全文获取类型
| 收费全文 | 1831篇 |
| 免费 | 30篇 |
| 国内免费 | 1篇 |
专业分类
| 教育 | 1363篇 |
| 科学研究 | 125篇 |
| 各国文化 | 20篇 |
| 体育 | 86篇 |
| 综合类 | 2篇 |
| 文化理论 | 28篇 |
| 信息传播 | 238篇 |
出版年
| 2021年 | 17篇 |
| 2020年 | 32篇 |
| 2019年 | 56篇 |
| 2018年 | 65篇 |
| 2017年 | 77篇 |
| 2016年 | 63篇 |
| 2015年 | 42篇 |
| 2014年 | 64篇 |
| 2013年 | 505篇 |
| 2012年 | 51篇 |
| 2011年 | 48篇 |
| 2010年 | 47篇 |
| 2009年 | 40篇 |
| 2008年 | 35篇 |
| 2007年 | 40篇 |
| 2006年 | 39篇 |
| 2005年 | 32篇 |
| 2004年 | 33篇 |
| 2003年 | 26篇 |
| 2002年 | 25篇 |
| 2001年 | 20篇 |
| 2000年 | 33篇 |
| 1999年 | 31篇 |
| 1998年 | 23篇 |
| 1997年 | 14篇 |
| 1996年 | 14篇 |
| 1995年 | 10篇 |
| 1994年 | 12篇 |
| 1993年 | 14篇 |
| 1992年 | 14篇 |
| 1991年 | 16篇 |
| 1990年 | 13篇 |
| 1989年 | 16篇 |
| 1988年 | 10篇 |
| 1987年 | 14篇 |
| 1986年 | 12篇 |
| 1985年 | 16篇 |
| 1983年 | 15篇 |
| 1982年 | 14篇 |
| 1981年 | 11篇 |
| 1980年 | 12篇 |
| 1979年 | 14篇 |
| 1978年 | 15篇 |
| 1977年 | 10篇 |
| 1975年 | 9篇 |
| 1973年 | 7篇 |
| 1972年 | 7篇 |
| 1968年 | 8篇 |
| 1940年 | 8篇 |
| 1933年 | 8篇 |
排序方式： 共有1862条查询结果，搜索用时 46 毫秒
81.
82.
83.
84.
85.
Steve Johnson 《British Journal of Educational Studies》1998,46(2):201-213
The Sophists, and the Socratic response they provoked, are considered in order to elucidate issues raised by present-day skill-talk. These issues include: whether skills avoid questions of ends and truth; the existence of general skills, such as critical thinking; the importance of knowledge; skills and the personality; and some implications for teaching and philosophy. 相似文献
86.
Andrew Turner 《British Journal of Special Education》1998,25(4):164-167
Andrew Turner, who teaches in a school for pupils with severe learning difficulties, considers the teaching of history by teachers of such pupils and suggests that the skills of imaginative reconstruction and empathy are relatively neglected areas, particularly when dealing with distant historical periods. Recent research with mainstream primary pupils illustrates the possible parallels and the article gives details of a small-scale study of one group of Key Stage 3 pupils. 相似文献
87.
88.
89.
90.
Helen Johnson 《Pastoral Care in Education》2004,22(3):22-28
In England, the presence of an established church places its adherents within the social mainstream. Other religious groups have been tolerated though suffering social and educational disadvantages. With the passage of time through the nineteenth and twentieth centuries, minority religious groups such as Irish Catholics have been assimilated into the host culture, and allowed to have their own schools.
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献
However, it would appear that contemporary movements of people to the United Kingdom have retained loyalties not only to their own religion, but, in some instances to their own language, which they perceive as a vital element of their own culture and identity. Demands for schools, within the state-funded system, for minority religious groups have not lessened. As faith schools in England increase in number, their role in a multicultural society becomes increasingly problematic. Lessons about changing models of assimilation and identity can be learnt from a brief review of the historic Irish Catholic experience that, in turn, can illuminate the current experience of a Greek Orthodox school in south London. 相似文献