全文获取类型
收费全文 | 930篇 |
免费 | 28篇 |
专业分类
教育 | 678篇 |
科学研究 | 44篇 |
各国文化 | 14篇 |
体育 | 138篇 |
文化理论 | 14篇 |
信息传播 | 70篇 |
出版年
2023年 | 3篇 |
2022年 | 7篇 |
2021年 | 8篇 |
2020年 | 28篇 |
2019年 | 30篇 |
2018年 | 46篇 |
2017年 | 41篇 |
2016年 | 33篇 |
2015年 | 27篇 |
2014年 | 19篇 |
2013年 | 252篇 |
2012年 | 20篇 |
2011年 | 29篇 |
2010年 | 21篇 |
2009年 | 29篇 |
2008年 | 22篇 |
2007年 | 28篇 |
2006年 | 21篇 |
2005年 | 17篇 |
2004年 | 20篇 |
2003年 | 19篇 |
2002年 | 22篇 |
2001年 | 12篇 |
2000年 | 13篇 |
1999年 | 21篇 |
1998年 | 7篇 |
1997年 | 13篇 |
1996年 | 5篇 |
1995年 | 9篇 |
1994年 | 10篇 |
1993年 | 7篇 |
1992年 | 5篇 |
1991年 | 6篇 |
1990年 | 10篇 |
1988年 | 7篇 |
1987年 | 6篇 |
1986年 | 6篇 |
1985年 | 5篇 |
1984年 | 3篇 |
1983年 | 7篇 |
1982年 | 7篇 |
1981年 | 9篇 |
1980年 | 4篇 |
1979年 | 4篇 |
1978年 | 4篇 |
1977年 | 4篇 |
1976年 | 8篇 |
1975年 | 4篇 |
1972年 | 2篇 |
1867年 | 3篇 |
排序方式: 共有958条查询结果,搜索用时 15 毫秒
1.
2.
Neil Anthony Buddel 《British Journal of Sociology of Education》2018,39(1):16-31
The notion that the stories of our lives shape dispositions towards imagined futures is another lens through which university underrepresentation should be viewed. A storied lens attends to how futures, like university attendance, are storied during childhood to the extent that some youth imagine, and therefore plan, these futures as natural progression. Such was the case for study participants, indicating that childhood stories contain answers for mitigating social reproduction connected to parental education and cultural forces within the home. Examining social mobility through the underexplored storied-futures grand narrative presents unique solutions that lay hidden within the dominant meritocratic grand narrative. 相似文献
3.
Jane Harrison 《Health information and libraries journal》1997,14(1):33-42
Thepractice of evidence-based health care requires that information on methodology be identifiedfrom databases such as MEDLINE. Up until this year there have been no designated medicalsubject headings (MeSH) for evidence-based health care. ‘EVIDENCE-BASEDMEDICINE’ appears as a MeSH term from 1997. The absence of designated MeSH forthis concept prior to 1997 provides a challenge to the searcher. This paper describes the creationof a MEDLINE search strategy to retrieve articles on the methods of evidence-based health carepublished prior to the introduction of the new term, where an optimal combination of free-textand MeSH terms is required to identify relevant material. The study examines both free-text andsubject heading searching and attempts an optimal balance of sensitivity and specificity. It beginsby examining separate free-text and subject heading searches. Sensitivity of the subject headingsearch was 33% and specificity 80%, while the free-text search produced asensitivity of 50% and a specificity of 67%. The final strategy, combining bothapproaches, was more successful with sensitivity reaching between 82 and 90% andspecificity 83%. It is therefore possible to devise a search strategy to retrieve articles on themethods of evidence-based health care with relatively successful rates of sensitivity andspecificity. The limitations of MEDLINE, however, necessitate the use of additional approachesin identifying articles on the methods of evidence-based health care. 相似文献
4.
5.
6.
Neil Hopkins 《Journal of Philosophy of Education》2014,48(3):416-427
Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored as an example of democratic structures informing educational planning. The work of Paul Hirst, Atli Har?arson and Chris Jane Brough is analysed regarding the issue of curriculum aims and student negotiation. Dewey's emphasis on learning as a collective enterprise will resonate here. Brough offers innovative research on student‐centred curriculum integration that suggests even very young children are able to participate in debate over their own learning. Hirst and Har?arson provide contrasting views on the issue of curriculum aims—Hirst arguing that a curriculum cannot exist without definable aims while Har?arson challenges the very notion of settled aims if students are to be reflexive regarding their education. The article also refers to the work of Alexander on the use of dialogic questioning in the classroom. Such questioning, it is suggested, enhances and encourages collaborative forms of enquiry necessary for a democratic curriculum through discussion between teachers, students and other stakeholders. 相似文献
7.
Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
8.
Ying Gao Nina Nevala Neil J. Cronin Taija Finni 《European Journal of Sport Science》2016,16(6):747-754
Sit–stand workstations offer a potential strategy to reduce prolonged occupational sitting. This controlled intervention study examined the effects of an environmental intervention on occupational sedentary time, musculoskeletal comfort and work ability, and the usability of sit–stand workstations in office work via a self-reported questionnaire. The intervention group (n?=?24) used sit–stand workstations during the 6-month intervention period, and the control group (n?=?21) used traditional sitting workstations. The results showed that working at sit–stand workstations can reduce sitting time significantly compared to control workstations (?6.7% vs. 5.0%, p?=?.019), which is reallocated mostly to standing (r?=??0.719, p?.001). Sit–stand workstations improved perceived musculoskeletal comfort in the neck and shoulders (p?=?.028), as well as work ability (p?=?.022). The majority of intervention subjects rated sit–stand workstation adjustability as good (83.3%), and 75.0% were satisfied with the workstation. About 41.7% of the intervention participants, who were exclusively female, used the sit–stand function on a daily basis. While the environmental change alone was effective, it is likely that promoting the daily use of sit–stand workstations with counselling would lead to even more substantial positive effects. 相似文献
9.
There is an ongoing debate in the student evaluation of teaching literature about whether an overall rating or factorial dimensions of teaching effectiveness should be used in personnel decisions. Marsh and his colleagues have advocated the use of a weighted average approach to computing overall evaluations. A policy-capturing experiment was carried out where students in three different instructional contexts made overall evaluations of hypothetical instructors based on a manipulation of the teaching factors in Marsh's SEEQ. The results indicated (1) amount learned was consistently the most important factor affecting overall evaluations; (2) course difficulty was consistently the least important factor affecting overall evaluations; and (3) there was a strong similarity among the three groups in the relative importance of the various teaching factors in arriving at an overall evaluation. The implications of this research are discussed, as well as directions for future research. 相似文献
10.