全文获取类型
| 收费全文 | 1042篇 |
| 免费 | 24篇 |
专业分类
| 教育 | 786篇 |
| 科学研究 | 43篇 |
| 各国文化 | 23篇 |
| 体育 | 75篇 |
| 综合类 | 1篇 |
| 文化理论 | 9篇 |
| 信息传播 | 129篇 |
出版年
| 2023年 | 4篇 |
| 2022年 | 5篇 |
| 2021年 | 14篇 |
| 2020年 | 26篇 |
| 2019年 | 31篇 |
| 2018年 | 29篇 |
| 2017年 | 31篇 |
| 2016年 | 31篇 |
| 2015年 | 22篇 |
| 2014年 | 35篇 |
| 2013年 | 273篇 |
| 2012年 | 25篇 |
| 2011年 | 24篇 |
| 2010年 | 21篇 |
| 2009年 | 22篇 |
| 2008年 | 24篇 |
| 2007年 | 21篇 |
| 2006年 | 26篇 |
| 2005年 | 22篇 |
| 2004年 | 23篇 |
| 2003年 | 18篇 |
| 2002年 | 26篇 |
| 2001年 | 12篇 |
| 1999年 | 15篇 |
| 1998年 | 6篇 |
| 1997年 | 7篇 |
| 1996年 | 10篇 |
| 1995年 | 14篇 |
| 1994年 | 4篇 |
| 1993年 | 12篇 |
| 1992年 | 8篇 |
| 1991年 | 10篇 |
| 1990年 | 11篇 |
| 1989年 | 17篇 |
| 1988年 | 19篇 |
| 1987年 | 8篇 |
| 1986年 | 7篇 |
| 1985年 | 12篇 |
| 1984年 | 12篇 |
| 1983年 | 9篇 |
| 1982年 | 9篇 |
| 1981年 | 9篇 |
| 1980年 | 12篇 |
| 1979年 | 9篇 |
| 1978年 | 15篇 |
| 1977年 | 10篇 |
| 1976年 | 8篇 |
| 1975年 | 6篇 |
| 1974年 | 8篇 |
| 1973年 | 4篇 |
排序方式： 共有1066条查询结果，搜索用时 15 毫秒
51.
52.
53.
54.
55.
Dennis Soltys 《比较教育学》2015,51(2):179-195
This qualitative analysis describes the socialist legacy in the governance of higher education within the former Soviet-led member countries that entered the European Higher Education Area (EHEA) between 2001 and 2010. In joining the EHEA these countries signed on for the Bologna Process (BP), but are not members of the European Union. The analysis is based on EHEA BP Country Reports and a survey of Western academic literature and sources from the former-socialist region. It is argued that ministries of education are little engaged with academic and civic communities, in large part because policymakers underestimate the depth of the cultural and institutional changes that are necessary for educational reforms. Therefore, deep convergence of the new signatory countries to the EHEA via the BP has not occurred. Concurrently, West European measures intended to empower educational communities operate perversely in the post-socialist region, characterised by low civic and state capacities. The over-emphasis on bureaucratic checks and controls negates two important aspirations of Bologna: on the one side, university autonomy, empowerment of faculty, and development of local communities; and on the other side, the free flow of international knowledge. Without an adjustment of policies, the prospects for effective reforms are dimmed. 相似文献
56.
57.
58.
Concepts of data visualization are explored using statistics educational fun items and illustrated by sharing results from the experiment we conducted on cartoon captions. 相似文献
59.
The education of children with a medical condition represents a unique educational context. The key educational factors that can help these children continue their education despite the burdens associated with their illness were discussed and analysed by a pool of experts for an EU funded project. In this context, relationships, making sense and constructing knowledge, assuming roles in front of others, metacognition, individualities and inter‐institutional communication emerged as the 6 Key Educational Factors (KEF) that are crucial for the education of this vulnerable population. The implications of the KEFs for home and hospital education are discussed, with a particular focus on practices that meet the relational and communicational needs of these children. Specific recommendations for the practice, policy, and research regarding these KEF within this unique educational context are presented. 相似文献
60.