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31.
Rupprecht P Golé L Rieu JP Vézy C Ferrigno R Mertani HC Rivière C 《Biomicrofluidics》2012,6(1):14107-1410712
We have developed a method for studying cellular adhesion by using a custom-designed microfluidic device with parallel non-connected tapered channels. The design enables investigation of cellular responses to a large range of shear stress (ratio of 25) with a single input flow-rate. For each shear stress, a large number of cells are analyzed (500–1500 cells), providing statistically relevant data within a single experiment. Besides adhesion strength measurements, the microsystem presented in this paper enables in-depth analysis of cell detachment kinetics by real-time videomicroscopy. It offers the possibility to analyze adhesion-associated processes, such as migration or cell shape change, within the same experiment. To show the versatility of our device, we examined quantitatively cell adhesion by analyzing kinetics, adhesive strength and migration behaviour or cell shape modifications of the unicellular model cell organism Dictyostelium discoideum at 21 °C and of the human breast cancer cell line MDA-MB-231 at 37 °C. For both cell types, we found that the threshold stresses, which are necessary to detach the cells, follow lognormal distributions, and that the detachment process follows first order kinetics. In addition, for particular conditions’ cells are found to exhibit similar adhesion threshold stresses, but very different detachment kinetics, revealing the importance of dynamics analysis to fully describe cell adhesion. With its rapid implementation and potential for parallel sample processing, such microsystem offers a highly controllable platform for exploring cell adhesion characteristics in a large set of environmental conditions and cell types, and could have wide applications across cell biology, tissue engineering, and cell screening. 相似文献
32.
Fernando E. García-Muiña Eva Pelechano-Barahona José E. Navas-López 《The Journal of High Technology Management Research》2009,20(2):131-144
The current study analyzes the processes involved in obtaining technological innovations. Conclusive results are lacking in the literature, so this work defines and empirically tests a model of the relations between the firm's innovative capacity and the different ways of accumulating knowledge and the decision whether or not to codify it. Also, the model takes into account whether the innovations obtained are radical or incremental.The empirical study uses a sample of Spanish biotechnology firms, and the results show that accumulating knowledge using internal sources and not codifying it significantly improves the firm's capacity to develop radical innovations. The results also show that knowledge codification speeds up the development of incremental innovations. The relation between incremental innovations and the sources of knowledge is not so clear, although the results suggest the possible existence of a nonlinear relation between the two variables. 相似文献
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André P. Grace 《Studies in Continuing Education》2013,35(1):85-103
In Canada, current federal learning-and-work policy is focused on individual learner-worker development using an iteration of lifelong learning as cyclical. This policy aims to enhance the social as an effect of enhancing the economic. In this neoliberal milieu, cyclical lifelong learning has become not only a norm but also a culture and an attitude. Still, a current Canadian phenomenon indicates that increasing numbers of young adults are disengaging from participation in such learning that the federal government considers being a preventive measure. In discussing their withdrawal from what might be perceived as cyclical lifelong learning for control, I consider a particularly challenging case: the predicament of young adults in the Canadian province of Newfoundland and Labrador. To help us think about adequately addressing the dislocation they experience in life and work, I offer a Freire-informed vision of a critical social pedagogy of learning and work. This pedagogy calls for re-engendering the social in lifelong learning by revitalizing critical social concerns with historical awareness, hope, possibility, ethics, justice, democratic vision, learner freedom, critique, and intervention. 相似文献
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This study explored the early development of expert athletes compared to a group of athletes that did not achieve an expert level of performance despite being involved in youth events with their national squads. In particular, the activities, training patterns, and psychosocial influences that characterized their paths in competitive sports were examined. Male and female participants (N?=?42) from different sports were interviewed. Overall, athletes showed several commonalities. However, experts were selected to national squads later and also started thinking about investing in becoming elite athletes later. Non-experts revealed more parental pressure and less individual training with coaches. 相似文献
38.
Till Bruckermann Ellen Aschermann André Bresges Kirsten Schlüter 《International Journal of Science Education》2013,35(6):701-722
ABSTRACTPromoting preservice science teachers’ experimentation competency is required to provide a basis for meaningful learning through experiments in schools. However, preservice teachers show difficulties when experimenting. Previous research revealed that cognitive scaffolding promotes experimentation competency by structuring the learning process, while metacognitive and multimedia support enhance reflection. However, these support measures have not yet been tested in combination. Therefore, we decided to use cognitive scaffolding to support students’ experimental achievements and supplement it by metacognitive and multimedia scaffolds in the experimental groups. Our research question is to what extent supplementing cognitive support by metacognitive and multimedia scaffolding further promotes experimentation competency. The intervention has been applied in a two-factorial design to a two-month experimental course for 63 biology teacher students in their first bachelor year. Pre-post-test measured experimentation competency in a performance assessment. Preservice teachers worked in groups of four. Therefore, measurement took place at group level (N?=?16). Independent observers rated preservice teachers’ group performance qualitatively on a theory-based system of categories. Afterwards, experimentation competency levels led to quantitative frequency analysis. The results reveal differing gains in experimentation competency but contrary to our hypotheses. Implications of combining scaffolding measures on promoting experimentation competency are discussed. 相似文献
39.
ResumenEsta investigación analizó la memoria a través del recuerdo de cuentos bajo la manipulación de variables cognitivas en niños de 6, 8 y 10 años. Siguiendo la gramática de la historia según Stein y Glenn, se diseñaron tres cuentos sencillos con contenidos bien diferenciados. Cada historia poseía además dos finales (final feliz y final triste). Participaron un total de 108 niños y sus respuestas fueron registradas en un análisis factorial mixto con dos factores intersujetos (edad y sexo) y tres factores intrasujetos (contenido, final y categoría gramatical). Los resultados resaltan la importancia que el contenido ejerce no sólo en el recuerdo del mismo, sino también en los distintos finales presentados. 相似文献
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