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271.
Vickers DA Kulik M Hincapie M Hancock WS Dalton S Murthy SK 《Biomicrofluidics》2012,6(2):24122-2412210
Embryonic stem (ES) cells are capable of proliferating and differentiating to form cells of the three embryonic germ layers, namely, endoderm, mesoderm, and ectoderm. The utilization of human ES cell derivatives requires the ability to direct differentiation to specific lineages in defined, efficient, and scalable systems. Better markers are needed to identify early differentiation. Lectins have been reported as an attractive alternative to the common stem cell markers. They have been used to identify, characterize, and isolate various cell subpopulations on the basis of the presentation of specific carbohydrate groups on the cell surface. This article demonstrates how simple adhesion assays in lectin-coated microfluidic channels can provide key information on the interaction of lectins with ES and definitive endoderm cells and thereby track early differentiation. The microfluidic approach incorporates both binding strength and cell surface receptor density, whereas traditional flow cytometry only incorporates the latter. Both approaches are examined and shown to be complementary with the microfluidic approach providing more biologically relevant information. 相似文献
272.
This study’s aim is the creation of a web-based multimedia course for Physical Education (PE) students’ familiarization with the teaching of basketball, and the evaluation of its use as a complementary tool to conventional instruction, in terms of learning effectiveness and student acceptance. The course includes multimedia learning material as well as interactive learning activities and quizzes on the cognitive components of basic basketball skills and on other basketball-related topics (history of the sport, referee’s signals, training aids, basketball court). The study involved 88 undergraduate students during one semester. They were randomly assigned to two groups: a group that used the web-based multimedia course and also attended a conventional face-to-face course on the teaching of basketball (N?=?45), and another group that only attended the conventional face-to-face course (N?=?43). A pretest/posttest research design was followed. For both groups basketball knowledge was measured at the beginning and at the end of the semester through written questionnaires. The responses of the students of the first group towards the web-based course were also assessed, at the end of the semester, through a written feedback questionnaire. Within both groups, significant increases in students’ basketball knowledge were found. However, the web-based multimedia course in combination with conventional face-to-face instruction was significantly more effective than conventional face-to-face instruction alone in increasing students’ cognitive learning regarding the sport of basketball, at the same time being well-accepted by the students. These findings support the effectiveness of blended learning for PE at higher education level as well as the acceptance of this mode of learning by PE students. 相似文献
273.
We probed the impact of two teaching strategies, guided inquiry and argumentation, on students' conceptual understanding of the conservation of matter. Conservation of matter is a central concept in middle school science curriculum and a prerequisite upon which rests more complex constructs in chemistry. The results indicate that guided inquiry was particularly effective in improving students' conceptual understanding, as evidenced by pre/posttest results and by a skill analysis of in-depth interviews of student dyads. We also discuss how the challenges inherent to educational contexts can undermine the quality and limit the impact of empirical research carried out in many schools. We suggest how these challenges could be met in the emerging infrastructures for change called the Research Schools Network. 相似文献
274.
Marina Klimovich Simon P. Tiffin-Richards Tobias Richter 《Journal of Research in Reading》2023,46(2):123-142