全文获取类型
| 收费全文 | 3942篇 |
| 免费 | 67篇 |
| 国内免费 | 3篇 |
专业分类
| 教育 | 2792篇 |
| 科学研究 | 244篇 |
| 各国文化 | 80篇 |
| 体育 | 437篇 |
| 综合类 | 2篇 |
| 文化理论 | 68篇 |
| 信息传播 | 389篇 |
出版年
| 2023年 | 15篇 |
| 2022年 | 26篇 |
| 2021年 | 30篇 |
| 2020年 | 80篇 |
| 2019年 | 126篇 |
| 2018年 | 162篇 |
| 2017年 | 169篇 |
| 2016年 | 161篇 |
| 2015年 | 94篇 |
| 2014年 | 118篇 |
| 2013年 | 904篇 |
| 2012年 | 106篇 |
| 2011年 | 111篇 |
| 2010年 | 83篇 |
| 2009年 | 91篇 |
| 2008年 | 104篇 |
| 2007年 | 128篇 |
| 2006年 | 88篇 |
| 2005年 | 82篇 |
| 2004年 | 104篇 |
| 2003年 | 91篇 |
| 2002年 | 78篇 |
| 2001年 | 61篇 |
| 2000年 | 57篇 |
| 1999年 | 50篇 |
| 1998年 | 43篇 |
| 1997年 | 32篇 |
| 1996年 | 48篇 |
| 1995年 | 39篇 |
| 1994年 | 41篇 |
| 1993年 | 48篇 |
| 1992年 | 40篇 |
| 1991年 | 37篇 |
| 1990年 | 30篇 |
| 1989年 | 34篇 |
| 1988年 | 32篇 |
| 1987年 | 32篇 |
| 1986年 | 28篇 |
| 1985年 | 23篇 |
| 1984年 | 35篇 |
| 1983年 | 23篇 |
| 1982年 | 26篇 |
| 1981年 | 26篇 |
| 1980年 | 25篇 |
| 1979年 | 25篇 |
| 1978年 | 15篇 |
| 1977年 | 18篇 |
| 1976年 | 19篇 |
| 1975年 | 18篇 |
| 1974年 | 15篇 |
排序方式： 共有4012条查询结果，搜索用时 15 毫秒
1.
2.
3.
Pamela King 《English in Education》2002,36(2):7-17
The National Literacy Strategy (NLS) was introduced by the government in the wake of the hotly debated issue of falling educational standards in the UK. All schools were required to adopt the NLS Literacy Hour unless they could show their preferred programme would result in raised levels of achievement. My experience of delivering the Literacy Hour has been a process of adaptation to the needs of my pupils, who are drawn mainly from groups whose language backgrounds differ from that which is dominant in school. I have found that the requirements of NLS, together with many of the commercial resources used to teach it, are not appropriate for pupils from these groups and a question arose: is it the pupils who are in some way deficient or is it the approach and the resources being used? This article takes a case study of the use of a commercially produced resource to explore the model of language implicit in NLS, the kinds of resources it generates and the ways in which this creates failure in pupils from different language backgrounds. It then considers the New Literacy Studies and their implications for an alteration in our approach. 相似文献
4.
Diverse forms of constructivism can be found in the literature today. They exhibit a commonality regarding certain classical positions that they oppose - a unity in their negative identities - but a sometimes wild multiplicity and incompatibility regarding the positive proposals that they put forward. In particular, some constructivisms propose an epistemological idealism, with a concomitant relativism, while others are explicitly opposed to such positions, and move in multifarious different directions. This is a potentially confusing situation, and has resulted in some critics branding all constructivisms with the charge of relativism, and throwing out the baby with the bath water. In addition, since the epistemological foundations of even non-relativist constructivisms are not as familiar as the classical positions, there is a risk of mis-interpretation of constructivisms and their consequences, even by some who endorse them, not to mention those who criticize. Because I urge that some version of constructivism is an epistemological necessity, this situation strikes me as seriously unfortunate for philosophy, and potentially dangerous for the practice of education. 相似文献
5.
6.
7.
8.
9.
10.
The current societal and professional context presents a variety of ethical challenges to decision makers. The importance of educational preparation for ethical decision-making and ethical leadership has been addressed in the literature of library and information science (LIS), among other professions. However, it can be quite difficult to measure the impact of professional ethics education on students. This article is based on an evaluation of published original research related to ethics education in disciplines supported by professional education, including education, nursing, allied health, journalism, social work, public health, engineering, and LIS. The study considers data related to research design, methodologies used, populations studied, approaches to measuring impact, levels of impact, and publication in the journal literature. Results indicate more extensive research in education and nursing as compared with other fields, a lack of baseline data gathering for comparison, a reliance on a limited number of data-gathering techniques, and a tendency toward studying alumni over current students 相似文献