全文获取类型
收费全文 | 2724篇 |
免费 | 57篇 |
国内免费 | 3篇 |
专业分类
教育 | 1992篇 |
科学研究 | 202篇 |
各国文化 | 53篇 |
体育 | 152篇 |
综合类 | 4篇 |
文化理论 | 21篇 |
信息传播 | 360篇 |
出版年
2023年 | 18篇 |
2022年 | 17篇 |
2021年 | 52篇 |
2020年 | 67篇 |
2019年 | 112篇 |
2018年 | 144篇 |
2017年 | 154篇 |
2016年 | 125篇 |
2015年 | 110篇 |
2014年 | 127篇 |
2013年 | 589篇 |
2012年 | 104篇 |
2011年 | 117篇 |
2010年 | 87篇 |
2009年 | 104篇 |
2008年 | 75篇 |
2007年 | 67篇 |
2006年 | 76篇 |
2005年 | 35篇 |
2004年 | 48篇 |
2003年 | 49篇 |
2002年 | 43篇 |
2001年 | 28篇 |
2000年 | 25篇 |
1999年 | 23篇 |
1998年 | 40篇 |
1997年 | 18篇 |
1996年 | 16篇 |
1995年 | 15篇 |
1994年 | 15篇 |
1993年 | 23篇 |
1992年 | 18篇 |
1991年 | 18篇 |
1990年 | 15篇 |
1989年 | 12篇 |
1988年 | 12篇 |
1987年 | 10篇 |
1986年 | 12篇 |
1985年 | 23篇 |
1984年 | 14篇 |
1983年 | 12篇 |
1982年 | 17篇 |
1981年 | 15篇 |
1980年 | 8篇 |
1979年 | 12篇 |
1978年 | 5篇 |
1977年 | 10篇 |
1972年 | 4篇 |
1971年 | 4篇 |
1964年 | 4篇 |
排序方式: 共有2784条查询结果,搜索用时 15 毫秒
71.
Hyun-Sook Kim 《Religious education (Chicago, Ill.)》2013,108(5):479-491
This article offers an alternative model, the model of shared authority, to the traditional, authoritarian model for authority and obedience for Religious Education. This model moves away from the authoritarian model of a teacher as the authority and the students as obedient listeners in the direction of a shared authority model in which teachers and students participate in learning as partners, in other words, “to become co-authors.” 相似文献
72.
73.
Mijung Kim Frederick Toralballa Talaue 《International Journal of Science Education》2013,35(2):289-311
A new primary science syllabus with strong inquiry focus has been implemented in Singapore since 2008. In this study, we attempted to understand how teachers experience the emphasis of inquiry-based curriculum under the current educational conditions that is routined and highly teacher fronted. We invited 50 pre-service and 41 in-service teachers to participate in survey questionnaires and narratives, reflective writings, and group discussions related to science inquiry which formed our data corpus. Data analysis in the form of thematic coding was carried out using NVivo8, with over 80% inter-rater coding agreement level. Three key aspects of teachers’ perceptions of science inquiry were revealed: (1) teachers’ responsibilities as facilitators, (2) privileging content knowledge rather than process skills, and (3) pressure of assessment systems in current educational contexts. These understandings bring out conflicts of inquiry teaching between teacher- and student-centredness, content and process, and curriculum and assessment. Based on these teachers’ perceptions and dilemmas of inquiry science teaching, the visions and challenges of inquiry science curriculum change against assessment requirements are discussed. 相似文献
74.
75.
Jean Barr 《International Journal of Lifelong Education》2013,32(4):321-333
Universities have a contribution to make towards the creation of a more just society. To do so, not only must the new language from industry be challenged, there needs too to be a break from the postmodernist mindset which still defines much academic debate. Drawing on ideas from political economy, critical social science and feminist theory and practice this paper urges a re-positioning of higher education which requires moving on from the ‘linguistic turn’ towards a more ‘practical turn’. It proposes that mass university higher education has a future if it actively engages with adults from a much wider social spectrum than at present and if it re-engages with notions of the public nature of truth and values through working to articulate urgent problems with people other than academics. 相似文献
76.
77.
Jean‐Jacques Dupin 《International Journal of Science Education》2013,35(2):249-255
Over the past decade, Donald Schön's conceptualization of professional practice as reflection‐in‐action has gained wide currency. This paper reports on a seminar, based on Schon's ideas, to assist elementary teachers in making Science a more significant part of their instructional programmes. A detailed analysis of the efforts of two of the experienced teachers involved points to problems related to: (i) the efficacy of reflection‐on‐action in facilitating reflecting‐in‐action; (ii) disjunctions between conceptual and action components of teachers' frames; and (iii) the role of substantive teacher intervention in assisting children in learning to use non‐common‐sense ways of knowing such as Science. 相似文献
78.
The paper describes an effort to assess the information literacy skills of first year college students. An instrument was developed and information was gathered on students' experience and comfort in conducting library research as well as their perceived competence with specific information literacy skills. In addition, students completed a skills test to assess specific knowledge and skills relating to information literacy. Entering freshmen generally self-reported their skills to be less than “excellent.” This finding was supported by the results of the skills test. Strengths and weaknesses in information literacy skills are reported as well as implications for librarians who assess and teach these skills to students. 相似文献
79.
80.
Managing IT-enabled transformation in the public sector: A case study on e-government in South Korea
The implementation of e-government is a burgeoning phenomenon across the globe. It improves and enhances the infrastructures and services provided to the citizens. However, a review of the IS literature reveals that research on the implementation of e-government is rather limited, which could be due to the general misconception of the public sectors as rigid and risk-averse establishments. The shortage of studies on e-government’s implementation presents a knowledge gap that needs to be plugged. This gap is significantly amplified by the increasing number of e-government initiatives being implemented by governments in recent years. This paper describes and analyzes South Korea’s Supreme Court Registry Office, which has implemented e-government. The case study discusses practical implications and suggests future research areas. Findings of the study include the alignment of technology and business processes, integration of resources into core business activities, integrating stakeholders’ trust and commitment, and better understanding of the role of organizational learning, which can enhance the adoption and institutionalization of e-government initiatives. 相似文献