全文获取类型
收费全文 | 338篇 |
免费 | 4篇 |
专业分类
教育 | 259篇 |
科学研究 | 29篇 |
各国文化 | 1篇 |
体育 | 25篇 |
文化理论 | 1篇 |
信息传播 | 27篇 |
出版年
2021年 | 5篇 |
2020年 | 9篇 |
2019年 | 14篇 |
2018年 | 12篇 |
2017年 | 19篇 |
2016年 | 9篇 |
2015年 | 15篇 |
2014年 | 4篇 |
2013年 | 77篇 |
2012年 | 7篇 |
2011年 | 13篇 |
2010年 | 9篇 |
2009年 | 4篇 |
2008年 | 5篇 |
2007年 | 8篇 |
2006年 | 7篇 |
2005年 | 4篇 |
2004年 | 8篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 5篇 |
2000年 | 4篇 |
1999年 | 9篇 |
1998年 | 3篇 |
1997年 | 3篇 |
1996年 | 2篇 |
1995年 | 3篇 |
1994年 | 8篇 |
1993年 | 3篇 |
1992年 | 4篇 |
1990年 | 1篇 |
1989年 | 1篇 |
1988年 | 7篇 |
1987年 | 1篇 |
1986年 | 2篇 |
1985年 | 4篇 |
1984年 | 2篇 |
1983年 | 1篇 |
1982年 | 2篇 |
1981年 | 5篇 |
1980年 | 8篇 |
1979年 | 6篇 |
1978年 | 3篇 |
1976年 | 3篇 |
1970年 | 2篇 |
1968年 | 1篇 |
1967年 | 1篇 |
1966年 | 1篇 |
1931年 | 1篇 |
1866年 | 1篇 |
排序方式: 共有342条查询结果,搜索用时 15 毫秒
11.
12.
13.
Constructing explanations is an essential skill for all science learners. The goal of this project was to model the key components of expert explanation of molecular and cellular mechanisms. As such, we asked: What is an appropriate model of the components of explanation used by biology experts to explain molecular and cellular mechanisms? Do explanations made by experts from different biology subdisciplines at a university support the validity of this model? Guided by the modeling framework of R. S. Justi and J. K. Gilbert, the validity of an initial model was tested by asking seven biologists to explain a molecular mechanism of their choice. Data were collected from interviews, artifacts, and drawings, and then subjected to thematic analysis. We found that biologists explained the specific activities and organization of entities of the mechanism. In addition, they contextualized explanations according to their biological and social significance; integrated explanations with methods, instruments, and measurements; and used analogies and narrated stories. The derived methods, analogies, context, and how themes informed the development of our final MACH model of mechanistic explanations. Future research will test the potential of the MACH model as a guiding framework for instruction to enhance the quality of student explanations. 相似文献
14.
15.
Tebeje Molla Trevor Gale 《Discourse: Studies in the Cultural Politics of Education》2015,36(3):383-397
The revitalization of Ethiopian higher education (HE) has been underway since the early 2000s. As well as the economic optimism evident in the ‘knowledge-driven poverty reduction’ discourse, social equity goals underscore the reform and expansion of the system. Notwithstanding the widening participation and the equity policy provisions put in place, the problem of inequality has persisted along the lines of ethnicity, gender, rurality and socio-economic background. This paper reviews major equity policy instruments and highlights the enduring inequalities in Ethiopian HE. It argues that this persistence is related in part to the ways in which the problem is represented in policy, and that redressing the problem necessitates framing inequality as capability deprivation rather than as issues of access and disparities in enrolment. 相似文献
16.
17.
Anne Pirrie Gale Macleod Mairi Ann Cullen Gillean McCluskey 《British Educational Research Journal》2011,37(3):519-538
There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article presents evidence from a small‐scale qualitative study of destinations and outcomes post‐exclusion for a group of young people considered to be at particular risk of such negative outcomes: namely, those who have been permanently excluded from special schools or Pupil Referral Units (now known as short‐stay schools). The specific focus of this paper is on the 24 young people's educational trajectories pre‐ and post‐exclusion; the reasons for their exclusion from school; and on what forms of alternative provision were available to them after their permanent exclusion. 相似文献
18.
19.
20.