全文获取类型
收费全文 | 1321篇 |
免费 | 32篇 |
国内免费 | 1篇 |
专业分类
教育 | 1066篇 |
科学研究 | 48篇 |
各国文化 | 15篇 |
体育 | 84篇 |
文化理论 | 9篇 |
信息传播 | 132篇 |
出版年
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 19篇 |
2019年 | 36篇 |
2018年 | 48篇 |
2017年 | 49篇 |
2016年 | 43篇 |
2015年 | 35篇 |
2014年 | 46篇 |
2013年 | 320篇 |
2012年 | 34篇 |
2011年 | 30篇 |
2010年 | 28篇 |
2009年 | 34篇 |
2008年 | 43篇 |
2007年 | 36篇 |
2006年 | 37篇 |
2005年 | 37篇 |
2004年 | 37篇 |
2003年 | 16篇 |
2002年 | 33篇 |
2001年 | 21篇 |
2000年 | 15篇 |
1999年 | 23篇 |
1998年 | 12篇 |
1997年 | 14篇 |
1996年 | 16篇 |
1995年 | 17篇 |
1994年 | 18篇 |
1993年 | 13篇 |
1992年 | 17篇 |
1991年 | 22篇 |
1990年 | 12篇 |
1989年 | 10篇 |
1988年 | 9篇 |
1987年 | 11篇 |
1986年 | 9篇 |
1985年 | 12篇 |
1984年 | 8篇 |
1983年 | 7篇 |
1982年 | 10篇 |
1981年 | 11篇 |
1980年 | 9篇 |
1979年 | 12篇 |
1978年 | 10篇 |
1977年 | 8篇 |
1976年 | 12篇 |
1974年 | 4篇 |
1973年 | 4篇 |
1971年 | 4篇 |
排序方式: 共有1354条查询结果,搜索用时 15 毫秒
51.
52.
Dorie J. Gilbert Mary Lehman Held Janet L. Ellzey William T. Bailey Laurie B. Young 《European Journal of Engineering Education》2015,40(3):256-266
This article reviews the literature on challenges faced by engineering faculty in educating their students on community-engaged, sustainable technical solutions in developing countries. We review a number of approaches to increasing teaching modules on social and community components of international development education, from adding capstone courses and educational track seminars to integrating content from other disciplines, particularly the social sciences. After summarising recent pedagogical strategies to increase content on community-focused development, we present a case study of how one engineering programme incorporates social work students and faculty to infuse strategies for community engagement in designing and implementing student-led global engineering development projects. We outline how this interdisciplinary pedagogical approach teaches students from the two disciplines to work together in addressing power balances, economic and social issues and overall sustainability of international development projects. 相似文献
53.
Massive open online courses (MOOCs) have proliferated in recent years despite disagreement about the role of MOOCs in higher education and whether student outcomes are satisfactory. Taking a mixed-methods approach, the current study surveys professors who have taught MOOCs (n = 162) in order to better understand how MOOCs are perceived by instructors. Professors’ backgrounds and beliefs about the role of MOOCs in higher education and their perceptions of the experiences of students are discussed. In addition, professors’ satisfaction in teaching MOOCs is reported. The study finds that most MOOC professors are experienced faculty members with relatively little prior experience teaching online, and that they are divided about the purpose of MOOCs in the institutional landscape of higher education. 相似文献
54.
55.
In this paper, we report on an investigation into sustainability education in schools in the Australian state of Tasmania following the implementation of the Australian Curriculum. Sustainability is one of three cross-curriculum priorities in the new national curriculum and is the focus of this research (sustainability cross-curriculum priority (CCP)). Principals and Curriculum Leaders (PCLs) from all schools in Tasmania were invited to complete a survey that asked them about their understanding of various aspects of sustainability and how the sustainability CCP was integrated across learning areas. Sixty-eight PCLs (24%) responded to the survey. They reported generally good understandings of sustainability and education for sustainability, but lesser understandings of the sustainability CCP and the nine organising ideas. Respondents’ understandings of sustainability were dominated by an environmental focus. The PCLs’ responses in relation to sustainability implementation across learning areas gave insights into ways that the sustainability CCP can serve as a pivot for cross-curricular teaching and learning, which is strongly advocated for achieving transformative sustainability education. We conclude this paper with a discussion of how the sustainability CCP is an important asset in the necessary reorientation of the Australian formal education system for a more sustainable future. We note the importance of professional support so that educators may better understand sustainability and its complexity as a cross-curricular priority and envision ways in which the sustainability CCP can be realised within education. 相似文献
56.
Anthony Dillon Rhonda G. Craven Jiesi Guo Alexander S. Yeung Janet Mooney Alicia Franklin Rob Brockman 《British Educational Research Journal》2022,48(4):751-770
Improving educational outcomes for Indigenous Australian students is a key strategy to helping Indigenous people reach their full potential. This has resulted in well-intentioned efforts by Australian educators and governments to ensure Indigenous children have positive school experiences. However, Indigenous students still lag behind their non-Indigenous counterparts in educational outcomes. This is particularly so for Indigenous students living in rural and remote parts of Australia where educational opportunities are limited, especially in high school. One solution to this problem has been to enrol these students in boarding schools in urban and metropolitan centres. While research on the success of boarding schools for Indigenous students is scarce, what little that does exist is not encouraging. The focus of this research was to examine the effects of boarding for Indigenous (n = 11) and non-Indigenous students’ (n = 158) wellbeing (N = 1423) in two large private boys’ schools. Participating students aged 12–18 years old completed a survey measuring wellbeing constructs on two occasions, 12 months apart. Non-Indigenous boys were generally higher in wellbeing compared with Indigenous boys. There was also evidence of improved social wellbeing beyond that of non-Indigenous boarders over time. Overall, while evidence of merit was weak, boarding schools may benefit their Indigenous students’ development in social wellbeing. 相似文献
57.
58.
59.
60.