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排序方式: 共有441条查询结果,搜索用时 15 毫秒
31.
听力是语言交际能力的中心环节之一, 在听的过程中记忆是重要的信息储存器和处理器, 在记忆的工作过程中有三个关键变量影响了听力的效果。因此, 在英语听力的课堂教学中应帮助学生合理分布注意力, 增加短期记忆的储存量, 提高长期记忆的信息加工能力。 相似文献
32.
李烨 《漯河职业技术学院学报》2007,6(2):90-92
20世纪90年代以来,外语学习动机的研究领域大大扩展,对过去的动机理论已经提出了很多引发外语学习者学习的动机变量.动机变量间的关系可从来源和影响的角度来论述,并可从这两方面探讨教学中教师用以提高学习者动机的策略. 相似文献
33.
《Information processing & management》2023,60(4):103409
Multi-Document Summarization of Scientific articles (MDSS) is a challenging task that aims to generate concise and informative summaries for multiple scientific articles on a particular topic. However, despite recent advances in abstractive models for MDSS, grammatical correctness and contextual coherence remain challenging issues. In this paper, we introduce EDITSum, a novel abstractive MDSS model that leverages sentence-level planning to guide summary generation. Our model incorporates neural topic model information as explicit guidance and sequential latent variables information as implicit guidance under a variational framework. We propose a hierarchical decoding strategy that generates the sentence-level planning by a sentence decoder and then generates the final summary conditioned on the planning by a word decoder. Experimental results show that our model outperforms previous state-of-the-art models by a significant margin on ROUGE-1 and ROUGE-L metrics. Ablation studies demonstrate the effectiveness of the individual modules proposed in our model, and human evaluations provide strong evidence that our model generates more coherent and error-free summaries. Our work highlights the importance of high-level planning in addressing intra-sentence errors and inter-sentence incoherence issues in MDSS. 相似文献
34.
Michael Gottfried Vi-Nhuan Le Ashlesha Datar 《The Journal of educational research》2016,109(4):424-435
In evaluating the role of kindergarten entry age, previous researchers have not examined the entry-age effects for English language learners (ELL). Additionally, little work has assessed the role of entry age on both achievement and social-emotional outcomes. This study is the first to do both simultaneously. The authors used data from a longitudinal study that followed a national sample of U.S. students from kindergarten through Grade 5. Relying on variation in children's birth dates and in states' kindergarten entrance age cutoffs, the authors estimated how differences in the age at which children enroll in kindergarten are related to their achievement and social-emotional outcomes. Our results show that enrolling in kindergarten as an older entrant is associated with significantly higher achievement and social-behavioral outcomes during the early elementary school years for ELL students, but that these effects largely disappear by the end of elementary school. Policy implications are addressed. 相似文献
35.
36.
This paper examines the effect of working during higher education on academic progression, in terms of number of credits acquired by first-year university students in Italy. We discuss different contrasting hypotheses on the role of employment during university on academic outcomes: the zero-sum perspective, the reconciliation thesis, the positive and the negative selection to work hypotheses. In the empirical part we analyze data from the Eurostudent survey, which collected data on a representative sample of university students who were enrolled in the academic year 2002/03, after the implementation of the ‘Bologna Process’. We use a negative binomial regression model considering work experience as an endogenous multinomial treatment. Results indicate that, conditional on observed covariates (socio-demographic variables, school-related and university-related variables), there is a positive self-selection into employment, especially for low-intensity work. Traditional multivariate regressions show a penalty in academic progression only for high-intensity workers, but once accounted for unobserved heterogeneity also the low-intensity work experience appears to negatively affect academic progression. 相似文献
37.
Laura M. Stapleton 《Structural equation modeling》2013,20(2):183-210
This article discusses replication sampling variance estimation techniques that are often applied in analyses using data from complex sampling designs: jackknife repeated replication, balanced repeated replication, and bootstrapping. These techniques are used with traditional analyses such as regression, but are currently not used with structural equation modeling (SEM) analyses. This article provides an extension of these methods to SEM analyses, including a proposed adjustment to the likelihood ratio test, and presents the results from a simulation study suggesting replication estimates are robust. Finally, a demonstration of the application of these methods using data from the Early Childhood Longitudinal Study is included. Secondary analysts can undertake these more robust methods of sampling variance estimation if they have access to certain SEM software packages and data management packages such as SAS, as shown in the article. 相似文献
38.
基于梯形模糊语言变量的多属性决策方法 总被引:2,自引:0,他引:2
研究了决策者的偏好信息(属性值)为梯形模糊语言变量(TFLV)的模糊语言多属性决策问题.定义了2个梯形模糊语言变量比较的可能度公式并研究了它的一些基本性质,给出了基于可能度公式的梯形模糊语言变量多属性决策的方案排序方法.这种方法通过对决策信息进行TFLWA算子加权集结,并通过比较梯形模糊语言变量的可能度得到所有方案的排序结果.在不损失模糊语言信息的条件下,该方法计算过程简单,决策结果合理且有效.最后,通过一个实例说明了该方法的操作过程. 相似文献
39.
The separation of variables method was successfully, used to resolve the spherically symmetric dynamic thermoelastic problem
for a spherically isotropic elastic hollow sphere. Use of the integral transform can be avoided by means of this method, which
is also appropriate for an arbitrary thickness hollow sphere subjected to arbitrary thermal and mechanical loads. Numerical
results are presented to show the dynamic stress responses in the uniformly heated hollow spheres.
Project supported by the National Natural Science Foundation of China (Nos. 10172075, 10002016) 相似文献
40.
This study investigated gender differences in students' perceptions of their psychosocial environment and related variables.
Analyses of data collected from 644 middle school students reveal that there were significant differences in boys' and girls'
perceptions, in favor of girls. Ten academic background variables were examined. Multiple regression results identified, in
addition to gender, school membership, attendance, time spent doing homework, students' academic expectations, course grade,
and course content as significant variables for all students, accounting for 31% of the variance in environment. There were
gender-related disparities for the variables involved. While time spent doing homework, students' academic expectations, course
grade, and course content had significant effects on both boys and girls' environments, school membership and time spent in
watching TV had effects only on girls' perceptions. Educational implications of the findings are also discussed in the article.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献