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991.
Objective: To report the first case of ciliated hepatic foregut cyst in China, and review of literature to introduce the characteristics of this disease for doctors to recognize this disease. Method: Report the clinical procedure of diagnosis and treatment for the first case of ciliated hepatic foregut cyst in China, and to review the embryologic genesis, incidence, clinical manifestation, radiologic features and therapeutic principle of this disease. Results: We performed the resection for ciliated hepatic foregut cyst under laparoscopy; the patient recovered well after the procedure. Conclusion: Ciliated hepatic foregut cyst is quite rare clinically, belongs to non-parasitic, solitary and unilocular cystic lesion, is always less than 4 cm in diameter, mostly seen in the left lobe, and has the tendency of malignant change. It should be removed as soon as diagnosed. 相似文献
992.
The issue of unfairness arises in high-stakes public examinations when students choose questions from alternatives that are
offered and marks on the alternatives turn out to be discrepant. This paper addresses and defines unfairness and discrepancy
in the context of alternative questions in Physics Tertiary Entrance Examinations (TEE) in Western Australia. As well, I present
an analysis of question characteristics that explain observed marks-differences. The characteristics mainly relate to the
construction of the text of questions, the detail on diagrams, and requirements for calculation. The list of characteristics
could inform the setting of compulsory as well as alternative examination questions. The paper includes a brief exploration
of results by gender on the alternative Physics TEE questions. 相似文献
993.
The virtual laminated element method (VLEM) can resolve structural shape optimization problems with a new method. According
to the characteristics of VLEM, only some characterized layer thickness values need be defined as design variables instead
of boundary node coordinates or some other parameters determining the system boundary. One of the important features of this
method is that it is not necessary to regenerate the FE (finite element) grid during the optimization process so as to avoid
optimization failures resulting from some distortion grid elements. The thickness distribution in thin plate optimization
problems in other studies before is of stepped shape. However, in this paper, a continuous thickness distribution can be obtained
after optimization using VLEM, and is more reasonable. Furthermore, an approximate reanalysis method named “behavior model
technique” can be used to reduce the amount of structural reanalysis. Some typical examples are offered to prove the effectiveness
and practicality of the proposed method.
Project (No. 50075083) supported by National Natural Science Foundation of China 相似文献
994.
Quilts, with their bright colors, puzzle-like patterns and comforting touch, naturally appeal to children. Quilts may cover beds, blanket naps, or serve some other function in childrens homes, and the family context of quilts makes them appropriate for exploring diversity with young children in the classroom. A rich and extensive collection of quilt-centered picture books is available that explores cultural, intergenerational and social awareness themes through engaging text and captivating illustrations. Quilts and quilt-themed picture books are useful additions to an early childhood environment that explores, celebrates and integrates diversity in the daily life of the young child. 相似文献
995.
Xiufeng?LiuEmail author Dan?MacIsaac 《Journal of Science Education and Technology》2005,14(1):101-116
This study investigates factors affecting the degree of novice physics students application of the naïve impetus theory. Six hundred and fourteen first-year university engineering physics students answered the Force Concept Inventory as a pre-test for their calculus-based course. We examined the degree to which students consistently applied the naïve impetus theory across different items. We used a 2-way repeated measures ANOVA and linear regression to analyze data coded from incorrect student responses. It was found that there were statistically significant main effects for item familiarity and item requirement for explanation vs. prediction on the measured degree of impetus theory application. Student course grades had no significant effect on impetus theory application. When faced with items that were unfamiliar and predictive, students appeared to rely on non-theoretical, knowledge-in-pieces reasoning. Reasoning characteristic of naïve theories was more frequently applied when students were completing familiar problem tasks that required explanation. When considering all the above factors simultaneously, we found that the degree of naïve impetus theory application by students is attributable to variables in the following order: familiarity, prediction, and explanation. 相似文献
996.
Rats (n=4) searched for food on an eight-arm radial maze. Daily 56-min sessions were divided into eight 7-min time zones, during
each of which a different location provided food; locations were randomized across subjects before training. The rats obtained
multiple pellets within each time zone by leaving and returning to the correct location. Evidence that the rats had knowledge
about the temporal and spatial features of the task includes the following. The rats anticipated locations before they became
active and anticipated the end of the currently active locations. The rats discriminated currently active locations from earlier
and forthcoming active locations in the absence of food transition cues. After the rats had left the previously active location,
they visited the next correct location more often than would be expected by chance in the absence of food transition cues.
The rats used handling or opening doors as a cue to visit the first location and timed successive 7-min intervals to get to
subsequent locations. 相似文献
997.
998.
The effect of the teaching and learning environment on the development of generic capabilities was examined through a survey
of 1756 undergraduate students at a university in Hong Kong. The survey assessed students' perceptions of the development
of the six capabilities of critical thinking, self-managed learning, adaptability, problem solving, communication skills,
and interpersonal skills and groupwork. Students were also asked to rate the quality of nine facets of the teaching and learning
environment. Structural equation modelling was used to test a model of the influence of teaching on the nurturing of the six
capabilities. The model grouped the nine facets of teaching and learning under the three higher-order latent variables of
teaching, teacher–student relationship, and student–student relationship. The model showed a good fit to the data, indicating
that the teaching and learning environment had a significant impact on the development of the generic capabilities while the
students were taking their degree. The teaching latent variable had the strongest effect on the development of all six of
the capabilities. A suitable teaching environment was characterised by a focus on understanding, the active participation
of students in learning activities, a coherent curriculum, and assessment which focused on analytical skills and self-learning
capability. Strong student–student relationships nurtured communication and interpersonal skills. There was a mutually reinforcing
effect between the type of teaching, teacher–student relationships and student–student relationships. 相似文献
999.
1000.
Teachers’ acquisition of knowledge about English word structure 总被引:1,自引:0,他引:1
Louise?Spear-SwerlingEmail author Pamela?Owen?BruckerEmail author 《Annals of dyslexia》2003,53(1):72-103
Previous research suggests that teachers’ knowledge about English word structure (e.g., the phonological structure of words
and common orthographic patterns in English) may be limited, although this knowledge is important for effective teaching of
word decoding. This study examined teacher education students’ knowledge about word structure, and improvements in their knowledge
as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type,
and classification of real words as phonetically regular or irregular. Participants came from a special education certification
program and included both preservice and inservice teachers. Results indicated that prior preparation to teach reading influenced
participants’ initial performance on two of the three word-structure tasks (all but graphophonemic segmentation); however,
prior experience in teaching reading did not influence word-structure knowledge. A subset of participants who received specific
instruction about word structure improved their knowledge relative to a comparison group of teacher education students who
did not receive word-structure instruction. Prior preparation did not influence participants’ responsiveness to instruction.
Conclusions support the viewpoint that teacher education must include information about English word structure for educators
who will teach reading and suggest that sufficiently intensive instruction may be important in developing word-structure knowledge. 相似文献