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1.
Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments
continue to exist across the globe, impacting on environmental decision-making and action at local, national and international
levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers
in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire
and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established
questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences
reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the
established questionnaire. Consequently, a revised conceptual framework is proposed. 相似文献
2.
Danielle A. Pester A. Stephen Lenz Joshua C. Watson 《Counselor Education & Supervision》2020,59(2):112-128
As counselor preparation programs are compelled to demonstrate student social and cultural competence, valid inventories are needed to measure development consistent with contemporary standards. The Intersectional Privilege Screening Inventory was created for this purpose, was assessed using 4 types of validity evidence, and has results supporting its use in student development. 相似文献
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Ivan J. K. Dahl 《The Teacher Educator》2013,48(2):23-26
Maintaining that academic freedom is necessary if schools are to function effectively, Dr. Dahl presents lucid arguments to support his position. 相似文献
5.
Ivan Cuk Dragan Mirkov Aleksandar Nedeljkovic Milos Kukolj Dusan Ugarkovic 《Sports biomechanics / International Society of Biomechanics in Sports》2016,15(2):207-219
The present study explored the method of testing muscle mechanical properties through the linear force–velocity (F–V) relationships obtained from loaded vertical jumps. Specifically, we hypothesised that the F–V relationship parameters depicting the force, power, and velocity of the tested muscles will differ among individuals of different physical fitness. Strength trained, physically active, and sedentary male participants (N = 10 + 10 + 10; age 20–29 years) were tested on maximum countermovement and squat jumps where manipulation of external loads provided a range of F and V data. The observed F–V relationships of the tested leg muscles were approximately linear and mainly strong (median correlation coefficients ranged from 0.77 to 0.92; all p < 0.05), independently of either the tested group or the jump type. The maximum power revealed higher values in the strength trained than in the physically active and sedentary participants. This difference originated from the differences in F-intercepts, rather than from the V-intercepts. We conclude that the observed parameters could be sensitive enough to detect the differences among both the individuals of different physical fitness and various jump types. The present findings support using loaded vertical jumps and, possibly, other maximum performance multi-joint movements for the assessment of mechanical properties of active muscles. 相似文献
6.
Jon Nichol & Kate Watson 《British journal of educational technology : journal of the Council for Educational Technology》2000,31(2):135-144
Telematics has the potential to transform Higher Education through creating a distributed community of tutors and students. Videotutoring is central to telematics, enabling personal tutoring to occur at a distance. Within the context of a post-graduate teacher training course, videotutoring was used to tutor two students during the first six weeks of their first full-time school placement. Both ends of the videosignal were recorded. Analysis of the tapes used a protocol based upon research into non-verbal communication (NVC). NVC is as important as verbal communication in the tutorial process. Findings suggest that the interaction of participants mediated through the screen was significantly different from face-to-face communication in relation to the two-dimensional image of the screen and the "viewing frame" effect of the physical boundaries of the image. The viewing frame literally served as the proscenium arch of a theatre. Two-dimensionality and the viewing frame effect emphasised both the positive and negative elements in inter-personal communication as represented in Argyle's social skills and Goffman's theatrical models. The conclusion is that videotutoring can potentially be a more effective form of tutoring than face-to-face interaction. 相似文献
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Keith Watson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1989,35(3):283-304
During the past twenty years great changes have taken place in British higher education. During the 1980s these changes have been even more noticeable, so that by the middle of the 1990s the pattern and the ethos of British higher education will be very different from that prevailing in the 1970s. Not only have there been structural changes but there have also been concerns about autonomy and freedom, accountability and appraisal in the face of government demands for improved management efficiency, restrictions on tenure and alternative forms of finance. This paper analyses these changes in universities, polytechnics and teacher education colleges and traces the growing intervention on the part of government. It also seeks to draw out implications for other education systems facing the same pressures. A glossary of abbreviations and acronyms appears on p. 301.
Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament 相似文献
Zusammenfassung Während der vergangenen zwanzig Jahre gab es in der britischen Hochschulbildung große Veränderungen. Im Laufe der 80er Jahre sind diese Veränderungen besonders deutlich geworden, und bis zur Mitte der 90er Jahre werden sich die Struktur und das Ethos der britischen Hochschulbildung von den in den 70er Jahren vorherrschenden stark unterscheiden. Es hat nicht nur strukturelle Veränderungen gegeben, sondern auch besorgte Überlegungen zu Fragen der Autonomie und Freiheit, Verantwortlichkeit und Beurteilung angesichts der Forderungen seitens der Regierung nach verbesserter Wirtschaftlichkeit der Verwaltung, Begrenzung der Amtszeiten und alternativen Finanzierungsformen. Im vorliegenden Artikel werden diese Veränderungen an Universitäten, Technischen Hochschulen und Pädagogischen Hochschulen analysiert, und es wird den zunehmenden Eingriffen durch die Regierung nachgegangen. Darüberhinaus wird versucht, Auswirkungen auf andere Bildungssysteme aufzuzeigen, die mit denselben Zwängen konfrontiert sind. Ein Glossar der Abkürzungen und Akronyme erscheint auf S. 301.
Résumé Au cours des vingt dernières années, de grands changements sont intervenus dans l'enseignement supérieur en Grande Bretagne. Ces changements sont devenus encore plus sensibles durant les années 1980, si bien que, vers le milieu des années 1990, la structure et l'éthos de l'enseignement supérieur britannique seront très différents de ceux qui prévalaient dans les années 1970. Non seulement il y a eu des changements structuraux, mais on s'est également préoccupé d'autonomie et de liberté, de responsabilité et d'appréciation en dépit des exigences gouvernementales à l'égard d'une gestion plus efficace, d'une réduction de la période d'exercice des fonctions, et de nouvelles formes de financement. Le présent article analyse ces changements dans les universités, les collèges polytechniques et les écoles normales et décrit le rôle grandissant de l'Etat. Il s'efforce également d'en dégager les leçons pour d'autres systèmes éducatifs qui font face aux même pressions. Un glossaire d'abbréviations et d'acronymes apparaît à la page 301.
Abbreviations and Acronyms CATE Council for the Accreditation of Teacher Education - CHEs Colleges of Higher Education - CNAA Council for National Academic Awards - CVCP Committee of Vice-Chancellors and Principals - DES Department of Education and Science (equivalent to a Ministry of Education) - HMI Her Majesty's Inspectorate - HMSO Her Majesty's Stationery Office - INSET Inservice Education for Teachers - LEA Local Education Authority - NAB National Advisory Board for Public Sector Higher Education - PCFC Polytechnics and Colleges Funding Council - PDEs Polytechnic Departments of Education - PGCE Postgraduate Certificate in Education - PICKUP Professional, Industrial and Commercial Updating Programme - PSHE Public Sector Higher Education (i.e., all higher education not under university control) - UCET Universities Council for the Education of Teachers - UDEs University Departments of Education - UFC Universities Funding Council - UGC University Grants Committee - WAB Welsh Advisory Board for Public Sector Higher Education - binary divide the separation between universities and polytechnics, etc. - White Paper a government document setting out official proposals prior to introducing legislation in parliament 相似文献
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10.
Anne Watson O'Reilly 《Child development》1995,66(4):999-1010
Previous research suggests that young children have difficulty producing actions with imagined objects (pantomimes): They frequently substitute a body part to represent the object involved in the action. This response has also been observed in neurologically impaired adults. Study 1 examined the comprehension and production of pantomimes in 3- and 5-year-old children and normal adults to explore further this aspect of representational ability. Results indicate that young children not only have difficulty producing imaginary object representations in contrast to normal adults, they also have difficulty comprehending imaginary object representations and are better at comprehending pantomimes with a body part representation. The results from the pantomime comprehension task were replicated in Study 2 with 3- and 4-year-olds. These findings are discussed in the context of the development of representational ability as children demonstrate increasing independence from concrete environmental support in their knowledge about actions. 相似文献