全文获取类型
收费全文 | 587篇 |
免费 | 6篇 |
专业分类
教育 | 434篇 |
科学研究 | 31篇 |
各国文化 | 13篇 |
体育 | 49篇 |
文化理论 | 2篇 |
信息传播 | 64篇 |
出版年
2023年 | 6篇 |
2022年 | 4篇 |
2021年 | 9篇 |
2020年 | 22篇 |
2019年 | 26篇 |
2018年 | 26篇 |
2017年 | 32篇 |
2016年 | 36篇 |
2015年 | 16篇 |
2014年 | 21篇 |
2013年 | 130篇 |
2012年 | 19篇 |
2011年 | 29篇 |
2010年 | 16篇 |
2009年 | 19篇 |
2008年 | 14篇 |
2007年 | 8篇 |
2006年 | 9篇 |
2005年 | 15篇 |
2004年 | 6篇 |
2003年 | 6篇 |
2002年 | 11篇 |
2000年 | 4篇 |
1999年 | 7篇 |
1998年 | 4篇 |
1997年 | 8篇 |
1996年 | 4篇 |
1995年 | 4篇 |
1994年 | 3篇 |
1993年 | 7篇 |
1992年 | 2篇 |
1991年 | 3篇 |
1990年 | 5篇 |
1989年 | 6篇 |
1988年 | 2篇 |
1986年 | 3篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1982年 | 6篇 |
1981年 | 4篇 |
1979年 | 2篇 |
1978年 | 4篇 |
1973年 | 2篇 |
1940年 | 2篇 |
1928年 | 2篇 |
1923年 | 3篇 |
1919年 | 2篇 |
1866年 | 1篇 |
1840年 | 1篇 |
1838年 | 1篇 |
排序方式: 共有593条查询结果,搜索用时 15 毫秒
1.
2.
3.
4.
Rachel Ivy Clarke 《Library & information science research》2018,40(3-4):255-261
“How we done it good” publications—a genre concerning project-based approaches that describe how (and sometimes why) something was done—are often rebuked in the library research community for lacking traditional scientific validity, reliability, and generalizability. While scientific methodologies may be a common approach to research and inquiry, they are not the only methodological paradigms. This research posits that the how we done it good paradigm in librarianship reflects a valid and legitimate approach to research. By drawing on the concept of research through design, this study shows how these how we done it good projects reflect design methodologies which draw rigor from process, invention, relevance, and extensibility rather than replicability, generalizability, and predictability. Although these projects implicitly reflect research through design, the methodology is not yet explicitly harnessed in librarianship. More support for these types of projects can be achieved by making the legitimate design framework more explicit and increasing support from publication venues. 相似文献
5.
6.
7.
Betsy Appleton Justin Clarke Laurie Kaplan Dani Roach Rebecca Kemp Goldfinger 《期刊图书馆员》2016,70(1-4):198-203
This session highlighted trends in continuing resource collections and collection management throughout the 30-year period from 1985 through 2015. Electronic resources became available in the 1990s and grew in prevalence from the 2000s through the present, changing the make-up of library collections and also how libraries measure collections and collection usage. Two librarians and two vendors shared their perspectives on these changes in collection development, describing how library collections now contain a combination of older formats and older ways of collecting data, and new, electronic content and automated ways of collecting and disseminating data about collections. 相似文献
8.
Lyn Yates Larissa McLean Davies Lucy Buzacott Brenton Doecke Philip Mead Wayne Sawyer 《Curriculum Journal》2019,30(1):51-68
This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education. 相似文献
9.
John Clarke 《Research in Science Education》1988,18(1):83-94
Conclusion This study indicates the responsibility that rests with the teacher in an activity-oriented classroom as far as providing
the structural support necessary for effective learning (Note 4). The teacher is acting as a “surrogate textbook”. Using their
own organization of knowledge-albiet wrong or incomplete-teachers provide the structure that is lacking. As the results indicate,
some teachers can do this better than others.
A challenge for teachers and teacher educators is to devise ways to improving the structure and sequencing of classroom dialogue.
The TSA Technique could help here in two ways. It allows a sophisticated analysis of dialogue, indicating specific areas of
weakness which could then be remedied by appropriate training. A similar approach has been used successfully with text material
to rewrite and restructure deficient segments (Clarke; 1973). It could also be used to produce ideal “templates” of various
models of teaching (e.g. Brady; 1985) for use as a guide for lesson planning. 相似文献
10.
R. Clarke Fowler 《Journal of Early Childhood Teacher Education》2017,38(2):150-163
This study explores the relationship between grade-level overlap between elementary education (ELED) and early childhood education (ECED) licenses and ECED teacher output. Analysis of Title 2 data indicates that ECED/ELED overlap is extensive, as evidenced by the number of states with grade-level overlaps of 5 (n = 2), 4 (n = 24), 3 (n = 10), and 2 years (n = 7). In the 47 states with both types of credentials, ELED licensees may teach preschool in two states, kindergarten in 30, first grade in 41, second grade in 42, and third grade in 43. The percentage of ECED (relative to ELED) teacher licensure program completers is low in states where elementary licenses begin in preschool (5%), kindergarten (14%), and Grade 1 (23%), but higher in states where elementary licenses begin in Grades 2 (45%), 3 (44%), and 4 (70%). 相似文献