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991.
Debraj Chakrabarti 《Resonance》2011,16(8):754-769
In this popular expository article, we discuss some important ways in which complex analysis in more than one variable is
different from complex analysis in one variable. Analytic continuation in several variables is contrasted with that in one
variable, and the notion of psuedoconvexity is defined. Hartogs phenomenon and the Levi problem are also discussed in an informal
way. 相似文献
992.
Vidyanand Nanjundiah 《Resonance》2011,16(8):705-721
Maroli Krishnayya Chandrashekaran, Editor of Journal of Biosciences (from 1991 to 1997) and Resonance (from 2003 to 2005), was a biologist who stood out from his peers as much on account of the quality of his contributions
as because of his style. He made major contributions to our understanding of the interplay between time and the living world
(which also became the title of a book he wrote). This article aims to bring together aspects of his life and work. 相似文献
993.
Deepak Dhar 《Resonance》2011,16(12):1120-1131
All of us have read about solid, liquid and gaseous states of matter in school. Are these the only states of matter? What distinguishes different states of matter from each other? 相似文献
994.
995.
Swee‐Kin Loke June Tordoff Michael Winikoff Jenny McDonald Peter Vlugter Stephen Duffull 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(5):865-874
Several scholars contend that learning with computer games and simulations results in students thinking more like professionals. Bearing this goal in mind, we investigated how a group of pharmacy students learnt with an in‐house developed computer simulation, SimPharm. Adopting situated cognition as our theoretical lens, we conducted a case study involving 20 undergraduate students to tease out how they made meaning of a clinical case differently in two different contexts: a typical paper‐based workshop and one enabled by SimPharm. The data collected included audio recordings of classroom discourse, focus group interviews and class observations. The findings identified differences in four areas: framing of the problem; problem‐solving steps and tools used; sources and meaning of feedback; and conceptualisation of the patient. These four areas can serve as axes along which future evaluations of educational simulations can be carried out based on their affordances. 相似文献
996.
997.
In this paper, we report a study in which nine research mathematicians were interviewed with regard to the goals guiding their
reading of published proofs and the type of reasoning they use to reach these goals. Using the data from this study as well
as data from a separate study (Weber, Journal for Research in Mathematics Education 39:431–459, 2008) and the philosophical literature on mathematical proof, we identify three general strategies that mathematicians employ
when reading proofs: appealing to the authority of other mathematicians who read the proof, line-by-line reading, and modular
reading. We argue that non-deductive reasoning plays an important role in each of these three strategies. 相似文献
998.
Max StephensonJr. 《Higher Education》2011,61(1):95-108
This article asks land grant university leaders and faculty to think of their role in community engagement not simply as the
provision of technical assistance or of research and development prowess, but as an opportunity for social leadership. It
explores the case of Virginia Tech’s effort to develop a regionally based model to secure long-term social and economic change
in an economically ailing part of Virginia. The article suggests how land grant community engagement may be understood as
adaptive leadership and provides a conceptual frame to understand better the role of such research universities in community
change processes. 相似文献
999.
A questionnaire was administered to 1,929 applicants to Oxford University, including measures of trait anxiety, behavioural
response to examinations and to breakdown in relationships. 635 of these applicants were admitted to the university and of
these, 383 also responded to a questionnaire administered 4 years later, just before their final examinations. The classification
(first, upper and lower second, third class) and marks in the final examinations were obtained and the relationship between
the personality measures and academic performance were calculated. Women showed higher anxiety scores than men at both times
of testing. Women who obtained the best (first class) degrees scored significantly higher on anxiety than those who performed
less well. In contrast, there was no such difference in men. Explanations for anxiety having a facilitatory effect on academic
performance of women at Oxford University are proposed. 相似文献
1000.
Muna Amr 《Prospects》2011,41(3):399-413
This article examines teacher education programmes in the Arab region and the extent to which teachers are prepared to work
in inclusive education settings. In the Arab world, the emerging area of inclusive education faces various challenges, among
them a teaching force that is not adequately prepared to teach all children. This challenge arises partly because, without
content on inclusive education, current pre-service and in-service programmes produce teachers who lack the skills to work
with children with special needs in mainstream classrooms. This article focuses on teacher education in Jordan, where the
problems and challenges surrounding teacher education programmes for inclusive education mirror those in other Arab countries.
In Jordan, training for inclusive education is very limited at both pre-service and in-service levels, both because the idea
has only recently been introduced and because of limited financial resources in the country. Still, the growing interest in
adopting an inclusive education system has raised awareness about the importance of providing teachers with education that
enables them to work with children with special needs in inclusive settings. 相似文献