全文获取类型
收费全文 | 2165篇 |
免费 | 43篇 |
国内免费 | 39篇 |
专业分类
教育 | 1984篇 |
科学研究 | 122篇 |
各国文化 | 5篇 |
体育 | 31篇 |
综合类 | 54篇 |
文化理论 | 2篇 |
信息传播 | 49篇 |
出版年
2023年 | 20篇 |
2022年 | 18篇 |
2021年 | 24篇 |
2020年 | 33篇 |
2019年 | 50篇 |
2018年 | 68篇 |
2017年 | 54篇 |
2016年 | 56篇 |
2015年 | 47篇 |
2014年 | 111篇 |
2013年 | 338篇 |
2012年 | 127篇 |
2011年 | 121篇 |
2010年 | 95篇 |
2009年 | 107篇 |
2008年 | 110篇 |
2007年 | 157篇 |
2006年 | 132篇 |
2005年 | 106篇 |
2004年 | 103篇 |
2003年 | 84篇 |
2002年 | 74篇 |
2001年 | 48篇 |
2000年 | 27篇 |
1999年 | 30篇 |
1998年 | 16篇 |
1997年 | 21篇 |
1996年 | 23篇 |
1995年 | 13篇 |
1994年 | 14篇 |
1993年 | 6篇 |
1992年 | 2篇 |
1991年 | 4篇 |
1990年 | 1篇 |
1989年 | 4篇 |
1988年 | 2篇 |
1985年 | 1篇 |
排序方式: 共有2247条查询结果,搜索用时 31 毫秒
71.
额尔古纳成矿带是中国东北重要的银、铅、锌、铜、钼多金属成矿带,它位于蒙古-鄂霍茨克造山带的东南缘。最近,额尔古纳成矿带西北部发现了砂宝斯、老沟、小伊诺盖沟等金矿床和一些金矿点。这些金矿受洛古河-二根河韧性剪切带和额尔古纳河韧性剪切带控制,矿体常赋存于韧性剪切带的次级张扭性断裂构造中。矿石中硫化物含量一般不超过3%,且硫化物以黄铁矿为主。流体包裹体有气液两相、含CO2三相和纯CO2包裹体3种类型。气相成分以H2O、CO2和N2为主,含少量H,S、CH4为特征。流体包裹体的盐度低,介于2.06~8、54%NaCleqv之间。老沟金矿流体包裹体均一温度介于171℃~452℃之间,平均295℃,小伊诺盖淘金矿包裹体均一温度为169℃~493℃,平均亦为295℃,均属中温热液矿床。老淘金矿成矿压力为61~122MPa,平均82MPa;小伊诺盖沟金矿成矿压力为38~172MPa,平均93MPa。前者成矿深度介于6~9km,平均7km;后者成矿深度为4~11km,平均8km。上述金矿床的地质-地球化学特征与世界造山型金矿类似,形成于蒙古-中朝板块与西伯利亚板块之间的陆-陆碰撞造山作用。 相似文献
72.
73.
定义了友向量的概念 ,给出了四元数矩阵可对角化的立分必要条件以及对角化的一种方法 ,证明了四元数矩阵的Schur定理 相似文献
74.
拓扑空间中的截口定理及其应用 总被引:1,自引:0,他引:1
王彬 《内江师范学院学报》2012,27(12):1-3
将KyFan截口定理推广到具有性质(H)的拓扑空间.作为应用,在具有性质(H)的拓扑空间上进一步推广了Browder不动点定理,并利用所得结果在具有性质(H)的拓扑空间中证明了极大极小不等式定理和鞍点定理. 相似文献
75.
76.
This paper presents a course of research into the beliefs of class teachers concerning the scholastic integration of children with disabilities. In the current situation in Italy, due to limited specialist training, the attitudes that teachers develop can constitute an obstacle to the full realization of scholastic integration. Of the 23 teachers who took part in the study, conducted using the Q‐sort methodology, some had direct experience with scholastic integration (with opinions both positive and negative); and others had no direct experience (but also had both positive and negative opinions). Using the Q‐sort system, the paper sets out to verify whether effectively the simple manifestation of positive or negative beliefs in relation to inclusion on the part of the teachers (whether they had direct experience or not) could be confirmed, and whether it lent itself to being developed in reference to specific areas of scholastic experience. From the factorial analysis of the Q‐data, four factors emerged that confirm our hypothesis regarding the existence of different beliefs among teachers. 相似文献
77.
Alison Earey 《Support for Learning》2013,28(1):35-40
This article reports on research that was carried out with parents in order to understand the education system in England from their viewpoint through in‐depth, semi‐structured interviews with seven parents, who were largely sourced through a local dyslexia specialist tutor. The data were analysed by using cross‐sectional analysis in order to consider the participants' choice of words and their comparative responses to questions. The interviews probed parents for information on their experience from the initial point of concern about the child's difficulties with words, through to assessment and concerns for the future. The findings suggest that, while we live in an age of purported inclusion and equality, there are still children who experience exclusion and prejudice in education. Their experience does not match the ideal and, as a result, their parents are suffering too. The findings help to support recent research and could encourage continued improvements in the education system. 相似文献
78.
Leda Kamenopoulou 《British Journal of Special Education》2012,39(3):137-145
This article, written by Leda Kamenopoulou of Roehampton University, reports a research project on deafblindness and inclusion in education. Deafblindness is a rare and therefore significantly under‐explored disability. Even less systematic research has focused on deafblind young people enrolled in mainstream schools. The study presented here used a multiple case study and mixed methods design to explore the social inclusion and participation of four deafblind pupils in mainstream placements. Interviews were conducted with the pupils, their parents and selected teachers regarding their peer interactions and relationships. Semi‐structured observations of peer interactions during school breaks were also conducted to complement interview data, but due to space constraints, these are not discussed here. Findings from the interviews suggest that the young people were socially present in their schools, but all faced certain issues in terms of being fully included. Both barriers to and facilitators of social inclusion and participation are discussed with reference to implications for research and practice. 相似文献
79.
Órla Ní Bhroin 《British Journal of Special Education》2013,40(3):114-123
In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and principle is enacted in their practice. Based on nine resource teachers and nine class teachers each paired in a particular school, interviews to elicit teachers' interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings revealed that teachers' interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence‐fragmentation. As such, the pedagogical practices central to facilitating inclusion are as follows: teachers' use of questions to assess learning and mediated talk; transactional teaching–learning interactions contributing to transformational teaching‐learning episodes; and optimal interfacing of resource teachers and class teachers. This article, by Órla Ní Bhroin of St Patrick's College, Dublin City University, focuses on teachers' use of questioning to assess learning as a communicative routine for inclusion. 相似文献
80.
梁淼 《苏州市职业大学学报》2007,18(4):87-89
比较定理是研究常微分方程解的属性的基本工具。但对于高阶的情况,现有的结论只给出了类似把解作为向量范数之间的比较。我们将一阶常微分方程的比较定理推广到高阶,从而给出了高阶常微分方程的解自身的大小的比较定理。 相似文献