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Italy was among the promoters of the Bologna Process and the early adopters of the reform. If one looks at its impact on the formal structure of curricula and study programmes, the reform undertaken under the Bologna banner seems to have been one of the major educational reforms ever achieved in Italy. This article describes how the Bologna Process has unfolded in Italy, looking at the reasons why a reform that for long eluded Italian policymakers and higher education managers finally succeeded. The theme is approached from the point of view of the contemporary theories of institutional change, looking at the actors and interactions that made this reform possible despite strong opposition. In fact, it was a series of contingent events that weakened the balance of powers governing Italian HE, thus making institutional change possible. 相似文献
83.
Edward Schiappa Alan G. Gross Raymie E. McKerrow Robert L. Scott 《Quarterly Journal of Speech》2013,99(1):112-120
Cultural and Scientific Speech Education Today. Compiled and Edited By W. Aethur Cable. Expression Company, Boston 1930, pp. 206; $2.00. Contemporary Speeches. Compiled by James M. O'Neill and Floyd K. Riley. New York: The Century Company, 1930; pp. xviii, 558. Modern Literature for Oral Interpretation (Revised Edition). By Gertrude E. Johnson. New York: The Century Company, 1930; pp. 638; $2.50. Influencing Behavior Through Speech. By Howard Hubert Higgins. Boston: The Expression Company, 1930: pp. ix, 346; $2.50. Strategy in Handling People. By Ewing T. “Webb and J. B. Morgan. Boulton, Pierce and Company, 232 East Erie Street, Chicago, 1930; pp. 260; $3.00. Ralph Dennis The Story of the Drama (Beginnings to Commonwealth). By Joseph Richard Taylor. Boston: The Expression Company, 1930; pp. xxv, 555. Medieval Rhetoric and Poetic. By Charles Sears Baldwin. New York: Macmillan, 1928, pp. xi, 321, $2.50. Greek Rhetoric and Literary Criticism. By W. Rhys Roberts. New York: Longmans, Green and Co., 1928, pp. 164. Acting, Its Theory and Practice. By Lane Crauford. New York: Richard R. Smith, Inc., 1930: pp. xiii, 248; $3.00. The American Public Mind. By Peter Odegard. New York: Columbia University Press, 1930; pp. 308. Teachers are always being told that “here is a book that must David Lloyd George. By J. Hugh Edwards, M. P. New York: Sears and Co., 1929, 2 vols. Evangelized America. By Grover C. Loud. New York: Lincoln McVeagh, 1928. The Stammering Century. By Gilbert Seldes. New York: John Day Co., 1928. Conversation. By Andre Maurois ; translated by Yvonne Dufour. New York: E. P. Dutton &; Company, 1930; 82 pp. 相似文献
84.
Mary Ligon Katie Ehlman Gabriele Moriello Colleen Russo Kamila Miller 《Educational gerontology》2013,39(8):572-583
ABSTRACTOccupational therapy programs have been developed in order to promote health in older adults. However, no published studies have yet been identified for the Spanish population. This study explores the benefits of an occupational therapy health promotion program called EnvejeHaciendo (AgeDoing). The study was conducted with 15 elderly Spanish adults, examining health perception and meaningful occupational participation using the Model of Human Occupation, as well as the pedagogical methodology See, Judge, Act. The results showed an increase in the perception of health with reference to social functioning and the number of roles in which the participants wanted to get involved in the future. The participants changed their own negative perception of elderly people, they adapted to the changes provoked by aging, and they got involved in meaningful activities such as physical exercise or social activities. This program allowed participants to engage in meaningful occupations with other people and to increase perceived health status through raising awareness of difficulties. 相似文献
85.
Zehavit Gross 《Religious education (Chicago, Ill.)》2013,108(3):265-282
This qualitative study examines how respondents evaluate the influence of their teachers upon the formation of their religious discourse in terms of content, process, and structure. This study addresses the educational-value aspect of religious schooling, as distinct from the instructional aspect, as an integral part of the school curriculum. The findings show that the role of teachers in the construction of their students’ religious world is limited. The style of most of the teachers in Religious Education is instrumental; only a small minority utilizes reflective strategies. However, these teachers had a meaningful impact on their students’ religious socialization processes. 相似文献
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Barry R. Gross 《Academic Questions》1990,3(4):35-46
Barry R. Gross, who holds a doctorate from the University of Toronto 相似文献