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101.
Kinetic knowledge is of great importance in achieving good control of the pyrolysis and gasification process and optimising
system design. An overall kinetic pyrolysis scheme is therefore addressed here. The kinetic modelling incorporates the following
basic steps: the degradation of the virgin biomass materials into primary products (tar, gas and semi-char), the decomposition
of primary tar into secondary products and the continuous interaction between primary gas and char. The last step is disregarded
completely by models in the literature. Analysis and comparison of predicted results from different kinetic schemes and experimental
data on our fixed bed pyrolyser yielded very positive evidence to support our kinetic scheme.
Project (No. 2001CB409600) Supported by the National Key Basic Research Program (973) of China 相似文献
102.
大卫.A.博曼 《课堂内外(高中版)》2007,(5):1
假如有人给你一支笔,一支密封的、纯色的水笔,里面有多少墨水你无法看到,很可能刚刚试着写几个字就能用干,也可能足够写一部或几部皇皇巨著,流传千古,使世事为之而改变。而这一切你在动笔之前无法知晓。 相似文献
103.
104.
Kinetics study on biomass pyrolysis for fuel gas production 总被引:1,自引:0,他引:1
INTRODUCTIONSincebiomassisanabundant,inexpensiveandrenewableresource ,itsconversiontosyn theticfuelsandchemicalproductsappearsat tractive.Amongallkindsofbiomassconversionroutes,pyrolysisisbeinggivenincreasingatten tionsincetheprocessissimpleandmaybeopti m… 相似文献
105.
Cultureisoneofthemostdifficulttermstobewelldefined.NewWebstersDictionarysaysitisnotonly"theacquiredabilityofanindividualorapeopletorecognizeandappreciategenerallyacceptedestheticandintellectualachievementofcivilizationoraparticularstageorstagesofcivilizationasinthecaseofacertainnationorperiod"butalso"thetotalofhumanbehaviorpatternsandtechnologycommunicatedfromgene-rationtogeneration".Thelatterisananthropologicalandsociologicaldefinition,whichagreeswithLongmanModernEnglishDictionary'sthirddef… 相似文献
106.
107.
108.
Z.N. Patil 《通化师范学院学报》2007,(10):40-44
The present paper is divided into eight sections:introduction,the global diffusion of English,perceptions of the new varieties,the issue of intelligibility,features that cause unintelligibility,need for a broader pragmatics,and pedagogical impli- cations,and conclusion,followed by the references.Not surprisingly,the global spread of English has generated varying perspec- tives on the nature and functions of its acculturated varieties.Broadly speaking,the debate has divided scholars into two camps holding diametrically opposing views on the multiple versions of English.On the one hand,some scholars view variations as symp- toms of linguistic degeneration and deterioration;on the other hand,some scholars legitimize them as inevitable manifestations ne- cessitated by the demands of the new cultural contexts.The normative view of the former camp stems,at least partly,from the problems the new forms of English pose in terms of international intelligibility.It is in this context that the paper examines the traditional,one-sided,native speaker-centred idea of intelligibility and the recent two-sided view of intelligibility that places the onus on both the native speaker and the non-native speaker.The argument of the latter camp is based on the premise that the new varieties require a broader pragmatic framework,because universal pragmatics is inadequate to describe them satisfactorily. Thus,the camp advocates a need for a language specific pragmatics,and a comparative pragmatics,in addition to the traditional universal pragmatics.Logically,the debate on phonological,lexical,grammatical,and discourse structure variations,and their le- gitimacy has prompted English language teaching specialists to have a fresh look at the goals and objectives of teaching English in the countries of the outer and expanding circles,and accordingly prioritize the teaching of national and regional varieties over that of the so-called native varieties.Thus,the paradigms of independence and centrality of the new varieties are replacing the paradigms of their dependence and marginality. 相似文献
109.
Ysseldyke J Thurlow M Bielinski J House A Moody M Haigh J 《Journal of learning disabilities》2001,34(3):212-220
We investigated the kinds of instructional and assessment accommodations students with disabilities receive, and the extent to which instructional accommodations match assessment accommodations. Most students who had IEPs in specific content areas received instructional accommodations in those areas, and there were no differences by disability type. We provide data on the specific types of accommodations used. Overall, students' assessment accommodations matched their instructional accommodations, though many students received testing accommodations that had not been received in instruction. Implications are discussed for IEP teams who make decisions about instructional and assessment accommodations. 相似文献
110.
JOEBROWN JOHNB.CARNETT 《科技新时代》2005,(5):54-63
每种赛车类游戏的开头都会有这样一句话:“注意,在现实生活中千万不要这要驾驶。”然而,我们却偏要那么做。 相似文献