全文获取类型
收费全文 | 815篇 |
免费 | 8篇 |
专业分类
教育 | 589篇 |
科学研究 | 55篇 |
各国文化 | 9篇 |
体育 | 66篇 |
文化理论 | 3篇 |
信息传播 | 101篇 |
出版年
2022年 | 4篇 |
2021年 | 8篇 |
2020年 | 13篇 |
2019年 | 23篇 |
2018年 | 34篇 |
2017年 | 27篇 |
2016年 | 44篇 |
2015年 | 18篇 |
2014年 | 31篇 |
2013年 | 174篇 |
2012年 | 17篇 |
2011年 | 22篇 |
2010年 | 20篇 |
2009年 | 28篇 |
2008年 | 38篇 |
2007年 | 28篇 |
2006年 | 27篇 |
2005年 | 26篇 |
2004年 | 15篇 |
2003年 | 15篇 |
2002年 | 20篇 |
2001年 | 17篇 |
2000年 | 15篇 |
1999年 | 18篇 |
1998年 | 11篇 |
1997年 | 15篇 |
1996年 | 11篇 |
1995年 | 10篇 |
1994年 | 7篇 |
1993年 | 11篇 |
1992年 | 8篇 |
1991年 | 2篇 |
1990年 | 4篇 |
1989年 | 6篇 |
1988年 | 7篇 |
1987年 | 3篇 |
1986年 | 5篇 |
1985年 | 7篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1980年 | 3篇 |
1978年 | 3篇 |
1977年 | 2篇 |
1976年 | 2篇 |
1974年 | 3篇 |
1972年 | 1篇 |
1965年 | 1篇 |
1964年 | 1篇 |
1915年 | 1篇 |
1905年 | 1篇 |
排序方式: 共有823条查询结果,搜索用时 31 毫秒
31.
Steve Shann Michele Bauer Rachel Cunneen Jaki Troy Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462
There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens. 相似文献
32.
Shereen C. Naser Katherine Clonan-Roy Kimberly A. Fuller Elizabeth A. Goncy Nicole Wolf 《Psychology in the schools》2022,59(1):34-50
The purpose of this study is to describe the experiences of lesbian, gay, bisexual, transgender, questioning, intersex, two spirit, and queer (LGBTQ+) youth with school-based sexuality education (SBSE), as well as to document strategies LGBTQ+ youth are using to address their evolving and specific sexual health needs outside of SBSE. Researchers conducted focus groups with 17 adolescents (ages 14–18) from urban and suburban Midwestern cities. Results of this study indicate LGBTQ+ youth find SBSE to be heteronormative, cisgender focused, and primarily focused on pregnancy and disease prevention, which contributes to LGBTQ+ youth experiences of exclusion. In response to SBSE that did not meet student needs, participants reported seeking sexual health information outside of SBSE. Other sources included family and other trusted adults, the Internet, and community resource centers. Students reported variable rates of use and trustworthiness across these resources. Results of this study suggest that school personnel should consider alternatives to traditional SBSE models to meet the needs of LGBTQ+ youth, and that an important part of SBSE should include guidelines for Internet safety. 相似文献
33.
34.
Jioanna Carjuzaa J. Kay Fenimore-Smith Ethlyn Davis Fuller William A. Howe Eileen Kugler Arcenia P. London 《Multicultural Perspectives》2013,15(1):35-40
In 2004, a professional delegation of multicultural educators visited the People's Republic of China to explore how diversity issues are addressed and how students are prepared for entry into the international workforce. The delegation, sponsored by the People to People Ambassador Programs, observed numerous parallels to the American system of education, including the challenge of providing equity for students of minority cultures, especially those in poor rural areas, and the conflict between modernization and preservation of cultural heritage. 相似文献
35.
36.
37.
Books reviewed in this article:
L. Archer, M. Hutchings and A. Ross, with C. Leathwood, R. Gilchrist and D. Phillips, Higher Education and Social Class: Issues of Exclusion and Inclusion
John Brennan and Tarla Shah, Managing Quality in Higher Education: An International Perspective on Institutional Assessment and Change
R. Taylor, J. Barr and T. Steele, For a Radical Higher Education: After Postmodernism 相似文献
L. Archer, M. Hutchings and A. Ross, with C. Leathwood, R. Gilchrist and D. Phillips, Higher Education and Social Class: Issues of Exclusion and Inclusion
John Brennan and Tarla Shah, Managing Quality in Higher Education: An International Perspective on Institutional Assessment and Change
R. Taylor, J. Barr and T. Steele, For a Radical Higher Education: After Postmodernism 相似文献
38.
39.
40.