全文获取类型
收费全文 | 1982篇 |
免费 | 42篇 |
国内免费 | 2篇 |
专业分类
教育 | 1510篇 |
科学研究 | 85篇 |
各国文化 | 21篇 |
体育 | 246篇 |
综合类 | 3篇 |
文化理论 | 29篇 |
信息传播 | 132篇 |
出版年
2024年 | 2篇 |
2023年 | 22篇 |
2022年 | 37篇 |
2021年 | 44篇 |
2020年 | 81篇 |
2019年 | 123篇 |
2018年 | 160篇 |
2017年 | 154篇 |
2016年 | 140篇 |
2015年 | 98篇 |
2014年 | 98篇 |
2013年 | 464篇 |
2012年 | 74篇 |
2011年 | 56篇 |
2010年 | 42篇 |
2009年 | 40篇 |
2008年 | 36篇 |
2007年 | 40篇 |
2006年 | 25篇 |
2005年 | 26篇 |
2004年 | 32篇 |
2003年 | 26篇 |
2002年 | 16篇 |
2001年 | 19篇 |
2000年 | 23篇 |
1999年 | 16篇 |
1998年 | 10篇 |
1997年 | 11篇 |
1996年 | 15篇 |
1995年 | 11篇 |
1994年 | 8篇 |
1993年 | 5篇 |
1992年 | 7篇 |
1991年 | 3篇 |
1990年 | 7篇 |
1989年 | 8篇 |
1988年 | 3篇 |
1987年 | 3篇 |
1986年 | 3篇 |
1985年 | 6篇 |
1981年 | 2篇 |
1979年 | 2篇 |
1978年 | 2篇 |
1977年 | 3篇 |
1976年 | 5篇 |
1974年 | 2篇 |
1972年 | 2篇 |
1970年 | 3篇 |
1956年 | 1篇 |
1948年 | 1篇 |
排序方式: 共有2026条查询结果,搜索用时 46 毫秒
991.
Jordi Díaz-Gibson Mireia Civís Annabel Fontanet Susana López Miquel-Àngel Prats 《Cultura y Educación》2013,25(3):640-670
AbstractToday, educational change and innovation are a clear priority in educational centres across the world. This article analyses the strengths and opportunities presented by the process of educational innovation taking place in Catalonia from the perspective of school head teachers, employing a quanti-qualitative methodology using 227 surveys and 29 semi-structured interviews. The results locate the innovation process in a phase characterized by efforts aimed at updating existing practice, resistance to change generated by the system itself, and a lack of systematic reflection on current practice. Two strengths of the process reported relate to its scale and transversality across the whole territory on the one hand, and the importance that collaboration between teachers and schools is having in order to facilitate innovation. Other aspects highlighted are: the need to invest more planning in innovation processes; the need for the Deparment of Education to reflect on its own role within the process; and, finally, the need to develop the role of technologies as facilitators of innovation and communication. 相似文献
992.
ABSTRACTThis research study focuses on the ways in which teachers’ professional identity is being shaped and influenced in ‘super-diverse’ school settings. For the purposes of this research, we used the Cyprus educational system as our case study to investigate how teachers experience the enactment of intercultural education at the school level. To this end, 20 interviews were carried out along with 11 female and 9 male teachers of 10 primary schools, which presented diverse profiles of their student populations. Research data revealed that teachers’ professional identity and its underpinning constructs such as emotions, job satisfaction, professional commitment, autonomy and confidence were constantly challenged and negotiated within the changing educational setting. Contextual and professional factors such as work intensification, lack of training and resources, lack of respect and negligence of teachers’ previous experiences, ideologies, values and beliefs were found to affect teachers’ identity and consequently intercultural policy enactment. Therefore, the case is made that the complexity of professional identity needs to be taken into account by policymakers because teachers are the ones who embrace, reinterpret and develop the curriculum. The way and degree to which teachers understand, adjust, perceive and enact on educational policies are affected by the extent to which these policies interact with and challenge existing identities. 相似文献
993.
Raquel Garde Sánchez Manuel Pedro Rodríguez Bolívar Antonio M. López-Hernández 《Environmental Education Research》2013,19(6):709-746
Public and private universities tasked with incorporating principles of social responsibility (SR) into their activities face the multiple challenges of addressing expectations of diverse stakeholders, establishing mechanisms for dialogue, and achieving greater information transparency. This article has two goals: first, to analyze whether SR has become an essential element in activities associated with university accountability, information transparency, and the use of the Internet; second, to analyze whether SR is used by universities as a differentiating factor in relation to their status. A comparative study of public and private US universities shows that neither is strongly committed to the online disclosure of SR information, including in relation to sustainability-related activities. Moreover, there is a uniformity in the accountability activities of both university types, suggesting that the challenges are not being faced, and SR is not being used as a differentiating factor in the pursuit of positional or competitive advantage. 相似文献
994.
Abstract Library‐based work is integral to all research in the social sciences, whatever its methodological biases. Yet a key area of neglect in the literature on research methodology is that relating to this form of data collection and analysis. This paper outlines the ways in which library‐based activity contains within it key elements of the wider research process. It argues that a broader conceptualization of methodology which pays enhanced attention to the collection and analysis of textual materials is vital for the development of our understanding and teaching of research methods. 相似文献
995.
Research on mentoring outcomes and characteristics of various types of mentoring programs in different settings is limited. The present study sampled 39 graduate students at a small Midwestern university to evaluate peer mentoring in a graduate school setting. Mentoring function and outcome relationships as well as program characteristics were explored. As expected, mentoring functions were highly correlated with various outcomes. Results indicated psychosocial assistance, networking help, and relational outcomes were reported most among participants. Interestingly, pair compatibility and mentor preparation were not found to be essential program characteristics. Program recommendations and future research are discussed. 相似文献
996.
997.
Christina T. Williams 《Int J Intercult Relat》2011,35(1):41-48
International students in the U.S. undertake a life changing endeavor that offers benefits and presents challenges, including a loss of social support. While studies suggest friendships with host country nationals are important for a successful experience, forming friendships with U.S. American students is challenging and rare. Difficulties establishing friendships are exacerbated when the context of adjustment is marked by prejudicial attitudes or a history of problematic intercultural relations. In this study, we sought to understand the lack of cross-cultural social reciprocity from U.S. students at a mid-size Southern university known for its racial divisiveness. We explored how students with and without international friendships differed on multicultural personality characteristics, intercultural attitudes, and multicultural experiences, such as participation in study abroad. Differences related to gender and membership in a sorority or fraternity were explored, as were amount of contact and closeness of the friendships. Students with international friendships had higher scores on open-mindedness and lower scores on intercultural communication apprehension. We discuss the findings and their implications for promoting international and U.S. student friendships. 相似文献
998.
This article reports on a study using data from nation-wide standardised examinations in Poland. We analysed the extent to which grade 9 student achievements have depended on the stability of their peer group over the course of middle school. We controlled for the fixed effects of schools attended by the students, as well as for individual achievements prior to middle school enrolment. To mitigate the risk for endogeneity, analysis was informed by a consideration of the fact that middle schools operate in different institutional relations with nearby primary schools. This also allowed us to distinguish between the effect related to peer group stability and the one connected to the stability of the learning environment in general. The results of our analysis show that instability significantly reduces students' expected performance in mathematics and science. The impact of peer group stability on test achievements varies strongly across the student ability distribution. Very low-performing students and top performers were most affected. The average students were largely unaffected. One category of students that seems to benefit from the change when moving to middle school are students from very competitive primary schools who have average skills. 相似文献
999.
Julie A. Hubbard Christina C. Moore Lindsay Zajac Megan K. Bookhout Mary Dozier 《Child development》2023,94(4):1017-1032
This study investigated emotion transmission among peers during middle childhood. Participants included 202 children (111 males; race: 58% African American, 20% European American, 16% Mixed race, 1% Asian American, and 5% Other; ethnicity: 23% Latino(a) and 77% Not Latino(a); Mincome = $42,183, SDincome = $43,889; Mage = 9.49; English-speaking; from urban and suburban areas of a mid-Atlantic state in the United States). Groups of four same-sex children interacted in round-robin dyads in 5-min tasks during 2015–2017. Emotions (happy, sad, angry, anxious, and neutral) were coded and represented as percentages of 30-s intervals. Analyses assessed whether children's emotion expression in one interval predicted change in partners' emotion expression in the next interval. Findings suggested: (a) escalation of positive and negative emotion [children's positive (negative) emotion predicts an increase in partners' positive (negative) emotion], and (b) de-escalation of positive and negative emotion (children's neutral emotion predicts a decrease in partners' positive or negative emotion). Importantly, de-escalation involved children's display of neutral emotion and not oppositely valenced emotion. 相似文献
1000.
As an indicator of nations' prosperity and economic competitiveness, research impacts the mounting roles and requirements placed upon academic researchers. Internationally, researchers are expected to effectively operate in the fast-changing and demanding research environment. Such effectiveness corresponds mainly to their ability to establish international and interdisciplinary collaborations, secure internal and external grants, and most importantly deliver tangible research outputs. As such, this desired research excellence impacts researchers' academic appointments, recognitions and promotions. Driven by research productivity and pursuit of academic excellence, researchers' individual autonomy may become restricted. This work is based on (a) an international study exploring research productivity within higher education institutions across 15 countries and (b) a relevant international literature review. The voices of 32 participants portray competencies required from and requirements placed upon academic researchers at their respective universities. Findings show that the role of academic researchers is changing and the requirements pose challenges to researchers' autonomy. The research productivity quest along with opportunity-driven decisions may not only restrict researchers' autonomy but also compromise their academic integrity. 相似文献