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221.
Michael Beyer Andreas Rose Emanuel Jank J?rg Krüger 《Informatik - Forschung und Entwicklung》2008,18(4):147-160
Durch Einsatz von Softwaretechnik k?nnen immer komplexere Funktionalit?ten in Medizinger?ten
realisiert werden. In der computerunterstützten Chirurgie werden Assistenzsysteme entwickelt mit dem
Ziel, die Risiken bestehender Behandlungsmethoden zu minimieren und in neue chirurgische Anwendungsbereiche
vorzudringen. Um die steigende Komplexit?t solcher Systeme zu beherrschen, müssen anstelle von
hardwarenahen Implementierungen Abstraktionskonzepte gefunden werden, die überschaubare Programmstrukturen
und problemlose Erweiterbarkeit erm?glichen. Für das bereits klinisch evaluierte Navigationssystem
FESS-Control wird mit Hilfe von bekannten Softwaretechnikmethoden ein Modell entwickelt und implementiert,
das im Gegensatz zur bestehenden Implementierung die Beschreibung leistungsgesteuerter chirurgischer Instrumente
auf einer abstrakten Ebene und deren sichere automatisierte Erkennung erm?glicht. FESS (functional
endonasal sinus surgery) ist eine minimal invasive Behandlungsmethode für die Nase und Nebenh?hlen,
bei der der Chirurg keine direkte Sicht zum Operationssitus und den Instrumenten hat. Mit dem Ziel, den
Chirurgen w?hrend des Eingriffs zu unterstützen, verwendet FESS-Control eine optische Navigationskamera,
um die r?umliche Lage eines Shavers bezüglich des Patienten und dessen Bilddaten w?hrend
der Operation zu bestimmen. Gleichzeitig erfolgt zum Schutz sensibler Strukturen eine Leistungssteuerung
des Instruments. Mit Hilfe des neuen Modells wird die Beschr?nkung des existierenden Systems, welches
nur gerade Shaverans?tze navigiert, aufgehoben und die Verwendung weiterer in der medizinischen Anwendung
ben?tigter Shaverans?tze erm?glicht. Die neue L?sung für das FESS-Control System
ist ein überzeugendes Beispiel dafür, dass Methoden der Softwaretechnik auch in den Anwendungen
der Medizintechnik gewinnbringend eingesetzt werden k?nnen. 相似文献
222.
Rose Kernochan 《期刊图书馆员》2016,71(2):132-137
America’s public libraries have faced changes because of technology’s challenges—but a disruption that’s just as dangerous is the gradual dwindling of the public funding that they have historically relied on. To meet the formidable challenges, librarians will have to go back to their historical “roots.” So-called “public” libraries, after all, were actually founded by large bequests from private donors such as Andrew Carnegie and Samuel Tilden. Modern-day librarians—from Virginia to Montana—that have embraced the crucial work of fundraising have been able to devise imaginative, sometimes Internet-based, solutions to overcoming budget shortfalls. Their stories show us what is possible when an inventive entrepreneurial spirit pervades the library. 相似文献
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224.
Co-rumination in the friendships of girls and boys 总被引:1,自引:0,他引:1
Rose AJ 《Child development》2002,73(6):1830-1843
This research addresses a new construct, co-rumination. Co-rumination refers to extensively discussing and revisiting problems, speculating about problems, and focusing on negative feelings. Friendship research indicates that self-disclosure leads to close relationships; however, coping research indicates that dwelling on negative topics leads to emotional difficulties. Co-rumination is a single construct that integrates both perspectives and is proposed to be related both to positive friendship adjustment and problematic emotional adjustment. Third-, fifth-, seventh-, and ninth-grade participants (N = 608) responded to questionnaires, including a new measure of co-rumination. Co-rumination was related to high-quality, close friendships and aspects of depression and anxiety. Girls reported co-ruminating more than did boys, which helped to account for girls' more positive friendship adjustment and greater internalizing symptoms. Other analyses addressed whether co-rumination and the related constructs of self-disclosure and rumination had different relations with friendship and emotional adjustment. 相似文献
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229.
Cirino PT Rashid FL Sevcik RA Lovett MW Frijters JC Wolf M Morris RD 《Journal of learning disabilities》2002,35(6):525-538
Achievement and cognitive tests are used extensively in the diagnosis and educational placement of children with reading disabilities (RD). Moreover, research on scholastic interventions often requires repeat testing and information on practice effects. Little is known, however, about the test-retest and other psychometric properties of many commonly used measures within the beginning reader population, nor are these nationally normed or experimental measures comparatively evaluated. This study examined the test-retest reliability, practice effects, and relations among a number of nationally normed measures of word identification and spelling and experimental measures of achievement and reading-related cognitive processing tests in young children with significant RD. Reliability was adequate for most tests, although lower than might be ideal on a few measures when there was a lengthy test-retest interval or with the reduced behavioral variability that can be seen in groups of beginning readers. Practice effects were minimal. There were strong relations between nationally normed measures of decoding and spelling and their experimental counterparts and with most measures of reading-related cognitive processes. The implications for the use of such tests in treatment studies that focus on beginning readers are discussed. 相似文献
230.
Annika Goeze Jan M. Zottmann Freydis Vogel Frank Fischer Josef Schrader 《Instructional Science》2014,42(1):91-114
The ability to analyze and understand classroom situations through the eyes of not only teachers but also students can be seen as a crucial aspect of teachers’ professional competence. Even though video case-based learning is considered to have great potential for the promotion of analytical competence of teachers (i.e., becoming immersed in student and teacher perspectives as well as applying conceptual knowledge to better understand classroom situations), only a few studies have investigated the effects of corresponding instructional support. This empirical field study examines the effects on analytical competence of two types of instructional support—hyperlinks to multiple perspectives and hyperlinks to conceptual knowledge—by using a 2 × 2 factorial design in a computer-supported video case-based learning environment inspired by cognitive flexibility theory and participatory design. The study examines collaborative learning processes to discover what specific kind of instruction may help to counteract some of the known deficits of case-based learning and teacher thinking, such as limited perspective-taking. From a participatory design point of view, training novices to become immersed in teacher and student perspectives can be considered as an alternative for direct involvement of teachers and students in the design process. The study was realized as a four-day university course for pre-service teachers (N = 100). ANCOVAs of learning processes (small-group discussions) and outcomes (written case analyses) provide evidence that both types of instructional support (i.e., hyperlinks to multiple perspectives and conceptual knowledge) are beneficial. In particular, hyperlinks to multiple perspectives affected small-group case discussions and written post-tests as they led to increased immersion (i.e., perspective-taking). Hyperlinks to conceptual knowledge furthered the application of this knowledge, especially in the written post-tests. Implications for teacher education, participatory design, and further research are discussed. 相似文献