全文获取类型
收费全文 | 377篇 |
免费 | 15篇 |
专业分类
392篇 |
出版年
2023年 | 4篇 |
2022年 | 1篇 |
2020年 | 10篇 |
2019年 | 11篇 |
2018年 | 10篇 |
2017年 | 29篇 |
2016年 | 19篇 |
2015年 | 9篇 |
2014年 | 10篇 |
2013年 | 77篇 |
2012年 | 16篇 |
2011年 | 10篇 |
2010年 | 7篇 |
2009年 | 10篇 |
2008年 | 13篇 |
2007年 | 14篇 |
2006年 | 9篇 |
2005年 | 8篇 |
2004年 | 9篇 |
2003年 | 7篇 |
2002年 | 13篇 |
2001年 | 9篇 |
2000年 | 7篇 |
1999年 | 7篇 |
1998年 | 10篇 |
1997年 | 13篇 |
1996年 | 10篇 |
1995年 | 5篇 |
1994年 | 5篇 |
1992年 | 6篇 |
1991年 | 1篇 |
1990年 | 1篇 |
1989年 | 3篇 |
1986年 | 1篇 |
1985年 | 2篇 |
1984年 | 3篇 |
1982年 | 3篇 |
1981年 | 2篇 |
1980年 | 2篇 |
1976年 | 2篇 |
1973年 | 2篇 |
1972年 | 1篇 |
1967年 | 1篇 |
排序方式: 共有392条查询结果,搜索用时 0 毫秒
91.
92.
93.
94.
95.
96.
97.
99.
David Simon 《Geografiska annaler. Series B, Human geography》1997,79(4):183-201
This paper offers broad and critical perspectives on current development thinking. A brief summary of different meanings of development and a thumbnail sketch of broad trends over the past twenty to thirty years in relation to major development indicators is followed by a discussion of reasons for the emergence of fundamental critiques of conventional development and developmentalism from perspectives known variously as post-structuralist, post-development and anti-development. Connections are made between these and the literatures on post-modernism, postcolonialism and post-traditionalism. Finally, the implications of these rapid paradigm shifts and changing realities for future research, teaching and action across the South/North divide are considered. 相似文献
100.
Simon Catling 《Journal of Geography in Higher Education》2017,41(3):434-458
Research into geography provision in primary initial teacher education [ITE] courses in the United Kingdom and worldwide is very limited. England educates pre-service primary teachers of 5–11 year olds to be “generalists” who teach the full range of curriculum subjects, including geography. This article identifies that the provision of teaching time for geography is low and declining in England’s primary ITE courses. It presents a picture which may not seem dissimilar in other parts of the world. With only about half of pre-service primary teachers in England having studied geography after age 14, their subject knowledge appears weak. University-based ITE subject sessions rarely extend beyond introducing them to England’s primary geography requirements and to some approaches to teaching geography. Prospective primary teachers observe and teach limited, if any, geography in primary schools. Developing their geographical understanding and teaching capability is highly challenging for tutors. There are concerns that the current situation may well decline further. Encouragement exists to develop geography provision in primary ITE but the opportunities to achieve this appear increasingly constrained as the pre-service environment moves from university-led to school-led provision. International comparative research is essential to understand better pre-service primary teachers’ learning to teach geography. 相似文献