全文获取类型
收费全文 | 20260篇 |
免费 | 287篇 |
国内免费 | 155篇 |
专业分类
教育 | 15804篇 |
科学研究 | 1104篇 |
各国文化 | 18篇 |
体育 | 1392篇 |
综合类 | 1280篇 |
文化理论 | 12篇 |
信息传播 | 1092篇 |
出版年
2024年 | 3篇 |
2023年 | 32篇 |
2022年 | 188篇 |
2021年 | 354篇 |
2020年 | 516篇 |
2019年 | 449篇 |
2018年 | 295篇 |
2017年 | 317篇 |
2016年 | 316篇 |
2015年 | 556篇 |
2014年 | 1371篇 |
2013年 | 1743篇 |
2012年 | 1792篇 |
2011年 | 1708篇 |
2010年 | 1183篇 |
2009年 | 1022篇 |
2008年 | 1197篇 |
2007年 | 1419篇 |
2006年 | 1418篇 |
2005年 | 1241篇 |
2004年 | 1021篇 |
2003年 | 818篇 |
2002年 | 645篇 |
2001年 | 536篇 |
2000年 | 264篇 |
1999年 | 114篇 |
1998年 | 43篇 |
1997年 | 38篇 |
1996年 | 23篇 |
1995年 | 23篇 |
1994年 | 18篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 3篇 |
1989年 | 6篇 |
1988年 | 1篇 |
1983年 | 1篇 |
1979年 | 2篇 |
1978年 | 1篇 |
1957年 | 1篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
951.
Dong Li 《佳木斯教育学院学报》2015,(4)
高校专业设置滞后于市场需求,且专业的人才培养过程与社会对应用型人才的实际需求脱节,因而导致大学生专业结构性失业。可采取以下对策:高校结合区域发展目标错位发展,前瞻性地进行专业布局,以能力培养为导引,坚持特色育人,提升人才培养对社会需要的适应性。 相似文献
952.
吴曦 《黑龙江教育学院学报》2015,(3):144-146
以调查新疆师范类高校英语专业学生的专业发展现状为着眼点,针对新疆少数民族外语教育特点,结合本地区实际情况,通过实证调查分析,力图探究新疆师范类英语专业学生专业发展相关问题的真实现状,探讨如何更好地整合新疆各方,有目的、有计划开展师范类英语教学,保证新疆少数民族地区师范类英语教育的良性发展。 相似文献
953.
In which areas and domains do individual teacher educators prefer to work on their professional development? What kind of learning activities do they want to take on and with whom? Are there significant differences in these preferences between teacher educators? This article reports on a recent survey (N = 268) about the professional development of teacher educators and differences in learning preferences between less and more experienced teacher educators and between university-based and school-based teacher educators. Findings show, for example, that while most university-based teacher educators were mainly interested in improving their teaching, less experienced school-based teacher educators were more focussed on aspects such as coaching skills. In this study, ‘learning profiles’ have been developed for four categories of teacher educators. These profiles may help to create more meaningful arrangements for teacher educators’ initial education and further professional development in a context where teacher education is required to have a more school-based as well as a more research-based orientation. 相似文献
954.
Apprenticeship and professional development schools (PDSs) are two models for teacher education. The mentors that are the focus for this research completed their initial teacher training through one of these models and now mentor in PDSs. The paper reports on how the way in which they were trained as student teachers influenced their role perceptions. The findings suggest that mentor teachers who were trained via the PDSs model have a broader conceptual understanding of their role perception. 相似文献
955.
This study examined the effect of a short-term training programme οn in-service physical education teachers’ behaviour and students’ engagement in learning. Teachers (n = 32) were randomly divided into an experimental and a control group. Each teacher’s behaviour was observed in six lessons; two for each measurement (pre, post and retention) and analysed with qualitative dimensions of lesson introduction, task presentations and lesson closure. Student engagement was analysed with the time analysis form. The total and successful attempts of selected students were also recorded. The experimental group attended a two-hour lecture followed by a two-hour practicum, and showed significant improvement and learning of all the examined behaviours as well as significantly higher performance than the control group. Also, students of the experimental teacher group presented significantly greater activity time, more practice attempts and more successful ones than their peers in the control group. The results establish the effect of the training programme on teacher behaviour and student engagement in learning. 相似文献
956.
Arianna Lazzari Mariacristina Picchio Lucia Balduzzi 《International Journal of Early Years Education》2015,23(3):274-287
In recent times, a growing consensus has emerged, among researchers and policy-makers, that a well-educated, competent and adequately supported workforce is crucial for the quality of early childhood education and care (ECEC). Despite governmental initiatives aimed to enhance the professional preparation and continuing development of early years practitioners being high on the political agenda of many EU member states, very few studies are analysing professionalisation policy developments and their implications within the national contexts of ECEC. Against this background, the article describes the key features of ECEC policies in Italy and their current trends by focussing specifically on the professionalisation of early childhood practitioners working across 0–3 and 3–6 services. Drawing on the data collected from documentary sources and interviews with key informants, this paper will critically review policy discourses as well as recurring themes and tensions arising from the academic and political debate. The findings from our analysis highlight that the increasing discontinuity characterising professionalisation initiatives across the 0–3 and 3–6 sector might lead to widening the gap among professionals working in such services. The risks that are associated with this trend are, on the one side, to devalue the educational role of 0–3 services and, on the other, to produce the schoolification of educational practices in 3–6 services. In addition, our analysis identified inconsistencies between initial and continuing professional development policies, which are progressively creating a dichotomy between initial and in-service training. The consequences of this process might produce, on the long term, the fragmentation of the ECEC system across public and private not-for-profit provision with the subsequent risk of impoverishing the local culture of childhood on which the Italian ECEC system has traditionally built its strength. 相似文献
957.
958.
959.
John G. Sharp Brian Hemmings Russell Kay Carol Callinan 《Journal of Further & Higher Education》2015,39(5):612-644
This article presents detailed findings from the qualitative or interpretive phase of a mixed-methods case study focusing on the professional identities and lived experiences of research among six lecturers working in different capacities across the field of education in a ‘teaching-led’ higher education institution. Building upon the quantitative phase published earlier in this journal, factors both facilitating (e.g. research infrastructure, support for doctoral study) and constraining (e.g. time, space, workload, critical mass, ‘practitioner bond professionalism’, ‘organisational socialisation’, networks, roles and responsibilities, power relationships) research activity are identified. These are considered in the context of an institution often recruiting staff with ‘non-traditional’ backgrounds from within ‘the professions’ (e.g. from schools and colleges without doctorates) looking to become more ‘research-informed’ and establish a more vibrant and sustainable research culture. Recommendations for further development focus on ‘identity transitions’ and ‘cultural transformation’, emphasising the importance of research leadership and its distribution throughout the organisation. With current trends towards the apparent intensification and prioritisation of research activity over teaching, findings are considered particularly important for institutions of a similar nature to the one described here, for education departments in larger institutions also on similar journeys, and in light of an anticipated increase in demand for research activity arising from the expansion of higher education provision in further education and the private sector, where recruitment from within ‘the professions’ to teach across ‘vocational’ programmes is common. 相似文献
960.
Tara Gibb 《Studies in Continuing Education》2015,37(3):251-266
This paper draws on ethnographic research to discuss the textual practices and social relations of language assessment. It examines the tensions that language educators and assessment practitioners encounter while making decisions about immigrant professionals’ language competence. It also analyzes the role of other social actors in constituting conceptions of skill. The paper concludes by considering social practice theory as an alternative for exploring conceptions of competence. 相似文献