全文获取类型
| 收费全文 | 748篇 |
| 免费 | 10篇 |
专业分类
| 教育 | 648篇 |
| 科学研究 | 13篇 |
| 各国文化 | 7篇 |
| 体育 | 20篇 |
| 文化理论 | 3篇 |
| 信息传播 | 67篇 |
出版年
| 2023年 | 4篇 |
| 2022年 | 6篇 |
| 2021年 | 5篇 |
| 2020年 | 12篇 |
| 2019年 | 11篇 |
| 2018年 | 20篇 |
| 2017年 | 31篇 |
| 2016年 | 19篇 |
| 2015年 | 20篇 |
| 2014年 | 26篇 |
| 2013年 | 195篇 |
| 2012年 | 20篇 |
| 2011年 | 13篇 |
| 2010年 | 15篇 |
| 2009年 | 18篇 |
| 2008年 | 20篇 |
| 2007年 | 13篇 |
| 2006年 | 18篇 |
| 2005年 | 10篇 |
| 2004年 | 15篇 |
| 2003年 | 14篇 |
| 2002年 | 17篇 |
| 2001年 | 13篇 |
| 2000年 | 19篇 |
| 1999年 | 7篇 |
| 1998年 | 13篇 |
| 1997年 | 11篇 |
| 1996年 | 8篇 |
| 1995年 | 11篇 |
| 1994年 | 9篇 |
| 1993年 | 5篇 |
| 1992年 | 10篇 |
| 1991年 | 8篇 |
| 1990年 | 12篇 |
| 1989年 | 8篇 |
| 1988年 | 5篇 |
| 1987年 | 5篇 |
| 1986年 | 6篇 |
| 1985年 | 9篇 |
| 1984年 | 8篇 |
| 1983年 | 7篇 |
| 1982年 | 5篇 |
| 1981年 | 7篇 |
| 1980年 | 5篇 |
| 1979年 | 6篇 |
| 1977年 | 7篇 |
| 1976年 | 4篇 |
| 1975年 | 9篇 |
| 1974年 | 5篇 |
| 1973年 | 4篇 |
排序方式： 共有758条查询结果，搜索用时 296 毫秒
1.
2.
Bernadette Brennan 《档案与原稿》2018,46(1):3-17
Working in the archives of living writers provides exciting possibilities for extended interpersonal research as well as ethical challenges. This article explores the author’s experience of working in Helen Garner’s restricted archives and negotiating the demands of scholarly objectivity with an increasingly felt empathic engagement. The author traces a chronological path through the archives relating to Garner’s three substantial works of non-fiction: The First Stone (1995), Joe Cinque’s Consolation (2004) and This House of Grief (2014). She draws attention to some of the ways in which distance and objectivity can be influenced not only by contact with a living writer but also by the space in which the archive is encountered. With a deliberate focus on the lived experience of researching, rather than a scholarly examination of archival theory, the author offers a case study of how the interaction of archives and living subject can shape research and publication. 相似文献
3.
4.
The purpose of this study was to assess receptivity to peer teaching and peer learning about the safe and appropriate use of medications among communitydwelling older adults. The sample was predominately White (88.5%), female (75.9%) older adults with an average age of 80.2 ( - 9.1) years. On average, the participants perceived their health status as good (2.8 - 0.6). In addition, participants reported using an average number of 4.4 ( - 3.3) prescribed medications. The majority (75%) of participants also reported no problems with their medications. With respect to receptivity to peer teaching and peer learning, the participants, on average, were neutral to peer teaching (6.0 - 2.4), but were somewhat receptive to peer learning (6.7 - 2.2). The number of prescribed medications that a participant reported taking and the age of a participant were identified as significant predictors of receptivity to peer teaching and accounted for 14.5% of the total variance ( F = 5.84, df = 2, p = 0.005). For receptivity to peer learning, the number of prescribed medications also was a significant predictor ( F = 7.50, df = 1, p = 0.008). This study provides the initial step to identifying community-dwelling older adults who would be receptive to peer teaching and peer learning about the safe and appropriate use of medications. 相似文献
5.
6.
7.
Geraldine Brennan 《The International Journal of Art & Design Education》2006,25(3):318-328
The history of art and design education in Botswana has evolved in a unique way and reflects its British colonial history and post‐independence development. It has involved constant exchange and dialogue with other countries through the employment of teachers, teacher trainers and university lecturers from a variety of European, Asian and other African countries. This dialogue has continued as locally trained art teachers pursue their degrees overseas and return with new ideas and influences. At the same time, the development of local crafts for a global market and the inter‐cultural exchange in the visual arts outside the formal education system are thriving with the help of various organisations and the museum and gallery sector. This article will look more closely at the country context, the history and development of art education and the interrelationships that have evolved over the last two decades. It will show how students engage with the challenge of integrating their African heritage and changing traditions with their development as teachers and artists. It will also consider how closer links between the formal and informal art sectors might be mutually beneficial and demonstrate the potential for art and design to play a role in the social, economic and cultural development of the country. 相似文献
8.
9.
With the advent of the Next Generation Science Standards in engineering (NGSS, 2013), teachers of multiple subject areas are being asked to do more than ever before—not only to teach engineering content in the K-12 classroom but also to engage students in authentic disciplinary reading and writing as part of content learning. These standards sound good, but they beg several questions; namely, what do we know about how, why, and when do engineers read and write as they do their work every day? What do teachers charged with engineering education know about the daily practices of engineers, let alone the literacy practices? In short, little is known about the literacy practices of engineers in the course of their daily work. This article draws on participant observation, interviews, and document analysis of one research engineering laboratory to illustrate the literacy practices of one group of engineers and begins to draw implications from this work for teacher practice in achieving the NGSS engineering education standards. 相似文献
10.
The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. Such practices are beneficial to all institutions of higher education seeking accreditation or reaffirmation. This article addresses the identification of requisite processes, describes an approach for defining them, and suggests a format for documenting their essential elements. We discuss the value of quality management practices to higher education and present caveats and considerations for successfully implementing this methodology. 相似文献