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101.
王国炳 《蒙自师范高等专科学校学报》1992,(Z1)
本文构造一个新的矩阵,应用它得出自然数乘方和、一元多项式求和的简便方法,进而求出伯努利数,推出乘方和之间的关系式,找出与杨辉三角形的有趣联系迅速解决一类线性方程组的解。 相似文献
102.
Der‐Ching Yang 《Educational studies》2005,31(3):317-333
In an interview setting, 21 6th‐graders from four public schools in south Taiwan were asked a series of questions, related to whole and decimal numbers, designed to assess their number sense. Eight students were randomly selected from both low and middle performance levels, and five were selected from a high‐performance level, according to their mathematical capabilities. Results indicated that, regardless of performance level, very few number sense strategies (e.g. using benchmarks, estimation or numbers of magnitude) were used. The evidence also revealed that Taiwanese students tended to apply rule‐based methods and standard written algorithms to explain their reasoning. Their inclination to use paper‐and‐pencil procedures narrowed their thinking and reasoning powers: this heavy reliance on written algorithms seemed to be a major impediment to the development of number sense. 相似文献
103.
Although Likert-type rating scales are used in a great number of early childhood studies, knowledge of how the number of response options affects the psychometric properties of scales used with children is limited. The purpose of this study is to contribute to this knowledge. Data were collected from second grade students and third grade students. Accordingly, 1,092 second- and third-graders completed a 2-point, 3-point, and 4-point version of the School Attachment Scale for Children and Adolescents. Participants came from 11 schools, different in terms of socioeconomic status. The children received the versions approximately three weeks apart. Results revealed that as the number of response options increased, the means tended to decrease and the distribution to be normal. For the 2-point version, most items were below the cut-off point in terms of discrimination indexes. Compared to the 2-point version, there was a significant increase in discrimination indexes for the 3- and 4-point versions, and the items’ discrimination indexes were high. It was concluded that the reliability coefficient increased with an increasing number of response options for all subdimensions of the scale. When the validity estimations of the three subdimensions were examined for the three versions of the scale, it was found that the 3- and 4-point versions were appropriate for the validity and that the validity of the 2-point version was weak. It was observed that using 2-point Likert-type scales with children negatively affected the psychometric properties and that these properties improved with an increased number of response options. 相似文献
104.
文章把著名的Abel变换应用于一类数列求前n项和,避免使用复杂的技巧,文章内容和当前在数学教育界提倡的“应用通法,淡化技巧”相呼应。 相似文献
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107.
INTRODUCTION Wireless communications is advancing rapidly in recent years. After 2G (e.g. GSM) widely deployed in the world, 3G mobile communication systems are spreading step by step in many areas. At present, some countries have already launched investigations beyond 3G (B3G) and 4G. Along with the wireless communications’ rapid development, the secure ac-cess authentication of the users within wireless net-works is becoming very critical, and so, more and more attention is focused… 相似文献
108.
“数形结合”的思想方法的应用总结与培养的体会 总被引:1,自引:0,他引:1
数形结合的思想方法是非常重要且应用广泛的数学思想之一。搞好数形结合思想的教学,关键是教学中结合各个知识模块的内容、结合学生的认知结构,循序渐进地渗透这一数学思想,从而提高学生的数学品质,全面提高学生的素养。 相似文献
109.
周腊生 《孝感职业技术学院学报》2002,5(1):47-50,79
《登科记考》(以下简称《记考》)在对五代中原5朝47次科举考试进行考证时,标明为状元的只有11人:崔邈、陈逖、崔光表、王归朴、黄仁颖、郭晙、卢华、寇湘、王溥、王朴、扈载。笔者认为:其中卢华应为知贡举;据《莆阳比事》应补入徐寅、据《广卓异记》等应补入郑雍;就《记考》本身的记载并参之以它书,应补入王彻、李飞、李覃、刘坦、艾颖等5人,即有姓名可考的五代状元共17人。 相似文献
110.
Kelly S. Mix Catherine M. Sandhofer Julie Anne Moore Christina Russell 《Early childhood research quarterly》2012
We investigated whether specific input helps 3-1/2-year-olds discover that the last word in a count represents its cardinal value (i.e., the cardinal word principle). In Study 1, we contrasted four training approaches. The only approach to yield significant improvement was to label a set's cardinality and then immediately count it. This training is consistent with previously hypothesized mechanisms based on juxtaposing a set's cardinal label with its count in close temporal contiguity (e.g., 0105 and 0175), as well as general theories of comparison and categorization (e.g., Gentner, 2005). In Study 2, we asked parents to read picture books to their preschool children and found that they rarely provide cardinal labels immediately followed by counting, even when asked to read a book about number. 相似文献