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71.
卤代芳烃自偶联反应是有机合成中构建碳—碳键最重要的方法之一.综述各种金属催化卤代芳烃自偶联反应,其中包括分子间及分子内的卤代芳烃自偶联反应等两部分的研究进展. 相似文献
72.
李庆伟 《商丘职业技术学院学报》2008,7(5):91-93
硫酸盐对混凝土有极大的侵蚀作用,是一个复杂的物理化学过程.以化学反应方程式的形式分析硫酸盐侵蚀的反应机理,得出硫酸盐侵蚀属于膨胀结晶性化学侵蚀,并提出减弱或防止混凝土硫酸盐侵蚀的方法. 相似文献
73.
A. L. Chandrasegaran David F. Treagust Mauro Mocerino 《Research in Science Education》2008,38(2):237-248
Students are generally known to memorise and regurgitate chemical equations without sufficient understanding of the changes
that occur at the particulate level. In addition, they often fail to recognise the significance of the symbols and formulas
that are used to represent chemical reactions. This article describes an evaluation of the ability of 65 Grade 9 students
(15–16 years old) from a Singapore secondary school to describe and explain seven types of chemical reactions using macroscopic,
submicroscopic and symbolic representations. The study was conducted over nine months using a supplementary teaching program
with particular emphasis on the use of multiple levels of representation to describe and explain chemical reactions. Students’
proficiency in the use of multiple levels of representation was assessed at the end of the course using a two-tier multiple-choice
diagnostic instrument that was previously developed by the authors. In order to evaluate the efficacy of the instructional
program, the instrument was also administered to another group of 76 students who were not involved in the supplementary instructional
program. The efficacy of the program was evident from the significantly improved scores on the diagnostic instrument of the
former group of students. In addition, several student conceptions in the use of multiple levels of representation were identified
that could assist teachers in their planning and implementation of classroom instruction. 相似文献
74.
The purpose of this study was to explore the relationship between students’ reactions to teaching and their consequent performance as measured by course grades. Reactions to teaching were reported by 189 adult part‐time students enrolled in postgraduate studies over two consecutive academic semesters across six different study programs in a large Norwegian training institution. These students’ reactions to teaching were then assessed in relation to their consequent performance, in terms of their individual final course exam grades. The results showed that students’ reactions to teaching were unrelated to their consequent course performance. Implications for practice and directions for future research are discussed. 相似文献