首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   122篇
  免费   1篇
教育   104篇
科学研究   1篇
各国文化   2篇
体育   9篇
信息传播   7篇
  2023年   1篇
  2022年   1篇
  2021年   3篇
  2020年   4篇
  2019年   2篇
  2018年   7篇
  2017年   11篇
  2016年   19篇
  2015年   2篇
  2014年   2篇
  2013年   28篇
  2012年   3篇
  2011年   2篇
  2010年   5篇
  2009年   2篇
  2008年   8篇
  2007年   3篇
  2006年   2篇
  2005年   3篇
  2002年   1篇
  2001年   1篇
  2000年   1篇
  1999年   2篇
  1998年   2篇
  1996年   1篇
  1993年   1篇
  1992年   1篇
  1990年   1篇
  1983年   2篇
  1977年   1篇
  1844年   1篇
排序方式: 共有123条查询结果,搜索用时 343 毫秒
21.
The year 2007 was a significant one for the International Baccalaureate (IB) in England and Wales. Several milestones were reached, and the number of schools offering the curriculum reached one hundred. This article charts the growth and development in England and Wales of this continuum of international education and shows how the Diploma Programme, in particular, has reached a fundamental crossroads. On the one hand, the IB looks set for further growth and has the ability to be an influential and respected catalyst for the movement towards international education in curriculum development. On the other hand, the IB is emerging as an elite programme of study alongside other ‘baccalaureate’ curricula and in competition to A level, and other ‘Diploma’ developments. The ability of the IB to be a divisive force is explored.  相似文献   
22.
The number of schools offering the programmes of the International Baccalaureate (IB) hit 3000 in July 2010. Since 2004 the IB has aimed for further growth within a ‘wider access’ and ‘greater impact’ paradigm. A further 7000 schools are expected to be involved by 2020. However, there is now considerable concern about growth, especially within the ‘international school movement’ who see it as compromising quality. This recent phenomenon can be termed ‘growth scepticism’ in the same way economic growth is now questioned as desirable. This paper charts this development and argues there is room for a much wider framework of analysis, viewing the global growth of the IB within a social and moral lens. This paper takes the economist Fred Hirsch’s 1976 Hirsch, F. 1976. The social limits to growth, Cambridge, MA: Harvard University Press. [Crossref] [Google Scholar] book The social limits to growth as its core theoretical framework, linking growth to potential social externalities such as increased competition and the commercialization of society.  相似文献   
23.
Corporal punishment was an important part of the educational experience of many children educated during the nineteenth and twentieth centuries. It has often been assumed that it was an uncontroversial and widely accepted means of maintaining school discipline. This article questions these assumptions, using autobiographical accounts produced by individuals educated between 1890 and 1940. Working from common themes in these accounts, it presents a reconstruction of how corporal punishment was viewed by the child. Whilst educationists of the period encouraged the sparing and impartial exercise of school discipline, the accounts demonstrate how, in practice, the use of corporal punishment was often seen as arbitrary or unjust. Corporal punishment was, as a result, to become a major source of tension between pupils and teachers within the early twentieth‐century school.  相似文献   
24.
This study compared markers of muscle damage and inflammation elevated by a matched-intensity interval running session on soft sand and grass surfaces. In a counterbalanced, repeated-measures and crossover design, 10 well-trained female athletes completed 2 interval-based running sessions 1 week apart on either a grass or a sand surface. Exercise heart rate (HR) was fixed at 83–88% of HR maximum. Venous blood samples were collected pre-, post- and 24?h post-exercise, and analysed for myoglobin (Mb) and C-reactive protein (CRP). Perceptual ratings of exertion (RPE) and muscle soreness (DOMS) were recorded immediately post- and 24?h post-exercise. A significant time effect showed that Mb increased from pre- to post-exercise on grass (p?=?.008) but not on sand (p?=?.611). Furthermore, there was a greater relative increase in Mb on grass compared with that on sand (p?=?.026). No differences in CRP were reported between surfaces (p?>?.05). The HR, RPE and DOMS scores were not significantly different between conditions (p > .05). These results suggest that in response to a matched-intensity exercise bout, markers of post-exercise muscle damage may be reduced by running on softer ground surfaces. Such training strategy may be used to minimize musculoskeletal strain while still incurring an equivalent cardiovascular training stimulus.  相似文献   
25.
26.
There has been a dramatic growth in private higher education in Brazil in recent years. The World Bank has promoted this expansion on the basis of the private providers’ ability to ensure a rapid increase in enrolment, to improve quality through competition between institutions and to bring benefits for society at little public cost. However, the charging of fees means that the majority of Brazilians do not have access, and that inequalities are reproduced due to the relation between course costs and the value of the final diploma. Equitable access is, therefore, far from being achieved and is unlikely even with an increase in student loans and government subsidies. The contribution of private universities to the long‐term development of society is seen to be limited, due to lack of investment in research and academic staff.  相似文献   
27.
The universal right to education has been enshrined in a range of international rights instruments. Yet despite the considerable secondary literature on the subject, there has been little discussion of the notion of education underpinning the right. This article presents a theoretical exploration of the question, leading to a normative reassessment. The article first assesses the expression of the right in the Universal Declaration of Human Rights, identifying limitations in its focus on primary schooling. Other candidates for a basis for the right – namely learning outcomes and engagement in educational processes – are then assessed, and the latter is found to provide the most coherent foundation. Nevertheless, the positional benefits of formal schooling cannot be ignored. Consequently, a two‐pronged expression of the right is proposed, involving access both to meaningful learning and to institutions that confer positional advantage.  相似文献   
28.
29.
30.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号