
| 2019年 | 334篇 |
| 2018年 | 328篇 |
| 2017年 | 308篇 |
| 2016年 | 320篇 |
| 2015年 | 341篇 |
| 2014年 | 557篇 |
| 2013年 | 940篇 |
| 2012年 | 809篇 |
| 2011年 | 747篇 |
| 2010年 | 560篇 |
| 2009年 | 465篇 |
| 2008年 | 552篇 |
| 2007年 | 632篇 |
| 2006年 | 551篇 |
| 2005年 | 503篇 |
| 2004年 | 437篇 |
| 2003年 | 396篇 |
| 2002年 | 300篇 |
| 2001年 | 233篇 |
| 2000年 | 132篇 |
| 1999年 | 47篇 |
| 1998年 | 31篇 |
| 1997年 | 28篇 |
| 1996年 | 13篇 |
| 1995年 | 7篇 |
| 1994年 | 11篇 |
| 1993年 | 8篇 |
| 1992年 | 4篇 |
| 1990年 | 1篇 |
| 1989年 | 2篇 |
| 1983年 | 1篇 |
| 1979年 | 1篇 |
| 1977年 | 1篇 |
| 1976年 | 2篇 |
排序方式： 共有10000条查询结果，搜索用时 15 毫秒
181.
The Department of Health published a new health information strategy in May 2012. The document provides a framework for health information in England over the next 10 years. Health information developments in England, however, do not mirror developments in other parts of the United Kingdom. This article is a personal reflection on the new health information strategy in England, including comparison with developments in the other UK nations. 相似文献
182.
王孝坤 《宁波职业技术学院学报》2015,(2)
产教融合是现代职业教育体系基本特征。目前,我国职业教育产教融合政策主要侧重于国家、区域如何办职业教育,高职院校如何办学两个方面;产教融合学术研究主要集中于内涵阐述、路径分析、融合举措和实现路径设想等方面。 相似文献
183.
Don F. Westerheijden Bjørn Stensaker Maria J. Rosa Anne Corbett 《European Journal of Education》2014,49(3):421-434
The emergence and development of quality assurance schemes in European countries over the last 15–20 years has inspired many national case studies of the systems and procedures adopted. The methods, contexts, and procedures associated with this policy change are diverse. But although individual countries have set about changing policy in different ways there appear to be some common developmental patterns within the Europe of the Bologna Process. How can these developments be conceptualised? In a first step this paper advances a typology based on the quality assurance literature. In a second step, the paper applies the typology to quality assurance developments in three countries. The third part of the paper discusses the strengths and weaknesses of the modelling approach in the light of the empirical evidence and a political science analysis of policy change. The paper concludes with a discussion on future directions for the comparative study of policy change within the European Higher Education Area on the basis of this conceptualisation of developments in quality assurance policy. 相似文献
184.
Eneida Oto Shiroma 《教育政策杂志》2014,29(3):323-348
This paper focuses on the role of networks in the policy-making process in education and discusses the potential of network analysis as an analytical tool for education policy research. Drawing on publically available data from personal or institutional websites, this paper reports the findings from research carried out between 2005 and 2011. Through document analysis, we investigated the composition, activities and strategies adopted by an important policy network in Latin America and traced its developments in Brazil. We adopted the categories – texts, technical artefacts, human beings and money – proposed by Callon to identify the links between the main actors and organizations in that network and drew our conceptual framework from the work of Gramsci in order to analyse the struggle for hegemony and the role of business interests in education policy-making. The findings show that the expansion of networks does not replace the State in education, but rather the State constitutes a strategic node in these networks. 相似文献
185.
Anna Kilderry 《教育政策杂志》2014,29(2):242-262
This paper examines teacher accountability and authority in early childhood policy. It reports on data from a study that investigated the influences affecting early childhood teacher decision-making at the preschool level in Victoria, Australia. Using a question raised by Ball ‘Where are the teachers in all this [policy]?’ provided a starting point for the critical discourse analysis into how forms of control, teacher authority, obligation and constraint within policies potentially influenced teachers’ curriculum decisions. The study found that despite no government-mandated curriculum framework at the time, teachers were held accountable for their curricular practice. Yet as professionals, early childhood teachers were denied public acknowledgement of their expertise as they were almost invisible in policy. In the four policies analysed, proprietors of early childhood settings and preschool agencies held authority over curriculum. Subsequently, teachers’ authority as professionals with curricular knowledge was diminished. 相似文献
186.
Alisa Percy 《高等教育研究与发展》2014,33(6):1194-1207
This paper argues for the re-integration of academic development (AD) and a academic language and learning (ALL) practitioners in Australian higher education. This argument is made as universities aim to develop internationally recognised, inter-disciplinary and standards-based curricula against the backdrop of international comparative education (e.g., Organisation for Economic Cooperation and Development), the Australian Qualifications Framework and a quality emphasis on English language standards (e.g., Tertiary Education Quality and Assessment Agency). Drawing on Rowland's argument that professional life in the academy has become fragmented across five fault lines ([2002]. Overcoming fragmentation in professional life: The challenge for academic development. Higher Education Quarterly, 56(1), 52–64), I propose a sixth: the pedagogical fault line between language and learning which I argue is institutionally manifest in the historical bifurcation of AD and ALL practitioners in the academy. This paper traces the historical separation of these two fields of practice in Australian higher education in order to disturb the present distinction and show how it is more an accident of history than the result of sound pedagogical decision-making. The paper argues that in the current educational context, it is timely to consider a re-integration of these two aspects of the academic field. It is suggested that such a move will create research and teaching connections that develop synergies in educational development that are able to work with language and learning simultaneously. 相似文献
187.
我国农村学前教育发展中的问题、困难及其发展路向 总被引：9，自引：0，他引：9
长期以来我国农村学前教育处于发展的边缘地带,缺乏政府部门应有的关注和政策支持。农村学前教育机构教学设施简陋、课程设置随意、师资队伍素质不高、安全隐患大等现象普遍存在。农村幼儿园之间的恶性竞争激烈、小学化倾向严重、政府管理缺位等难题更是严重制约了农村学前教育的发展。为促进农村学前教育发展,政府部门应从农村学前教育的公益性出发,加大财政投入力度,建立健全农村学前教育宏观管理和运行体制,规划农村学前教育发展布局,促使农村学前教育实现从作坊式发展到规范化发展的转变。 相似文献
188.
Abstract Universities have been challenged as teaching as well as research institutions. On the one hand, universities have been required to teach more students and pay more attention to quality of teaching and educational programmes; on the other hand, there has been increasing focus on faculty research performance. This paper examines whether these are conflicting demands, or whether university faculty are able to fulfil these requirements simultaneously. In Norway, the number of university students almost doubled between 1987 and 1995. Norway is, therefore, a sound case to examine the impact of massification on university research. 相似文献
189.
190.
Margaret Threadgold 《Curriculum Journal》2013,24(1):97-99
New devolutionary powers for education have been enthusiastically seized on by politicians and policy-makers alike to promote a more integrated and holistic form of education in Scotland. This period of curriculum renewal offers the prospect of increased levels of outdoor education; however, to date there is a lack of a clearly agreed rationale for learning and clarity about how curriculum will be experienced by students. Consequently, we analyse pertinent conceptual questions about these matters through reviewing articles and policy announcements prior to advancing, in a preliminary fashion, a rationale for outdoor education which conceives of outdoor learning primarily as a moral endeavour. In developing the proposed rationale as the organising framework for learning, the article critically considers the multifarious challenges of connecting policy intentions with the authentic learning experiences of students. In so doing it discusses many of the most apparent curriculum and pedagogical barriers to learning, which have led in recent years to fragmented provision and the under-realisation of increased levels of deeply embedded and connected outdoor learning experiences. 相似文献