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Human integration through Olympism education: a pragmatic engagement of youths in a war-torn society
Samantha Nanayakkara 《Sport, Education and Society》2016,21(4):623-643
This paper delineates the findings of a mixed methods study that investigated how Olympism education could strengthen competencies of human integration through delivery of physical, social, and critical literacy and conflict resolution literacy. The study introduced a curriculum model integrating Olympism values and conflict resolution strategies for the purpose of facilitating human integration. This integrated curriculum model was then tested among a group of young students who represent the two main ethnic groups Sinhalese and Tamils, in a war-torn society in Sri-Lanka. The intervention of this study provided pragmatic involvement for young students as the representatives of the next generation, in order to teach them the convergence and contradictions of perceptions of social reform ideals through sport. Results revealed that conflict resolution strategies combined with Olympism education integrated curriculum intervention significantly improved young students’ conflict resolution competencies, regardless of their gender or ethnicity. This study demonstrated significant gains in the ability of young students to learn about human integration through learning about Olympism within sport and physical education lessons, in regards to effective conflict resolution. 相似文献
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武术文化与会党文化语境中的福建南少林研究 总被引:10,自引:0,他引:10
周伟良 《首都体育学院学报》2006,18(6):1-10,14
“福建少林寺”长期来在海内外(尤其是习武群落中)有着广泛而深远的影响,已成为一种具有强烈文化认同的集体记忆,它是史学界讨论天地套起源时一个无法绕开的话题,也是研究有关中国武术史和少林武术的重要内容,尤其对于我们认识多样式的少林武术文化构成,提供了一个详实的样本。作为一个由武术文化与会党文化长期共同氤氲催生的文化概念,其中既烙有明季的历史文化印痕,也有清代天地会出于纠众结盟的需要,更反映了人们在当时少林武术文化辐射下的多元价值诉求。由于这一语境中的福建南少林不是一个具有确切地址的实指寺院,故而囿于了实证主义方法中的“南少林诸说”在一些关键问题上往往难以自圆其说,其根本原因也在于此。 相似文献
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习亚峰 《石家庄职业技术学院学报》2010,22(5):77-78
学校社团对大学生的道德建设能够起到一个很好的推动作用,有助于大学生学习先进科学文化知识和完善知识结构,有利于提高大学生社会适应能力,对大学生日常生活有着积极的影响,有利于培养大学生健康心理和健全的人格。 相似文献
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大学生学术性社团是依托专业而建立起来的学习型组织,作为高校学生社团的一个分支,在提高大学生思想道德素质、校园文化传承与创新、培养大学生社会责任感、创新精神、实践能力等方面发挥着重要的作用,改进大学生学术性社团的不足,形成固定的育人模式、发挥育人功能,将会是未来大学生学术性社团建设的重点。 相似文献
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培养大学生健全的人格是高等教育首要的和基本的目标。社团工作对大学生健全人格的培养具有重要意义。社团活动丰富了大学生的生活,促进了大学生智能的全面发展,有助于大学生保持健康的心理状态。高等院校要充分发挥社团活动的积极作用,促进大学生健全人格的发展。 相似文献
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Peter Binfield 《期刊图书馆员》2013,64(1-2):37-42
Rolnik's preconference went well beyond the “business of publishing from a very basic perspective” as described in the conference program. Rolnik's preconference described the publishing market, operations within publishing companies, and how publishers find content. Dr. Peter Binfield, a guest speaker with expertise in society publishing, complemented the preconference. 相似文献
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Danielle Blaylock Joanne Hughes Ralf Wölfer Caitlin Donnelly 《British Educational Research Journal》2018,44(4):643-662
While Northern Ireland strives to build a shared society, the current reality is that everyday experiences are still shaped by division along ethno‐religious lines. This is particularly pronounced in the education system, where more than 92% of pupils attend separate schools. Within the predominantly separate education system, however, exists a small collection of schools which cater to a more heterogeneous pupil body and offer the opportunity for young people from both communities to meet and interact, and potentially develop cross‐group friendships. The present study compares the network‐based cross‐group friendships within two such school types; an integrated and a separate post‐primary school. These schools boast a distinct ethos yet they similarly enrol students from Catholic and Protestant backgrounds. Findings reveal that both schools show a high level of interconnection between pupils; however, the integrated school, with an ethos that openly supports social cohesion, shows a greater tendency towards cross‐group interactions and best friendships than those found within the separate school. In line with contact theory, these findings suggest that it may not be enough to simply create opportunities for intergroup contact but that optimal conditions, such as institutional support, may be a prerequisite for positive relationships to flourish. Implications for educational policies designed to promote greater cross‐community contact are discussed. 相似文献
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Anne Looney 《Curriculum Journal》2013,24(3):177-192
The ‘knowledge society’ has become a central discourse within educational reform. This article posits that the impact of the knowledge society discourse on curriculum and assessment has led to the emergence of what the authors term a new-form/re-form curriculum, and it asks whether what is transacting in contemporary movements in curriculum is less the reform of curriculum and more the emergence of a new-form/re-form curriculum. What is emerging is well beyond the discussions of outcomes and curriculum alignment that characterised much curriculum reform effort in the late 1990s. In this new-form/re-form curriculum ‘content’ is displaced by ‘skills’ and ‘knowledge acquisition’ by ‘learning’. Curriculum coverage is replaced by learner engagement. In this context, assessment also begins to take on new-form/re-form. Assessment now engages and promotes learning as process rather than as product. Two cases – the Republic of Ireland and Queensland, Australia – are analysed and compared to illustrate this shift in the conceptualisation of curriculum and assessment. Consideration is given to the possibility that this new-form/re-form curriculum represents a settlement in the contestation associated with learning outcomes and their perceived technical rationality and market focus. The paper concludes that the new-form/re-form curriculum is emerging in locations as diverse as Ireland and Queensland. 相似文献