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61.
本文主要介绍了智能教学系统中的机器自学习机制,研究如何提高智能教学系统的智能性和通用性等方面的问题。文章采用基于信息论的示例学习,改进了决策树学习算法,并建立了机器学习决策树。 相似文献
62.
The low pass rate in Brunei Year 13 mathematics is a source of concern for many stakeholders. Success in mathematics is required for students wishing to attend university and pursue courses in the sciences and technology. Many different factors contribute to success and failure in mathematics. This field survey (N = 330 randomly selected Year 13 students representing 179 females and 151 males) determined the extent to which coping mechanisms, study strategies, learning styles, and self-efficacy were related to academic achievement in mathematics. Stepwise multiple regression analysis with backward elimination identified six statistically significant main effect variables with links to mathematics achievement (task-oriented coping, textbook reading, concentration, self-efficacy, time management, and activist learning style). Two-way interactions of the male and female genders with deep processing and reflector learning styles were also significantly associated with mathematics achievement. Other significant interaction variables were beneficial to both genders. 相似文献
63.
It was examined whether cooperative learning within the Success for All (SfA) program led to improved group work behaviour of Grade 1 pupils. 168 pupils of six SfA schools and 144 pupils of four control schools participated. Positive and negative group work behaviour was observed during a group task, taking into account socioemotional ethos, group participation, and type of dialogue. Longitudinal multilevel analysis was used for the sequence of observed 20-s time intervals. SfA groups showed more positive and less negative group work behaviour compared to control groups, whilst controlling for several group characteristics. Results suggest that negative group work behaviour increased gradually during the whole task in control groups, while in SfA groups it increased only towards the end of the task. The findings indicate that cooperative learning may lead to improved group work behaviour of young pupils (6–7 years old). 相似文献
64.
分析认为,实现学生健康素质发展的培养目标,首先要确立技能教学与健康素质发展互动的学习方式。互动学习方式应从健康素质的内涵和指导思想,教学目标的确定、学习内容的选择、教学方法的创新运用等方面实施教学过程,以落实大学生健康素质发展目标,增强体育教学的效益。 相似文献
65.
为了探讨大学生运动员学习心理疲劳状况,本研究选取黑龙江省大学生运动员343人进行了学习心理疲劳的调查。结果表明,随着年级的增长,学习心理疲劳加重,尤其是大四毕业生对学习的兴趣以及对个人成就的体验均呈下降趋势。 相似文献
66.
郑晓鸿 《哈尔滨体育学院学报》2009,27(3)
通过文献综述和逻辑分析,认为观众因素、熟悉因素是影响主场优势最重要的两个因素,这两个因素将影响着比赛的3个主要参与者即运动员、教练员和裁判员的临界心理状态和行为状态,从而最终影响着比赛的结果。同时认为运动员(队)要想获得更大的主场胜率,必须善于充分利用主场比赛的一切有利因素,并进行专门、针对性的准备,才能最终将主场优势变成主场胜势。 相似文献
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邓磊 《中国教育研究与创新》2007,4(10):22-23
培养学生自主、合作的学习习惯,是顺应新课改的需要。首先,应丛培养学生良好的预习习惯做起,其次,应尽量激发学生课堂学习的兴趣,让学生自由发展。另外,还应着重培养学生课外自主、合作的学习习惯。若做到以上这些,学生势必学得主动、学得快乐,课堂教学也才能焕发出生命的活力。 相似文献
70.
Denise Jackson 《Asia Pacific Journal of Education》2017,37(3):344-359
This study explores the challenges experienced by international students during Work Integrated Learning (WIL) in Australia. Student participation in WIL not only enhances individual student employability but also the attractiveness of Australia as a study destination. WIL, in particular work placements, is in high demand by international students who seek to gain relevant experience in their host country and increase their chances of employment post-study. Data were gathered from employers, academics and students on the challenges faced by international students during the WIL experience and how WIL is currently being managed for the international cohort. Stakeholders identified a number of challenges which impact on student performance and the success of their WIL experience. These include cultural differences, inflated expectations, difficulties managing assessment tasks, relatively weak language skills and an imbalance in the support needed by international students in comparison to what is on offer. Stakeholder strategies to manage these challenges are discussed. 相似文献