全文获取类型
收费全文 | 2383篇 |
免费 | 40篇 |
国内免费 | 3篇 |
专业分类
教育 | 1844篇 |
科学研究 | 115篇 |
各国文化 | 25篇 |
体育 | 239篇 |
文化理论 | 43篇 |
信息传播 | 160篇 |
出版年
2023年 | 24篇 |
2022年 | 54篇 |
2021年 | 53篇 |
2020年 | 98篇 |
2019年 | 150篇 |
2018年 | 210篇 |
2017年 | 170篇 |
2016年 | 181篇 |
2015年 | 116篇 |
2014年 | 110篇 |
2013年 | 515篇 |
2012年 | 95篇 |
2011年 | 73篇 |
2010年 | 50篇 |
2009年 | 64篇 |
2008年 | 55篇 |
2007年 | 49篇 |
2006年 | 46篇 |
2005年 | 36篇 |
2004年 | 32篇 |
2003年 | 30篇 |
2002年 | 20篇 |
2001年 | 26篇 |
2000年 | 20篇 |
1999年 | 5篇 |
1998年 | 13篇 |
1997年 | 7篇 |
1996年 | 12篇 |
1995年 | 10篇 |
1994年 | 12篇 |
1993年 | 7篇 |
1992年 | 9篇 |
1991年 | 6篇 |
1990年 | 9篇 |
1989年 | 8篇 |
1988年 | 4篇 |
1987年 | 4篇 |
1986年 | 3篇 |
1985年 | 4篇 |
1981年 | 2篇 |
1977年 | 3篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1972年 | 3篇 |
1971年 | 2篇 |
1970年 | 2篇 |
1964年 | 2篇 |
1960年 | 2篇 |
1948年 | 1篇 |
1933年 | 2篇 |
排序方式: 共有2426条查询结果,搜索用时 15 毫秒
21.
22.
23.
24.
25.
Miguel Arevalillo-Herráez Paloma Moreno-Clari Vicente Cerverón-Lleó 《Educational technology research and development : ETR & D》2011,59(4):511-527
Most universities use Information Systems (IS) to perform their daily administrative activities (student enrollment, data
files, accountancy, etc.), and an integrated Learning Management System (LMS) to support teaching and learning. However, although
a lot of effort has been put into deploying these computerized systems, the data that they provide are not fully exploited
from an educational perspective. In this paper we describe a case in which these data have been used to identify relevant
relations between the general use of the LMS, the existence of teaching innovation programs and the quality of education.
The method used can be easily generalized and employed in other different contexts, to derive meaningful information on the
impact that some variables may have over others. 相似文献
26.
Anne Grimm Thorsten Mrosek Anna Martinsohn Andreas Schulte 《Environmental Education Research》2011,17(1):19-33
Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW. 相似文献
27.
Anna Jones 《高等教育研究与发展》2004,23(2):167-181
This paper is an investigation of understandings of critical thinking from two teaching perspectives: academic staff and tutors. It explores critical thinking as situated within an assessment task in introductory macroeconomics. This study found that while the two academic staff conceptualized critical thinking as a set of concrete cognitive skills, the tutors challenged this notion. Although tutors used the way of understanding critical thinking identified by the academic staff in their teaching and marking, they also discussed broader notions of critical thinking that they saw as a fundamental aspect of the discipline. The paper examines the multiple constructions of critical thinking in this setting and its broader implications. 相似文献
28.
Marcia Eugenio-Gozalbo Raquel Pérez-López Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255
ABSTRACTThe presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation. 相似文献
29.
The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme. 相似文献
30.
Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy. 相似文献