全文获取类型
收费全文 | 518篇 |
免费 | 10篇 |
专业分类
教育 | 414篇 |
科学研究 | 24篇 |
各国文化 | 5篇 |
体育 | 40篇 |
文化理论 | 5篇 |
信息传播 | 40篇 |
出版年
2023年 | 2篇 |
2022年 | 8篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 29篇 |
2018年 | 37篇 |
2017年 | 36篇 |
2016年 | 33篇 |
2015年 | 23篇 |
2014年 | 25篇 |
2013年 | 103篇 |
2012年 | 12篇 |
2011年 | 20篇 |
2010年 | 10篇 |
2009年 | 18篇 |
2008年 | 17篇 |
2007年 | 9篇 |
2006年 | 7篇 |
2005年 | 11篇 |
2004年 | 6篇 |
2003年 | 8篇 |
2002年 | 4篇 |
2001年 | 8篇 |
2000年 | 7篇 |
1999年 | 11篇 |
1998年 | 4篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 2篇 |
1994年 | 4篇 |
1993年 | 3篇 |
1992年 | 2篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1986年 | 2篇 |
1983年 | 2篇 |
1980年 | 1篇 |
1979年 | 4篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 5篇 |
1975年 | 1篇 |
1974年 | 1篇 |
1973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528条查询结果,搜索用时 31 毫秒
91.
92.
Over the past 20 years most countries, particularly developing countries, have seen a large increase in the number of students seeking higher education. A consequence of this growth is increasing pressure on teaching staff and institutions, usually resulting in, among other effects, increased class size. Large classes of between 300 and 1,000, and even more, at the undergraduate level are not uncommon in a number of countries (Mulryan-Kyne in Teach High Educ 15(2):175–185, 2010). Large classes are often perceived as one of the major obstacles to the attainment of quality education. Despite the difficulties associated with teaching and learning in large classes, they remain a reality in many countries affecting learners across all levels of the education system and are often the only perceived option available to meet growing demand for higher education in Sub-Saharan Africa (Mohamedbhai in The effects of massification on higher education in Africa. Report from the Working Group on Higher Education of the Association for the Development of Education in Africa, 2008). We contend that the challenges of delivering large classes can be confronted, and in many ways diminished, through the use of current and emerging technologies and enhanced faculty development. In this expository paper, we present findings from project activities focused on higher education faculty development and capacity building. The findings include both formative and summative development activities, as well as data collected in faculty professional development workshops and the results of two surveys. We use these data to lay out issues, challenges (e.g., skills, resources, logistics—including poor campus infrastructure), and opportunities (e.g., mobile capacity, distance tools such as Moodle) of large class pedagogy using a design-based research framework. 相似文献
93.
This is an exploratory study of public library services in Singapore for young people (defined as those people between thirteen to nineteen years of age) who are wheelchair bound. The research was carried out originally in 2000, but the study still informs policy makers in the Singapore system. Three main research questions are explored:
-
What are the information needs of wheelchair-bound young people?
-
What are their perceptions of libraries and library services?
-
What are the problems they face in using library facilities and services?
94.
Karen Nairn Jane Higgins Adreanne Ormond 《International Studies in Sociology of Education》2013,23(4):349-366
Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways—through becoming, as Stuart Hall argues, ‘the horizon of the taken‐for‐granted’. In this article we explore these horizons as experienced by New Zealand’s neo‐liberal generation, currently ‘in transition’ from high school to further education, training and/or employment. As in Britain, further education has become a taken‐for‐granted feature of post‐school horizons for young New Zealanders but it is not a meaningful destination for all of them. The 93 young New Zealanders in our study have grown up during a period of intensive neo‐liberal reform, the speed and scope of which were unprecedented in Western economies. We interviewed these young people in their last year of high school and again once they were well embarked on their post‐school lives. We explore how the landscapes of choice of these young people have been restructured in neo‐liberal times: for some, the influences of parents, teachers, schools, universities and educational policy have come together to construct apparently wide‐open horizons in which university is a taken‐for‐granted destination. For others, however, these influences have remained subject to assumptions about ‘race’ and class that have a long history in New Zealand and the result has been a narrowing of future possibilities for participants. In all cases, we are concerned to explore the costs that are borne by these young people in this new environment. 相似文献
95.
Joanna Giota 《Scandinavian Journal of Educational Research》2013,57(4):349-371
The purpose of this study was to compare the views of Finnish and US preschool teachers, administrators and parents on appropriate educational practices for children aged 3‐5. To obtain a measure of their attitudes toward quality practices with children, a 26‐item instrument was adapted from Developmentally Appropriate Practices in Early Childhood Programs Serving Children from Birth Through Age 8. Researchers in the USA and Finland were asked to administer the instrument to subjects they considered to be ‘representative’ of teachers, administrators and parents in their respective countries. Analysis‐of‐variance procedures were then used to determine the differences in views to quality programmes among the three groups in both countries. No significant differences were found among the three groups in the Finnish sample (F(2,69) = 1.34, p = ns). Among the US group, the parents were found to score significantly less than administrators (F(2,120) = 7.85, p < 0.0006). Multivariate analyses of variance procedures showed that administrators from the two countries did not differ significantly in any of the areas under study. The two areas where teachers tended to differ significantly were those of ‘teaching strategies’ (t = 3.13, df = 100, p = 0.002) and ‘language development’ (t = 3.98, df = 89, p = 0.000). Teachers in the USA tended to take a more structured approach to instruction in preschool programmes, using teacher‐directed (less appropriate) approaches and providing children with (less appropriate) drill and practice on language skills. Parents in Finland appeared more supportive of developmentally appropriate practices than their US counterparts and their views were more generally congruent with those of teachers and administrators. This study suggests that the construct of ‘appropriateness’ of beliefs/practices for children may be of value in comparative international child‐care studies, and it raises the issue of why a greater congruence in beliefs/practices exists in some countries. 相似文献
96.
FAITH‐MENTORING IN THE CLASSROOM 总被引:1,自引:1,他引:0
Sondra Higgins Matthaei 《Religious education (Chicago, Ill.)》2013,108(4):540-549
97.
Joanna K. Huxster Ximena Uribe-Zarain Willett Kempton 《The Journal of environmental education》2013,44(3):149-165
A survey covering the scientific and social aspects of climate change was administered to examine U.S. undergraduate student mental models, and compare knowledge between groups based on major and environmental group membership. A Knowledge Score (scale 0–35, mean score = 17.84) was generated for respondents at two, central East Coast, U.S. universities (n = 465). Elements of student mental models examined include environmental issue confusion, skepticism, and self-reported understanding. This study finds that students frequently confuse climate change with other environmental issues, and that a substantial majority of students do not have an understanding of climate change that closely matches the scientific model. These misconceptions extend to their understanding of mitigation actions. Environmental group membership is shown to be a greater determinant of climate change knowledge than enrollment in a science major. 相似文献
98.
99.
100.