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961.
T. Padmanabhan 《Resonance》2008,13(7):610-618
Thomas precession is a curious effect in special relativity which is purely kinematical in origin and illustrates some important
features of the Lorentz transformation. It also has a beautiful geometric interpretation. We will explore these in this and
the next installment.
T Padmanabhan works at IUCAA, Pune and is interested in all areas of theoretical physics, especially those which have something
to do with gravity. 相似文献
962.
Saskia de Graaff Fred Hasselman Anna M.T. Bosman Ludo Verhoeven 《Learning and Instruction》2008,18(4):391-403
This study investigated whether task instructions affect sound-isolation performance. The effects of phoneme class and phoneme position were also assessed. Two hundred Dutch kindergartners were presented with a free-sound-isolation task and its constrained counterparts: an initial-, a middle-, and a final-sound-isolation task. All tasks contained 17 CVC words. Children's performance on the free-sound-isolation task was better than on the constrained tasks. On all four tasks, children made fewer errors in isolating the initial phoneme than the final phoneme. Isolating the middle phoneme proved to be the most demanding. The effect of phoneme class depended on the type of task and on phoneme position. Findings were placed against the background of sonority and word-final phoneme vocalization in Dutch. 相似文献
963.
T. Padmanabhan 《Resonance》2008,13(8):706-715
The Foucault pendulum is an elegant device that demonstrates the rotation of the Earth. After describing it, we will elaborate
on an interesting geometrical relationship between the dynamics of the Foucault pendulum and Thomas precession discussed in
the last installment1. This will help us to understand both phenomena better.
T Padmanabhan works at IUCAA, Pune and is interested in all areas of theoretical physics, especially those which have something
to do with gravity. 相似文献
964.
965.
Grahame T. Bilbow 《Educational studies》1989,15(2):93-105
Vocational training in secondary schools is currently coming under close scrutiny in Czechoslovakia, and every secondary school is now charged with providing at least a measure of vocational training. At a time when vocational training in British secondary education is being given a much higher profile than ever before, there may be lessons to learn from Eastern European experience. It is the purpose of this article to describe the Czechoslovak system of vocational training at secondary level, to discern some of the problems which it faces, and to identify trends in vocationalism in Czechoslovakia for the 1990s. 相似文献
966.
Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia 总被引:1,自引:0,他引:1
We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual
scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia.
Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition. During the
experimental session, each participant individually completed a pre-test on the circulatory system, a pre-task motivation
questionnaire, one 30-min hypermedia learning task during which they learned about the circulatory system, a motivation questionnaire
at three regular intervals during this learning task, a post-test on the circulatory system, and a post-task motivation questionnaire.
Results indicated that while participants in both conditions gained declarative knowledge, participants who received conceptual
scaffolds during learning demonstrated deeper understanding of the circulatory system on the post-test. In terms of self-regulatory
processes, the results indicated that participants in the CS condition used significantly more planning processes during learning
than participants in the NS condition. Additionally, participants in both conditions significantly decreased their use of
strategies as they progressed through the learning task. Regarding motivation while learning with hypermedia, results indicated
that participants in both conditions reported significantly increased levels of interest as they progressed through the learning
task. Furthermore, participants in the CS condition reported the task as being easier and putting forth less effort than participants
in the NS condition.
相似文献
Daniel C. MoosEmail: |
967.
Using a database of allstudents in higher education in the UK in1995–1996, students with dyslexia and those withno reported disability were compared in termsof demographic properties, programmes of studyand academic attainment. Students with dyslexiaconstituted 0.42% of all students resident inthe UK. Their representation varied with age,gender, ethnicity and entrance qualificationsand with their level, mode and subject ofstudy. Students with dyslexia were more likelyto withdraw during their first year of studyand were less likely to complete theirprogrammes of study, although with appropriatesupport the completion rate of students withdyslexia can match that of students with nodisabilities. In addition, students withdyslexia who completed first-degree programmestended to gain a poorer class of honours thanstudents with no reported disability, but 40%obtained first-class or upper second-classhonours. In short, dyslexia may havedeleterious consequences for progression,completion and achievement in higher education,but it is by no means incompatible with a highlevel of success, given appropriate commitmenton the part of the students and appropriateresources on the part of their institution. 相似文献
968.
969.
970.
The Language ENvironment Analysis system (LENA) records children’s language environment and provides an automatic estimate of adult–child conversational turn count (CTC). The present study compares LENA’s CTC estimate to manually coded CTC on a sample of 70 English-speaking infants recorded longitudinally at 6, 10, 14, 18, and 24 months of age. At each age, LENA’s CTC was significantly higher than manually coded CTC (all ps < .001, Cohen’s ds: 0.9–2.05), with the largest discrepancies between the two methods observed at younger ages. The Limits of Agreement Analyses confirm wide disagreements between the two methods, highlighting potential problems with automatic measurement of parent–infant verbal interaction. These findings suggest that future studies should validate LENA’s CTC estimates with manual coding. 相似文献