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1.
Making liberal democratic values meaningful to study in schools is a more complex issue than being a question of turning values into explicit educational goals (Schleicher) or of curing a motivational deficit (Critchley). Since values seem to play an important role in the practices and commitments of people's everyday lives, values are calling for a continual refinement of our words in relation to the world (Laverty). The purpose of this article is to offer contours of an educational language about values that acknowledges this refinement and the pedagogical work that teachers might do—by way of language—in order to sustain the living-on of what is valued and valuable to us as individuals and as societies. To this end, the article is divided into two parts. The first part takes the temperature of the current political and educational debates, offering thereby a sociopolitical background to the need of a renewed language about values. Drawing on ordinary language philosophy (Moi, Murdoch and Forsberg) and the idea that there is an intimate relationship between how we look at the world (attention) and the words we use in describing it (language). The second part of the article places the emergence of values in a particular time in history before suggesting a more existential vocabulary about values for the purpose of teaching values in schools. 相似文献
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形意拳历来以刚猛粗扩、实战性强著称,随着时代发展,形意大师布学宽提出的形意拳柔化教学思想被逐漸认同。本文从现代教育学的角度,结合形意拳自身特点及现代教育教学理论,探讨形意拳柔性思想下的教学理念,为形意拳由竞技拳转变为健身拳、文化拳的柔性思想教学提供参考和借鉴。 相似文献
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Daniel Enstedt 《Educational theory》2020,70(1):57-72
The world religions paradigm (WRP), often regarded as hegemonic in research and education in religious studies, has long been criticized for being modeled on predominantly Protestant, Christian, and Western ideas about religion, and thus running the risk of reductionism and of a failure to recognize expressions of religion that do not fit this framework. Despite this, it is difficult to get rid of the prevailing WRP, especially in education. In addition, nonconfessional, nonreligious, secular education in religion may be biased by norms and values that assume that religion as such is outdated and irrational. The seemingly neutral, nonreligious, or agnostic position that is present in religious studies at the higher education level can then be seen as aligned with an institutional, not necessarily personal, secular bias that rules out religion from the very outset. Consequently, higher level education about religion runs the risk of presenting religion in terms of flawed stereotypes. In this article, Daniel Enstedt addresses these two interrelated and subject-specific problems by examining them through the lens of Gert J. J. Biesta's educational philosophy, and in particular in relation to his discussion about the three domains of education: qualification, socialization, and subjectification. 相似文献
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新时代我国科技事业正在发生历史性转变,其根本特征是把"原始创新能力提升摆在更加突出的位置"。文章提出,在这个背景下应高度重视科学与哲学的联系、科学家与哲学家的联盟,并从科学的起源、发展动力、科学家创造性思维的塑造等方面论述了哲学对科学的积极作用。文章针对如何建立科学家与哲学家的联盟,提出了3个方面的政策建议。 相似文献
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为了保证研究对象的客观性,科学确立了感觉优先原则。该原则是对认识对象存在性的判定原则,后来被迁移为对认识过程和结果的科学合法性的判定原则。但它受到经验证实原则和经验的"客观性"要求的双重限制。在实证科学语境下,"客观性"的真实含义是"可公共感知性"和"与主体无关性"。人们对感觉优先原则的不适当推广导致科学霸权主义,对经验客观性的要求又导致科学研究的大众主义。 相似文献
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从参加国际学术组织、国际论文发表、主办或承办国际会议、参加国际会议、主办有国际影响力的期刊、承担国际项目等多维视角,分析京沪苏鄂陕高校哲学社会科学的国际化程度,可以发现其呈现出"五省市高校国际化发展水平具有显著差异"、"学科间国际化程度差距较为明显"、"高校主办具有国际影响力的期刊和数据库数量较少"等特征,因此国内高校应积极与国际学术机构开展多渠道、多层次交流合作,采取"引进来"和"走出去"等多种方式提升国际化程度。 相似文献
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波普世界3理论反思 总被引:3,自引:0,他引:3
The paper analyzes Popper's Theory of Three Worlds, points out that its essence is the three basic concepts, that is, information, intelligence and knowledge, and calls on that we should insist on Marxism's dialectical materialism in researches on the basic theory of information studies. 相似文献