全文获取类型
收费全文 | 1199篇 |
免费 | 35篇 |
专业分类
教育 | 971篇 |
科学研究 | 56篇 |
各国文化 | 12篇 |
体育 | 46篇 |
文化理论 | 9篇 |
信息传播 | 140篇 |
出版年
2022年 | 10篇 |
2021年 | 16篇 |
2020年 | 19篇 |
2019年 | 31篇 |
2018年 | 40篇 |
2017年 | 53篇 |
2016年 | 35篇 |
2015年 | 35篇 |
2014年 | 42篇 |
2013年 | 234篇 |
2012年 | 41篇 |
2011年 | 37篇 |
2010年 | 39篇 |
2009年 | 36篇 |
2008年 | 38篇 |
2007年 | 34篇 |
2006年 | 26篇 |
2005年 | 26篇 |
2004年 | 18篇 |
2003年 | 33篇 |
2002年 | 34篇 |
2001年 | 20篇 |
2000年 | 14篇 |
1999年 | 11篇 |
1998年 | 11篇 |
1997年 | 20篇 |
1996年 | 15篇 |
1995年 | 8篇 |
1994年 | 17篇 |
1993年 | 17篇 |
1992年 | 8篇 |
1991年 | 10篇 |
1990年 | 8篇 |
1988年 | 6篇 |
1987年 | 9篇 |
1986年 | 12篇 |
1985年 | 14篇 |
1984年 | 10篇 |
1983年 | 13篇 |
1982年 | 9篇 |
1981年 | 10篇 |
1980年 | 20篇 |
1979年 | 12篇 |
1978年 | 8篇 |
1977年 | 5篇 |
1976年 | 12篇 |
1974年 | 8篇 |
1973年 | 4篇 |
1972年 | 6篇 |
1971年 | 4篇 |
排序方式: 共有1234条查询结果,搜索用时 15 毫秒
1.
2.
Patricia White 《Journal of Philosophy of Education》2002,36(1):57-67
The Primary and Secondary Handbooks on the National Curriculum for England state that children ‘should learn how to forgive themselves and others’. But what is involved in forgiveness? It is suggested that there is a strict view, which is shown to involve some ethically questionable attitudes, and a more relaxed view. Schools, it is suggested, need to introduce their students to an understanding of the complexities of these notions of forgiveness and other possible attitudes to wrongdoers. In the life and organisation of the school, however, it is argued that the more generous‐spirited attitude should prevail. 相似文献
3.
Wendy M. Yen 《Educational Measurement》1997,16(3):5-15
How accurate is the reported percent of students’reaching standards at the school level? How are standard errors for these statistics computed? How do estimates vary with choice of generalizability model? 相似文献
4.
5.
6.
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
7.
Wendy Drewery 《Educational Philosophy and Theory》2016,48(2):191-203
This article proposes that restorative justice practices (RJPs), as used in New Zealand schools, are better understood as an instrument of social development than a behaviour management practice. Concerns about the achievement of Māori students are relocated, from an individualised psychological and pedagogical problem to an interdisciplinary context of historical and social development. Social constructionist theory is suggested as a lens through which RJPs in schools may be seen as the intentional production of respectful social relationships, rather than as behaviour management. A restorative process has the productive capacity to restore healthy relational functioning, both for those who have been offended against and those who have offended. It is argued that the primary function of restorative justice in schools is not about resolving specific conflicts, but rather, about the production and maintenance of respectful relationship, which is the antithesis of colonised relationship. Such a position reflects accountability on a communal, rather than individualised basis, and accords with recent moves in the United Nations Development Programme to look at Human Development as building agentive capacity. 相似文献
8.
Morgan White 《Journal of Philosophy of Education》2013,47(1):112-127
The purpose of the university should be grounded in the concept of citizenship rather than the promise of increased future earnings and research consultancy work. However, this conception of citizenship should be republican rather than liberal. British higher education institutions have suffered at the hands of mechanisms intended to promote accountability. The concept of accountability has undermined the legitimate authority of the university. As pressures from student fee increases, fiscal austerity and accountability mechanisms further undermine the ethic of scholarship, the idea of the university needs to recover its central purpose to ward off civic privatism. 相似文献
9.
10.
Pornography use is often associated with less-progressive sex-role attitudes, such as endorsement of a sexual double standard between heterosexual partners, but the process by which this relationship occurs is still largely unexamined. The present study was conducted to examine how perceptions about pornography may play a role in the relationship between pornography use and sex-role attitudes. Perceived general acceptance and perceived influence of pornography on most people partially mediated the relationship between pornography use and sex-role attitudes. The more participants reported using pornography, the more they believed pornography was generally accepted and had a positive influence; however, conversely to what was hypothesized, the more positive they perceived pornography’s influence, the less likely they were to report sex-role attitudes that endorse a sexual double standard. 相似文献