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891.
A. V. Smirnov N. G. Shilov A. M. Kashevnik 《Scientific and Technical Information Processing》2010,37(6):377-385
An approach to information support for interactions between production networks members is proposed based on the use of a
context-oriented knowledge management system. The use of context makes it possible to provide the production network members
with currently relevant knowledge. Managing the profiles of members and users enables the personalization of information support
for members in the knowledge management system and allows using them as sources of knowledge. 相似文献
892.
V. M. Moskovin 《Scientific and Technical Information Processing》2010,37(3):172-177
Open access to scientific knowledge is considered as a new neo-liberal project in the globalized world. The advantages and
disadvantages that members of the open access obtain are described. Open access greatly facilitates monitoring, analysis,
and control of scientific research by global institutions and transnational corporations, and enables them to identify promising
branches of knowledge on the periphery of the global science system that are obtained outside of the “mainstream” and use
them for their interests. The link between open access to scientific knowledge and knowledge feudalism is developed. 相似文献
893.
Arun Kumar B. S. Dhillon D. N. Rao Geetha Menon Hari Shankar L. K. Dhaliwal Maiti Leema Nomita Chandhiok Neeta Kumar Rohini Sehgal Suneeta Mittal Sumitu Sahdev Kandpal Shobha V. L. Jindal 《Indian journal of clinical biochemistry : IJCB》2012,27(4):405-409
Malondialdehyde (MDA) is widely used as oxidative stress biomarker in biomedical research. Plasma is stored in deep freezers generally till analysis. Effect of such storage on MDA values, which may be variable and prolong, was incidentally observed in the ongoing study which is to estimate oxidative stress with oral iron. Plasma from blood samples of pregnant women (20–30 years age) in third trimester of singleton pregnancy (n = 139), consuming oral iron tablets was stored at −20 °C with intention of MDA estimation, as soon as possible. However logistic problems led this storage for prolonged and variable period (1–708 days). When values of MDA estimated using “Ohkawa” 79 method and readings were plotted against time to check the temporal effect, it showed a hyperbolic curve. Standard deviation (SD) was lowest when samples were tested within 3 weeks time. The samples analyzed within 3 weeks had mean ± SD value of 31.59 ± 26.11 μmol/L, while 123.7 ± 93.97 and 366.5 ± 189.8 μmol/L for samples stored for 1–3 and 4 months to 1 year respectively. Mean ± SD were 539.9 ± 196.8 in the samples store for more than a year. Rate of change in values was also lowest (0.0433 μmol/L/day) in the samples tested within first 3 weeks, which rose to 1.2 μmol/L/day during 3 month’s storage. This rate peaked at storage of 120 days (1.87 μmol/L/day) and fell to 0.502 μmol/L/day in the second year of storage. It is concluded that at −20 °C, only 3 weeks of storage time should be considered valid for fairly acceptable stability in MDA values. 相似文献
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David S. Bolden Tony V. Harries Douglas P. Newton 《Educational Studies in Mathematics》2010,73(2):143-157
Teachers in the UK and elsewhere are now expected to foster creativity in young children (NACCCE, 1999; Ofsted, 2003; DfES, 2003; DfES/DCMS, 2006). Creativity, however, is more often associated with the arts than with mathematics. The aim of the study was to explore
and document pre-service (in the UK, pre-service teachers are referred to as ‘trainee’ teachers) primary teachers’ conceptions
of creativity in mathematics teaching in the UK. A questionnaire probed their conceptions early in their course, and these
were supplemented with data from semi-structured interviews. Analysis of the responses indicated that pre-service teachers’
conceptions were narrow, predominantly associated with the use of resources and technology and bound up with the idea of ‘teaching
creatively’ rather than ‘teaching for creativity’. Conceptions became less narrow as pre-service teachers were preparing to
enter schools as newly qualified, but they still had difficulty in identifying ways of encouraging and assessing creativity
in the classroom. This difficulty suggests that conceptions of creativity need to be addressed and developed directly during
pre-service education if teachers are to meet the expectations of government as set out in the above documents. 相似文献
896.
Estimating the Effects of Students’ Social Networks: Does Attending a Norm-Enforcing School Pay Off?
Brian V. Carolan 《The Urban Review》2010,42(5):422-440
In an attempt to forge tighter social relations, small school reformers advocate school designs intended to create smaller,
more trusting, and more collaborative settings. These efforts to enhance students’ social capital in the form of social closure
are ultimately tied to improving academic outcomes. Using data derived from ELS: 2002, this study employs propensity scores
in the context of multilevel models to estimate the effects of a specific school-level variant of social closure, referred
to as a norm-enforcing school, on students’ mathematics achievement. Results estimate that attending a norm-enforcing school
has no effect on 12th-grade mathematics achievement. This result questions the presumed benefits of social capital and its
emphasis on norm-enforcement and social control. Policy implications are discussed in light of contemporary urban school reform
initiatives that focus on reductions in school size. 相似文献
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