全文获取类型
收费全文 | 1341篇 |
免费 | 31篇 |
国内免费 | 5篇 |
专业分类
教育 | 861篇 |
科学研究 | 116篇 |
各国文化 | 39篇 |
体育 | 194篇 |
文化理论 | 17篇 |
信息传播 | 150篇 |
出版年
2023年 | 11篇 |
2022年 | 10篇 |
2021年 | 21篇 |
2020年 | 40篇 |
2019年 | 63篇 |
2018年 | 73篇 |
2017年 | 66篇 |
2016年 | 64篇 |
2015年 | 39篇 |
2014年 | 34篇 |
2013年 | 252篇 |
2012年 | 34篇 |
2011年 | 39篇 |
2010年 | 32篇 |
2009年 | 29篇 |
2008年 | 29篇 |
2007年 | 30篇 |
2006年 | 31篇 |
2005年 | 35篇 |
2004年 | 20篇 |
2003年 | 22篇 |
2002年 | 20篇 |
2001年 | 14篇 |
2000年 | 14篇 |
1999年 | 9篇 |
1998年 | 14篇 |
1997年 | 11篇 |
1996年 | 12篇 |
1995年 | 17篇 |
1994年 | 8篇 |
1993年 | 11篇 |
1992年 | 8篇 |
1991年 | 12篇 |
1990年 | 16篇 |
1989年 | 10篇 |
1988年 | 8篇 |
1986年 | 12篇 |
1985年 | 8篇 |
1984年 | 8篇 |
1982年 | 15篇 |
1981年 | 9篇 |
1979年 | 9篇 |
1978年 | 24篇 |
1977年 | 7篇 |
1976年 | 14篇 |
1975年 | 9篇 |
1974年 | 6篇 |
1972年 | 7篇 |
1969年 | 10篇 |
1957年 | 8篇 |
排序方式: 共有1377条查询结果,搜索用时 15 毫秒
1.
2.
Critical educational literature suggests that an increased reliance upon performative technologies is currently transforming the very foundations from which teacher subjectivities are constructed. Arguably though, the number of studies pointing to this risk or tendency is considerably larger than the ones theorising why this should be the case. Further, in those cases where the relationship between performative technologies and teacher subjectivities is theorised, the psychological mechanisms that the technologies appeal to are seldom brought to the fore. Based on this, the purpose of this article is to theorise the psychological mechanisms that performative technologies appeal to and work through, by means of identifying, systematising and elaborating extant understandings of such mechanisms in the critical educational literature. The results are presented in the form of a conceptual framework (referred to as the CMIS-framework) which suggests that one and the same performative technology may play many different roles, where each such role appeals to and works through a particular psychological mechanism. Importantly, depending on the type of psychological mechanism that is appealed to, the CMIS-framework suggests that this will lead to teachers (un)consciously conducting particular forms of subjectivising work upon themselves, here referred to as compliance, mirroring, identification and self-realisation (CMIS). 相似文献
3.
In 2004 the Dutch Ministry of Education, Culture and Science set a concrete target: by 2010, close to 50% of the age cohort should participate in higher education, following the targets set in the UK and Sweden. However clear the target is set, the ways to achieve it are far less specified. In the article a number of possible instruments to achieve the target are discussed and their relevance in the Dutch context is analysed. It is concluded that there are a limited number of policy instruments available. However, given the devolution of access policy to the higher education institutions and the influence of broader societal trends on participation our expectations on what government can do to reach its target need to be modest. 相似文献
4.
Myers ND Wolfe EW Maier KS Feltz DL Reckase MD 《Research quarterly for exercise and sport》2006,77(4):451-463
This study extended validity evidence for multidimensional measures of coaching competency derived from the Coaching Competency Scale (CCS; Myers, Feltz, Maier, Wolfe, & Reckase, 2006) by examining use of the original rating scale structure and testing how measures related to satisfaction with the head coach within teams and between teams. Motivation, game strategy, technique, and character building comprised the dimensions of coaching competency. Data were collected from athletes (N = 585) nested within intercollegiate men's (g = 8) and women's (g = 13) soccer and women's ice hockey (g = 11) teams (G = 32). Validity concerns were observed for the original rating scale structure and the predicted positive relationship between motivation competency and satisfaction with the coach between teams. Validity evidence was offered for a condensed post hoc rating scale and the predicted relationship between motivation competency and satisfaction with the coach within teams. 相似文献
5.
6.
This article reports on a large‐scale international survey of authors' perception and experience of the journals system conducted by ciber in association with National Opinion Polls (NOP). It explores the factors that inform authors' decisions where to publish and, in particular, which groups of readers they perceive to be most important. It probes readership behaviour and the values that underlie authors' attitudes towards copyright and emerging business models, notably open access. It is concluded that many aspects of author behaviour are highly conservative and that a significant shift towards open access is, in the short to medium term, highly unlikely. 相似文献
7.
8.
Nicholas Morton 《Al-Masaq: Islam & the Medieval Mediterranean》2015,27(2):109-118
This article contributes to the important debate over the conversion of the Turks to Islam. Previously, it was thought that the Turks abandoned their former steppe faith and customs very swiftly to become staunch Sunni Muslims, but this view has recently been challenged by a number of studies. The current consensus seems to be that the Turks’ adoption of Islam was a process of far longer duration, spanning many decades. This article broadens this discussion by demonstrating that the chronicles written by the First Crusaders contain much useful information that is pertinent to this question. It works through these texts, showing that they can shed new light on this point. 相似文献
9.
Nicholas Houghton 《The International Journal of Art & Design Education》2016,35(1):107-120
This article reports historical research which sought to understand the present‐day post‐secondary art curriculum through analysing its history in terms of changes in conceptions of art. It found that there have been six distinctive curricula: Apprentice, Academic, Formalist, Expressive, Conceptual and Professional. As a new curriculum has been introduced, it has co‐existed with much contained in a previous one. Most of the curriculum changes have taken place in the past 65 years. During this time, there has been a massive expansion in the education of artists and at the same time art schools accommodated first modernism and then post‐Duchampian aesthetics. A conclusion is that this has made for a very crowded curriculum. Moreover, despite there being an ever increasing choice of things a student might learn, it appears that there is nothing which all students have to learn. It can be problematic that one part of the curriculum is in contradiction to another part, and moreover this lack of a core raises fundamental, ontological questions about what art as a discipline is. 相似文献
10.