全文获取类型
| 收费全文 | 239篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 195篇 |
| 科学研究 | 22篇 |
| 各国文化 | 4篇 |
| 体育 | 15篇 |
| 文化理论 | 4篇 |
| 信息传播 | 7篇 |
出版年
| 2021年 | 4篇 |
| 2020年 | 2篇 |
| 2019年 | 11篇 |
| 2018年 | 14篇 |
| 2017年 | 14篇 |
| 2016年 | 16篇 |
| 2015年 | 9篇 |
| 2014年 | 11篇 |
| 2013年 | 57篇 |
| 2012年 | 7篇 |
| 2011年 | 6篇 |
| 2010年 | 1篇 |
| 2009年 | 6篇 |
| 2008年 | 9篇 |
| 2007年 | 4篇 |
| 2006年 | 3篇 |
| 2005年 | 3篇 |
| 2004年 | 2篇 |
| 2003年 | 5篇 |
| 2002年 | 1篇 |
| 2001年 | 4篇 |
| 2000年 | 2篇 |
| 1999年 | 4篇 |
| 1998年 | 2篇 |
| 1997年 | 1篇 |
| 1996年 | 1篇 |
| 1995年 | 1篇 |
| 1994年 | 2篇 |
| 1993年 | 3篇 |
| 1991年 | 2篇 |
| 1990年 | 3篇 |
| 1989年 | 6篇 |
| 1988年 | 1篇 |
| 1987年 | 1篇 |
| 1983年 | 2篇 |
| 1981年 | 1篇 |
| 1980年 | 1篇 |
| 1979年 | 4篇 |
| 1978年 | 3篇 |
| 1977年 | 1篇 |
| 1976年 | 5篇 |
| 1975年 | 1篇 |
| 1974年 | 1篇 |
| 1973年 | 1篇 |
| 1971年 | 1篇 |
| 1951年 | 1篇 |
| 1945年 | 1篇 |
| 1940年 | 1篇 |
| 1933年 | 1篇 |
| 1899年 | 2篇 |
排序方式： 共有247条查询结果，搜索用时 15 毫秒
151.
152.
153.
154.
155.
156.
157.
Realising the societal gains from publicly funded health and medical research requires a model for a reflexive evaluation precedent for the societal impact of research. This research explores UK Research Excellence Framework evaluators’ values and opinions and assessing societal impact, prior to the assessment taking place. Specifically, we discuss the characteristics of two different impact assessment extremes – the “quality-focused” evaluation and “societal impact-focused” evaluation. We show the wide range of evaluator views about impact, and that these views could be conceptually reflected in a range of different positions along a conceptual evaluation scale. We describe the characteristics of these extremes in detail, and discuss the different beliefs evaluators had which could influence where they positioned themselves along the scale. These decisions, we argue, when considered together, form a dominant definition of societal impact that influences the direction of its evaluation by the panel. 相似文献
158.
This paper describes a research tool which aims to gather data about pupils' views of learning and teaching, with a particular focus on their thinking about their learning (metacognition). The approach has proved to be an adaptable and effective technique to examine different learning contexts from the pupils' perspective, while also acting as an aid to reflective dialogue between pupils and teachers as part of the teaching and learning process. A range of templates have been created as psychological or semiotic tools. They form the basis of a mediated interview by providing an image of the learning environment or activity on which the research is focused. The image then becomes the stimulus for a three‐way interaction between the researcher (or the teacher), the pupil and the template. This paper provides examples from a number of research projects where the technique has been used to gather data in classrooms. 相似文献
159.
Christopher Higgins 《课程研究杂志》2013,45(4):441-464
I offer a close reconstruction of John Dewey’s account of vocation in Democracy and Education, bringing out the existential and aesthetic dimensions of Dewey’s idea that vocations constitute perceptual environments for their practitioners. Although Dewey offers this idea to teachers only as an insight about student development, I contend that its most powerful educational implication concerns the growth of teachers. Picking up where Dewey left off, I investigate to what extent teaching constitutes an educative environment for teachers. I conclude that, while the environment of teaching is an exceedingly rich one, the basic working conditions of teachers and the ethos of education often frustrate their attempts to interact with this environment. I conclude with a critique of some of the forces that narrow the range of what teachers notice, feel, and learn in the course of their work. 相似文献
160.
George G. Higgins 《Religious education (Chicago, Ill.)》2013,108(4):356-363
Brains and gender, separately and in their interrelatedness, are hot items today in popular journals and academic literature. It is in particular the complexity of the interdependence of physical-, psychological-, and contextual-related developments of feminization in education that we focus on these contributions. We argue that a combination of recent findings of brain research and Marcia's psychological model of identity development in a “provocative pedagogy”—combining youngsters’ (boys and girls) need for exploration, console, and support—is a promising “stepped care” strategy for religious development of youngsters in a multicultural and multireligious context. 相似文献