全文获取类型
收费全文 | 379篇 |
免费 | 14篇 |
国内免费 | 2篇 |
专业分类
管理学 | 3篇 |
民族学 | 5篇 |
人口学 | 30篇 |
丛书文集 | 24篇 |
理论方法论 | 35篇 |
综合类 | 146篇 |
社会学 | 109篇 |
统计学 | 43篇 |
出版年
2023年 | 4篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 10篇 |
2019年 | 7篇 |
2018年 | 11篇 |
2017年 | 16篇 |
2016年 | 8篇 |
2015年 | 8篇 |
2014年 | 24篇 |
2013年 | 85篇 |
2012年 | 27篇 |
2011年 | 31篇 |
2010年 | 13篇 |
2009年 | 17篇 |
2008年 | 28篇 |
2007年 | 20篇 |
2006年 | 21篇 |
2005年 | 14篇 |
2004年 | 6篇 |
2003年 | 7篇 |
2002年 | 8篇 |
2001年 | 7篇 |
2000年 | 4篇 |
1999年 | 2篇 |
1998年 | 1篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1986年 | 1篇 |
1985年 | 1篇 |
排序方式: 共有395条查询结果,搜索用时 31 毫秒
341.
通过对比河北工程大学和北卡州立大学学生社团的发展现状和管理模式,包括学生社团数目、组成及社团的审批、管理、经费、活动、资源等各个方面,对高校学生社团的发展和管理提出了几点建议。 相似文献
342.
Karen Lyons 《Social Work Education》2013,32(2):133-148
During the last decade, the University of East London conducted a series of surveys of newly qualified social workers in the UK for CCETSW and the Department of Health. Headed by Dr Karen Lyons and Mary Wallis Jones, the research was carried out in the years 1993–97, 2000 and 2002. The purpose of the surveys was to identify whether qualifying social workers were meeting the needs of employers and whether social work education was meeting the needs of students. This article gives an overview of the results of the surveys which have much to tell us about satisfaction rates of new social workers, gaps in social work education, the relevance of their completed diplomas and their prospective employment options upon completion, over the last decade. This research therefore has much to teach us regarding the policy development of the forthcoming three‐year degree. 相似文献
343.
Owning (up to) Reflective Writing in Social Work Education 总被引:2,自引:0,他引:2
Lucy Rai 《Social Work Education》2013,32(8):785-797
Reflective learning has an established place within social work education but there has been little debate around the nature and purpose of reflective writing as a distinct genre in the context of written academic assessment. Where writing has been discussed in relation to reflection it has been for the purposes of supporting learning rather than academic assessment. This paper draws upon research undertaken with a group of social work students and tutors at The Open University UK together with the work of Watson, both of which identify student difficulties with reflective writing. Research from the field of academic literacies is presented to open up a debate within social work education about the place of reflective writing as a tool for learning and assessment. In doing so, it shares the experiences of one institution, The Open University UK, of working towards greater clarity in the teaching and assessment of reflective practice through writing. 相似文献
344.
Barbra Ann Teater 《Social Work Education》2013,32(5):571-585
Social work is a practising profession and when students undergo a social work undergraduate course they are expected to learn and apply the knowledge, skills and values necessary for their future social work career. As an educator, the challenge exists in determining whether students have learnt the material and are prepared to implement the knowledge, skills and values into practice. Current theories on teaching and learning are useful tools to educators who want to ensure that course units are maximizing students' learning potential. This paper focuses on the application of three established teaching and learning theories implemented in a social work module. The paper begins with an overview of Biggs' theory of Constructive Alignment, Biggs' four levels of understanding/Bloom's Taxonomy, and Race's five factors that underpin successful learning. The paper describes the integration of the theories to a social work undergraduate module through the following four-step process: (1) revisit learning outcomes; (2) determine teaching methods and learning activities; (3) design assessment; and (4) receive feedback/evaluate. The students' learning experiences were positively reflected through their personal learning outcomes, formative feedback and summative feedback, which demonstrated the ability to maximize student learning through the incorporation of teaching and learning theory. 相似文献
345.
Tina Maschi Melissa Wells Greta Yoder Slater Thalia MacMillan Jennifer Ristow 《Social Work Education》2013,32(6):800-817
The purpose of this mixed methods study was to examine social work research instructors' perceptions of research-related anxiety and research confidence among social work students, and teaching strategies to identify and manage anxiety. A national web-based survey of 186 BSW and MSW social work research instructors was conducted. Many BSW (70%) and MSW (61%) research instructors reported that they used specific activities or approaches to assess or impact upon student anxiety. Qualitative analysis results suggested a teaching model for social work research instructors designed to reduce students' research-related anxiety, including by enhancing their research confidence. Strategies that instructors can use include creating a supportive class climate, providing activities that are emotion-, cognitive-, and action-focused as well as the use of strategic timing. These findings can be used to guide social work research instructors' facilitation of students' attainment of research competencies and help further students' research–practice integration. 相似文献
346.
陈志绯 《西昌学院学报(社会科学版)》2013,(4):108-110
探讨大学生就业能力的构成,指出当前大学生就业能力培养中存在的问题,提出高校思想政治教育工作要主动介入学生就业能力培养的全过程,把就业能力的培养完全作为学生思想政治教育的一个部分,贯穿于大学教育的始终,以弥补就业能力培养的不足,同时丰富大学生的思想政治教育体系。 相似文献
347.
王建明 《北华大学学报(社会科学版)》2013,14(1):70-74
改革开放以来,我国的留日教育迅猛发展。这一时期我国制定的留日教育政策,作为我国留学教育的重要组成部分,大体上既与我国整体留学教育的发展步伐同步,同时也体现出自身的鲜明特性。我国留日教育政策与中日两国关系及日本政府的留学生政策紧密相关,是我国近代留日教育政策的继承与发展。 相似文献
348.
晚清云南留日学生的选拔及相关情况 总被引:2,自引:0,他引:2
作者从留日学生的选拔、留日经费与赴日路线3个方面,对晚清云南留日学生的选择及相关情况进行了论述。 相似文献
349.
大学生助学贷款的调查分析与措施 总被引:4,自引:0,他引:4
在回顾国家助学贷款的发展历程 ,分析山西实施助学贷款的现状基础上提出 :完善国家助学贷款政策 ,加大全社会对助学贷款制度的宣传力度 ,转变人们对贷款的陈旧观念 ,健全信用体系 ,各级政府全力扶持 ,教育部门积极配合 ,探索适合不同区域高校的贷款方式 ,方能有效实施国家助学贷款 ,培育栋梁之才 相似文献
350.
文本资源和生本资源,是阅读教学面临的两大主要资源。促进二者的有机融合,意味着教师要介入到文本和生本对话的张力场中,努力实现意义的建构和视界的融合。 相似文献