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61.
费正清视阈中的毛泽东时代及其启示 总被引:1,自引:0,他引:1
吴原元 《江西师范大学学报(哲学社会科学版)》2013,(6):9-13
费正清不仅是美国著名的中国史专家,同时也是毛泽东时代的见证者和记录者.费正清基于自己的切身体验和观察思考,认为毛泽东所领导的革命是一场“为了老百姓”而重建中国的革命,给中国和中国人民带来的是福音;毛泽东所领导的社会主义建设虽出现过一些失误,但仍不失为是一个伟大的创造性成就.无论是毛泽东所领导的革命还是社会主义建设,都是由为中华民族谋独立、解放、繁荣和为中国人民谋自由、民主、幸福这两大梦想所推动. 相似文献
62.
作为第一部阐述大学理想的著作,纽曼从大学是传授普遍知识的定义出发,在强调大学传授自由知识和提供自由教育的基础上,提出了大学的理想在于具有理性的、良好的社会人的培育。隐藏在纽曼的大学理想背后的是其关于"人是宗教和理性的存在﹑是社会的存在"的人性假设,纽曼大学理想的人性假设对我国现阶段高等教育目的的确定具有重要启示价值。 相似文献
63.
Knowing the subject matter of a secondary‐school science subject 总被引:1,自引:1,他引:0
Zongyi Deng 《课程研究杂志》2013,45(5):503-535
This paper examines the fundamental yet largely neglected distinction between school subjects and academic disciplines in the discourse on teachers’ specialized subject‐matter knowledge. It analyses and critiques the curricular positions embedded in that discourse in the light of five possible relationships between school subjects and academic disciplines. Invoking Dewey’s logical‐psychological distinction and research findings, the paper argues that the subject matter of a secondary‐school science subject instead of the subject matter of its parent academic discipline lies at the heart of secondary‐school science teachers’ specialized subject‐matter knowledge. Knowing such subject matter entails knowing five intersecting dimensions: the logical, the psychological, the pedagogical, the epistemological, and the sociocultural. Implications are drawn concerning theorizing about what secondary‐school science teachers need to know about the subject matter they are expected to teach, subject‐matter preparation for teaching, and the development of secondary‐school science curriculum materials. 相似文献
64.
Marouf Hasian Jr. 《Quarterly Journal of Speech》2013,99(2):190-214
As members of the public and private sphere, we are constantly intrigued by the question of the nature, scope, and limitations of dramatic appeals that are made to a higher justice that appears to exist along side the established order and the “rule of law.” While as Americans we often view ourselves as constitutionalists, obedient citizens who acknowledge the legitimacy of the positive laws instantiated through the decisions of the government, at the same time we are mesmerized by the words and deeds of revolutionaries who have been willing to shed blood in the name of a higher law. Using the John Brown trial as a case example, the essay argues that our jurisprudential norms are co‐produced by both text writers and their audiences. By adapting a performative stance, we can perhaps gain a better understanding of the selectivity and inventiveness involved in legal decision making. 相似文献
65.
We sought to examine empirically the prevailing assumption that changing assessment can leverage curricular reform. This assumption has been significantly confirmed by our research for the case of mandated high-stakes assessment. Two studies were conducted in the two most populous Australian states, New South Wales and Victoria. In the final two years of secondary school in both states, courses of study and assessment arrangements are mandated for all schools, including the private sector, by the state's Board of Studies. Congruence between mandated assessment and schoolwide instructional practice was found in two states whose high-stakes assessment embodied quite contrasting values. 相似文献
66.
Nathan Crick 《Quarterly Journal of Speech》2013,99(4):337-364
With the rise of poststructuralist critiques of the autonomous subject, attention has shifted from the nature of “intentional persuasion” to the constitutive nature of discourse. Although this turn has led to valuable new insights into the nature of rhetoric, it also threatens to discount one of the most vital contributions of the rhetorical tradition—the nature of rhetorical invention. This essay seeks to recover the notion of invention by drawing from John Dewey's naturalistic interpretation of experience. In Dewey's framework, “consciousness” is neither the private contents of thought nor a point of articulation for social discourse, but a practice of manipulating public meanings as a means of responding to problematic situations. I then use Dewey's notion to advance the concept of a “rhetorical consciousness,” which I define in terms of the sophistical principles of imitatio and dissoi logoi. To demonstrate the pragmatic significance of this concept, I then show, through an analysis of Charles Darwin's notebooks, how Darwin employed his own rhetorical consciousness within his struggle to invent the revolutionary arguments that led up to his publication of On the Origin of Species. My hope is that this naturalistic interpretation of rhetorical invention will contribute to the ongoing project of cultivating a more intelligent, critical, and creative citizenry through the application of classical rhetorical principles to contemporary democratic forms of education in both the arts and sciences. 相似文献
67.
Anders Schinkel 《牛津教育评论》2013,39(6):711-729
Richard Peters and John White have both argued that education should contribute to the meaning people are able to find in or give to life. Both dismiss the idea of ultimate or profound meaning (‘the meaning of life’) in favour of ordinary meaning, or ‘meaning in life’. Thus they exemplify the trend visible also in the general philosophical literature on life’s meaning. I argue that in their rejection of ultimate meaning and retreat to ordinary meaning they concede too much. There is room for plausible notions of ultimate meaning between the extreme they reject and the alternative they embrace. I propose two such notions, one meta-ethical, one metaphysical (specifically, Whiteheadian). If there are indeed plausible notions of ultimate meaning, and if ultimate or profound meaning is therefore a possibility we cannot dissmiss offhand, then it would be wrong to reject the possibility of ultimate meaning in education. Instead, education should both help people come to terms with doubt in this area of life, and foster their capacity to enjoy experiences of ultimate meaning. 相似文献
68.
李宏 《南京晓庄学院学报》2005,21(3):55-58
夏洛特·勃朗蒂的<简·爱>和约翰·福尔斯的<法国中尉的女人>讲述的都是女人的故事,反映的都是女性的主体意识.但由于两位作家的性别不同、所生活的年代不同以及对女性美的理解不同,使得他们对女性角色的刻划呈现出各自的鲜明特点,更因为他们对妇女在社会中的地位的认识程度不同,使两部作品反映的女性主体意识也出现了很大的差异. 相似文献
69.
Cara A. Finnegan 《Quarterly Journal of Speech》2013,99(4):377-402
This essay considers the ways that iconoclasm, or the will to control images and vision, appears in canonical and contemporary public sphere theory. John Dewey and Jürgen Habermas enact a paradoxical relation to visuality by repudiating a mass culture of images while preferring “good” images and vision. Yet even when advocating for good vision, both theorists activate a subtle iconoclasm that operates as a perennial tension in their work. The essay concludes by considering the ways in which iconoclasm manifests itself in more recent scholarship in rhetorical studies and suggests circulation as an analytic concept with some promise for helping public sphere theorists develop a more iconophilic relationship to images and vision. 相似文献
70.
在杜威看来,艺术是实在的,而不是抽象的;艺术是形式与体验的统一;艺术是手段与目的的统一:艺术是经验与自然的统一.杜威的艺术观改变了西方自文艺复兴以来的艺术观念,使艺术从形而上开始向形而下发展,颠覆了中世纪以来的神秘主义艺术论. 相似文献