全文获取类型
收费全文 | 5591篇 |
免费 | 94篇 |
国内免费 | 5篇 |
专业分类
教育 | 4237篇 |
科学研究 | 333篇 |
各国文化 | 70篇 |
体育 | 600篇 |
综合类 | 2篇 |
文化理论 | 100篇 |
信息传播 | 348篇 |
出版年
2023年 | 47篇 |
2022年 | 106篇 |
2021年 | 135篇 |
2020年 | 206篇 |
2019年 | 328篇 |
2018年 | 413篇 |
2017年 | 392篇 |
2016年 | 334篇 |
2015年 | 218篇 |
2014年 | 221篇 |
2013年 | 1129篇 |
2012年 | 218篇 |
2011年 | 161篇 |
2010年 | 143篇 |
2009年 | 149篇 |
2008年 | 142篇 |
2007年 | 121篇 |
2006年 | 120篇 |
2005年 | 97篇 |
2004年 | 80篇 |
2003年 | 80篇 |
2002年 | 69篇 |
2001年 | 48篇 |
2000年 | 48篇 |
1999年 | 44篇 |
1998年 | 45篇 |
1997年 | 31篇 |
1996年 | 43篇 |
1995年 | 29篇 |
1994年 | 34篇 |
1993年 | 39篇 |
1992年 | 27篇 |
1991年 | 33篇 |
1990年 | 29篇 |
1989年 | 27篇 |
1988年 | 26篇 |
1987年 | 25篇 |
1986年 | 12篇 |
1985年 | 15篇 |
1984年 | 16篇 |
1983年 | 12篇 |
1982年 | 16篇 |
1981年 | 11篇 |
1980年 | 13篇 |
1979年 | 13篇 |
1978年 | 12篇 |
1977年 | 15篇 |
1976年 | 13篇 |
1975年 | 15篇 |
1971年 | 9篇 |
排序方式: 共有5690条查询结果,搜索用时 46 毫秒
61.
Anne Grimm Thorsten Mrosek Anna Martinsohn Andreas Schulte 《Environmental Education Research》2011,17(1):19-33
Although a large number of different organisations offer various forest education programmes within Germany, specific information (i.e., sectoral and programme content and provision at a state level) is lacking. This study used a survey of all 61 forest education organisations (43 respondents) in the state of North Rhine‐Westphalia, Germany, to evaluate its forest education sector, with a specific focus on the organisations, demand for its services, forest educational programmes and framework conditions. Input from expert interviews was also used to develop recommendations. The study indicates that, especially with children as the main target group, many non‐formal programmes are offered to support the formal environmental education sector and to promote leisure activities in the forest. Yet, despite a high demand for forest education, low personnel resources restrict the number of visits and activities, principally owing to limited financial resource. We also discuss the provision of innovative new educational programmes and supplementary services, combined with increased quality management, that could be beneficial to the future development of the sector in NRW. 相似文献
62.
63.
Technology is a dominant mediating factor impacting on current human behaviour and social change, which both acts on and is acted upon by other phenomena. This changing social landscape, along with new expectations and requirements, drives our educational priorities and curriculum agenda. There is no denying the prevalence of technology found in the statements and guidelines of the national Australian Curriculum. Further, the National Review of School Music Education identified the importance of technology in school music education in 2005. The curriculum guidelines illustrate an understanding of technology in Music and the Arts that is both vague and limiting. In 2015 we are at a point of curriculum stasis, an equilibrium that highlights a disconnect between music, technology and Australian music education. This article investigates current secondary school Years 7–10 (ages 11–15 years) Music and Arts curriculum statements concerning the use of technology and compares this to the general capability information and computer technology (ICT) curricula. There is wide recognition that digital technology is essential in teaching and learning, but this is not reflected in contemporary Australian Arts and Music curricula. 相似文献
64.
Anna Jones 《高等教育研究与发展》2004,23(2):167-181
This paper is an investigation of understandings of critical thinking from two teaching perspectives: academic staff and tutors. It explores critical thinking as situated within an assessment task in introductory macroeconomics. This study found that while the two academic staff conceptualized critical thinking as a set of concrete cognitive skills, the tutors challenged this notion. Although tutors used the way of understanding critical thinking identified by the academic staff in their teaching and marking, they also discussed broader notions of critical thinking that they saw as a fundamental aspect of the discipline. The paper examines the multiple constructions of critical thinking in this setting and its broader implications. 相似文献
65.
Marcia Eugenio-Gozalbo Raquel Pérez-López Juan-Carlos Tójar-Hurtado 《The Journal of environmental education》2020,51(3):246-255
ABSTRACTThe presence of learning gardens in Spain is growing, and the current scenario is highly diverse in relation to issues such as participatory models or purposes, among others. In the context of the 1st National Meeting on organic learning gardens, we convened eight expert practitioners in a focus group. Their discourse was analyzed through content analysis, after which four categories were selected for co-occurrence analyses. The most important questions for university garden-based practitioners in the country are presented, related to actors involved, functions that gardens fulfill, strengths of these educational resources, and requirements for their consolidation. 相似文献
66.
Julio-César Mateus Wilson Hernández-Breña Mònica Figueras-Maz 《Cultura y Educación》2019,31(2):436-464
AbstractKey to guaranteeing the fundamental human rights of freedom of expression and information is the development of media competence, particularly in schools. Training teachers in the area of media competence is particularly important for developing these skills in the broader citizenry. In order to provide educators and educational policymakers with a useful diagnostic tool, we have designed a self-perception questionnaire. The questionnaire was applied to a sample of Peruvian education students (N = 501). On the one hand, the results confirm the construct’s coherence, validity and instrumental reliability. On the other hand, they allow us to propose a theoretically based update to the way in which this construct is interpreted and applied, confirming the multidimensionality of media competence. Finally, we use this empirical evidence to discuss the integral, transversal and ecological status of media competence. 相似文献
67.
The retention and extinction of a visual discrimination was examined in BALB/c mice. The mice were trained to perform a go/no-go discrimination task in parallel runways. Initial training resulted in an intermediate level of performance. Testing consisted of an additional session using either retention (Experiment 1) or extinction (Experiment 2) at one of five time intervals between 1 and 30 days. It was found in Experiment 1 that forgetting progressively increased over intervals of between 14 and 30 days. In Experiment 2, extinction testing induced more impairment of performance, so that forgetting occurred earlier relative to retention testing in Experiment 1. However, in both experiments, the measure of performance by a discrimination ratio revealed the same amount of forgetting when the training-test interval was 30 days. These results define the forgetting curve for such a discrimination by mice. They are discussed in terms of possible factors involved in forgetting. 相似文献
68.
The goal of this work is to better understand the institutional changes in the educational systems of the Czech Republic, Hungary, Poland and Slovakia. We demonstrate that the educational reforms implemented during the transformation introduced very different institutional arrangements in the four countries, despite the fact that their systems shared many common characteristics at the beginning of the 1990s. Differences between the national approaches to educational reforms are particularly reflected in the modes of education decentralisation, the level of school autonomy, accountability and funding mechanisms. We believe that different institutional arrangements may have contributed to the divergent achievements of the Czech Republic, Slovakia, Hungary and Poland in the PISA programme. 相似文献
69.
Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy. 相似文献
70.
Jérôme Leriche Jean-François Desbiens Chantal Amade-Escot Richard Tinning 《Quest (Human Kinetics)》2016,68(4):497-520
ABSTRACTA large diversity of theoretical frameworks exists in the physical education literature. This article focuses on two of those frameworks to examine their compatibility and their complementarity. The classroom ecology paradigm concentrates on the balance between three task systems, two vectors, and programs of actions proposed by the physical education teacher and negotiated by students. The didactique research program studies the teaching and learning processes using the concepts of didactic contract and didactic milieu that focus on how the knowledge content emerges within teacher and students’ joint action. The article underlines the complementarity and the compatibility of the two frameworks when analyzing teaching and learning in physical education. It argues that the gray areas left by the classroom ecology paradigm could be filled with the insights of the didactique research program. A concise example of how the two frameworks have already been utilized is presented. 相似文献