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31.
中国古代思维方式与中国古代文学理论批评 总被引:1,自引:0,他引:1
杨星映 《南阳师范学院学报》2008,7(10)
中国古代辨证的直观整体把握的思维方式是中国古代文学理论批评的文化“基因”.它决定了中国古代文学理论批评的基本“范式”:直觉感悟、体味品评和以象喻方式类比的特征.具象与抽象统一、概括与体验统一的理论范畴,原始要终与执本驭末相结合的研究方法,审美描述与类比推理相结合的论述方式。 相似文献
32.
黄波 《衡阳师范学院学报》1994,(6)
针对数学教学中只注重演绎论证的现状,用实例说明了类比推理是进行发现性数学思维的有效方法;列举数学分析、复变函数、矢量分析等教学中大量可作类比的材料和“用类比推导定理”“用类比寻找习题解法”两教学实例,阐述了类比推理能培养学生举一反三、触类旁通地独立分析问题和解决问题.是数学中进行再创造的主要方法;通过对微分中值定理六种证法思维共性和异性的分析对比,指出了类比教学应因材施教,教师应能广泛而有效地运用类比推理于教学之中,以培养学生创造性思维能力。 相似文献
33.
类比是一种很重要的科学方法。由于数学学科的特殊性质,使得将数学作为类比源将具有其它类比源所无法比拟的优点。较系统论述将数学作为类比源具有的特殊优点,以及如何全面地挖掘数学作为类比源的价值。 相似文献
34.
35.
马景仑 《南京师范大学文学院学报》2007,(1):172-176
《广雅疏证》运用类比手法说明的文字现象,包括通假字和通用字的有关规律、某些异体字字形结构的特点、有些形声字与其声旁读音不一致的某些规律、某些连绵词字异而义同的情况,以及某些讹字规律。 相似文献
36.
引用大量实例论述了类比法在高等数学的概念教学、命题定理教学及习题教学中的应用,指出教学过程中恰当运用类比思维能优化课堂教学,达到很好的效果。 相似文献
37.
Lucia Mason 《Instructional Science》2004,32(4):293-318
The purpose of this study was to extend previous research on the conditions that may promote understanding and abstraction
via structural alignment, that is, through a comparison between two partially understood situations. Structural alignment
is a route to analogical reasoning which differs from the typical route where an analogy is made by eliciting an unknown situation
from a very familiar one. Ninety-nine eighth graders were presented with two pairs of scenarios; the first depicting two phenomena
of heat flow and the second, two phenomena of the changing state of matter. Participants were randomly assigned to five different
conditions which varied in the degree to which they required a comparisonbetween the phenomena in the scenario pairs. For
each pair of scenarios, participants were asked to describe the differences between the two phenomena, explain what happens
in the phenomena, rate the similarity between the two, and justify the ratings. Results show that analogical reasoning was
promoted more in the condition where participants were asked to jointly interpret the phenomena depicted in the scenarios.
For both pairs of scenarios, students in this condition reached a deeper understanding; they were more able to identify alignable
differences between the phenomena, and recognize the abstract and general higher-order relational structure implied by the
perceptually different situations. 相似文献
38.
按照“耗散结构理论”的观点,如果系统能够发挥主体能动性,努力打破它与环境的平衡状态,经常保持与外界的接触,促使思维自身多保持一些不平衡状态,那么,创造性思维的生命力就有可能持久延年。 相似文献
39.
杨传明 《新乡师范高等专科学校学报》2004,18(4):104-106
比喻论证和类比论证的辨析持续不断,但大都未能从根本上澄清问题。写作学研究结果的差异,是引起分歧和争辩的直接原因;逻辑学研究的理论缺环现象,是造成写作学观点各异和辨析时各持己见的根本原因。辨析比喻论证和类比论证的根本原则是,必须依据公认的概念界定和阐释;有效方法是,站在作者对论据的选取和运用的角度来思考分析。 相似文献
40.
Samson Madera Nashon 《Research in Science Education》2004,34(4):475-502
This paper is about a study into the nature of analogies recorded from three Form 2 (Grade 10) classes in Kenya, instructed by three physics teachers. Through a case study method involving classroom observation, several analogies were recorded and analysed. These analogies were predominantly environmental (drawn from students socio-cultural environment) and anthropomorphic (life and human characteristics ascribed to analogues involving familiar concepts). A small number were scientific (those in which analogues are drawn from the science knowledge domain) – ones the author, for pedagogical reasons, wishes to see exploited. In addition, targets (concepts to be explained) were not freed from analogues (concepts used to explain), which is problematic. Also recorded were instances of students making statements that contained counter-physics messages. These included statements conveying literal understanding of technical terminology, sense experience understanding, which proved very robust, and obvious transfer of error from a particular knowledge domain to another. Caution is therefore advised to ensure that before developing and deploying analogies, students understanding of the analogues must be sought. This most likely will reveal problems in their understanding and should be rectified before applying its meaning to the target. 相似文献