全文获取类型
收费全文 | 687篇 |
免费 | 17篇 |
出版年
2024年 | 1篇 |
2023年 | 4篇 |
2022年 | 5篇 |
2021年 | 5篇 |
2020年 | 22篇 |
2019年 | 40篇 |
2018年 | 46篇 |
2017年 | 43篇 |
2016年 | 45篇 |
2015年 | 17篇 |
2014年 | 23篇 |
2013年 | 94篇 |
2012年 | 85篇 |
2011年 | 46篇 |
2010年 | 17篇 |
2009年 | 16篇 |
2008年 | 34篇 |
2007年 | 41篇 |
2006年 | 29篇 |
2005年 | 26篇 |
2004年 | 15篇 |
2003年 | 13篇 |
2002年 | 12篇 |
2001年 | 14篇 |
2000年 | 3篇 |
1999年 | 4篇 |
1997年 | 1篇 |
1992年 | 1篇 |
1991年 | 2篇 |
排序方式: 共有704条查询结果,搜索用时 15 毫秒
71.
A. CRISTINA DE LA VEGA‐LEINERT SUSANNE STOLL‐KLEEMANN TIM O'RIORDAN 《Geographical Research》2009,47(4):351-361
This paper makes the case for advancing sustainability science partnerships (SSPs) both within universities and through innovative means of integrating universities with external public‐private and civil sectors. It links the basic principles of sustainable development with an emerging science of cooperative learning that connects researchers to a wide range of partners. SSPs are specifically designed to be transformational through becoming active agents for societal change. Universities play a special role here because they can act both as communication networks and as laboratories for developing the capability to design and manage SSPs in the creative transition to sustainability. It is gratifying to note that these ideas are beginning to emerge in a number of universities, with European examples being highlighted in this paper. Further steps towards introducing full‐blooded SSPs across the university spectrum are suggested. 相似文献
72.
从对江苏文博从业人员供求现状的分析入手,对高校文博专业如何进行优化人才培养模式、调整课程结构、更新教育内容,构建面向文化大省的教育体系等问题做了深入地探讨。 相似文献
73.
Many indigenous populations are experiencing rural-to-urban migration. In making this transition, indigenous peoples are entering industrial societies where most income derives from wages or salaries, and formal educational achievement is crucial in determining economic prospects. This research analyzes the gap in test score results between Aboriginal and non-Aboriginal students in public schools in the Canadian province of British Columbia. It finds a strong effect of school quality, as measured by non-Aboriginal achievement, on Aboriginal achievement. It also finds a nonlinear negative relationship between Aboriginal achievement and the number of Aboriginal students in a school over the empirically observed range. It thus suggests a possible trade-off and dilemma between, on the one hand, policies that enable Aboriginal students to concentrate in a few schools able to provide a culturally sensitive curriculum and, on the other, policies to maximize Aboriginal academic achievement. 相似文献
74.
75.
本文对青海省职业教育发展中存在的突出问题进行了较深入地分析,针对这些问题,从完善青海省职业教育办学模式、改善教学方式、提高教学水平等方面提出了一些切实可行的建议。 相似文献
76.
近年来,在片面追求升学率的应试教育的导向下,备门文化课教学中都有学生厌学的问题,甚至在体育课上同样有“厌学”的现象。从理论和实践上讲,小学生应该是最喜欢体育的人群。我们常常可以看到,在体育游戏中小学生是那样情不自禁地全力投入。由此可见,学生并不是从内心讨厌体育活动或体育课,而是对一些体育教师在体育课上教的内容、教的方法感到枯燥厌倦甚至反感。这是体育教学中教与学的对立。因此.体育课如何吸引学生,是一个值得研究的课题。 相似文献
77.
《Journal of Geography in Higher Education》2012,36(2):303-320
This study is based on a stage-by-stage dialogue between four geography staff and seven students. Members of staff were asked to identify issues that reflect academically inappropriate behaviour in classes for students at university (as opposed to school) level. Students were then asked to comment on the staff's views. In general, the students felt that staff's comments showed a lack of understanding about what the students were going through in making the transition to tertiary education. Rejoinders from staff were notable for leading to new ideas, reinforcing positions or, in one case, feeling misinterpreted. The dialogue led to reflections on misunderstandings about student transitions to tertiary education. 相似文献
78.
《Journal of Geography in Higher Education》2012,36(2):351-365
This paper employs academic and parable forms to evaluate critically the strengths and weaknesses, potentials and lacunae of education for sustainable development (ESD) and other sustainability-related educations. The meteoric rise to prominence of ESD is first briefly reviewed, as is the firm ground it now stands upon as an international and national educational priority. The remainder of the paper explores the shaky ground of ESD: the field's reliance on a goal, sustainable development, which, in its by-and-large continued embrace of the growth principle, is a myopic response to the Earth condition; the field's embrace of an instrumentalist conception of nature when such a conception itself feeds unsustainability; the overly skills/training orientation of ESD and its stunted engagement with a range of key aspects of the human-nature relationship; the failure of ESD to realize its original breadth and promise in its marginalization of the voice of peace, social justice, anti-discriminatory, indigenous and futures educators as well as that of sustainability educators in the South; its adoption of an anachronistic ‘steady state’ conception of nature. Finally, it is suggested that sustainability-related education would be enriched and enlivened by fomenting a dynamic complementarity between notions of transience and sustainability 相似文献
79.
《Journal of Geography in Higher Education》2012,36(2):259-275
Field trips have long been central to geography, but have been subject to assessment of the role of the ‘field’ in teaching. At the same time, academics face barriers to running field trips. Distance education and enhanced educational access for non-metropolitan students represented such an obstacle at an Australian university. These obstacles were taken as an opportunity to draw on the regional nature of the students and staff to enhance teaching goals, run critically informed field trips by and manage academic workloads. We evaluate the field trips by conducting surveys and interviews with students and tutors, and as an example of innovation within constraints. 相似文献
80.
《Journal of Geography in Higher Education》2012,36(1):25-27
This symposium brings together multi-national assessments of the current state of and challenges facing postgraduate education in geography. Contributors from Europe, Australia, South Africa and the USA identify ways in which restructuring of educational systems and wider political contexts affect programmes within the field. While highlighting the implications of initiatives such as restructuring of degrees in European universities, merging of Geography into interdisciplinary units in Australia, efforts to strengthen professional development programmes in the USA and to widen racial participation in South Africa, they also demonstrate the many challenges that remain to innovation, particularly as these are affected by economic conditions and policies. 相似文献