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41.
关于故意杀人罪和交通肇事罪,本文主要围绕三个问题进行分析:交通肇事后逃逸而致人死亡的行为人在主观上能否出于故意;逃逸致人死亡案件中交通肇事的先行行为能否引起作为义务;交通肇事罪中“因逃逸致人死亡”是否可以成立不作为的故意杀人罪。 相似文献
42.
曹春芳 《新疆职业大学学报》2006,14(4):49-51
作业成本计算仅仅只是认识价值链的基础,只有作业成本管理(ABCM)才能改造和优化企业价值链。要实现ABCM的基本思想,就必须借助作业分析,进行作业分析时,成本分配就不能仅限于“商品”这一层次,而是深入到每一作业。因此,ABCM能够很好地适应高新经济技术环境对成本管理的客观要求。 相似文献
43.
陈建国 《福建工程学院学报》2006,4(3):355-358
阐述了MOR层析试条测试仪的基本结构、工作原理以及光电传感器的设计。实验表明,用该仪器对免疫层析试夺进行定量检测是可能的。 相似文献
44.
XU Dong-mei CHEN Bo LIU Wen-li LIU Guang-shen LIU Wei-ping 《浙江大学学报(A卷英文版)》2007,8(7):1157-1163
Comparative study on the activity and kinectic properties of acid phosphatase (ACPase) of three soils amended with Hg and Cu at constant temperature and humidity was carried out. The results indicated that the inhibition on ACPase of the three sample soils by Hg and Cu varied with the content of soil organic matter and pH, where, Soil 1 was the most seriously contami- nated due to its lowest content of organic matter and the lowest pH among three samples, Soil 2 took the second place, and Soil 3 was the least contaminated. Except Soil 3, the activity of soil ACPase tended to increase along with the contact time under the same type and the same concentration of heavy metal. In particular the Vmax values of ACPase in all three samples decreased with increasing Hg and Cu concentration, whereas the Km values were affected weakly. According to the change of Vmax and Km values, Cu and Hg had the same inhibition effect on soil ACPase. Both of them may be a type of compound of non-competitive and anti-competitive inhibition. Statistic analyses indicated that activities of soil ACPase and Vmax values could serve as bioindicator to partially denote the heavy metal Hg and Cu contamination degree. 相似文献
45.
目的研究脑梗塞患者血浆脂蛋白(a)水平.方法以酶联免疫吸附法(ELISA)测定44例脑梗塞患者与38名健康人血浆脂蛋白(a)浓度.结果脑梗塞患者的脂蛋白(a)浓度显著高于正常健康人.结论血浆高脂蛋白(a)水平是脑梗塞的重要危险因素. 相似文献
46.
47.
原电池是中学化学教学中应用性较强的知识内容.中通过研究性学习的方式,使学生在已有知识基础上实现知识的迁移拓展,提高学生的科学素养. 相似文献
48.
Jacob V. Simons Jr. 《Decision Sciences Journal of Innovative Education》2017,15(3):254-267
The critical path method/program evaluation and review technique method of project scheduling is based on the importance of managing a project's critical path(s). Although a critical path is the longest path through a network, its location in large projects is facilitated by the computation of activity slack. However, logical fallacies in oft‐repeated statements of the relationship between slack and the critical path make it easy to overlook the phenomenon of zero‐slack, noncritical paths. This article points out the fallacies and then describes and illustrates the phenomenon. We conclude with teaching recommendations to avoid suboptimal decisions in reducing project duration. 相似文献
49.
三种农药诱发柚茎尖细胞微核的比较研究 总被引:1,自引:0,他引:1
应用微核技术研究了甲胺磷、甲基硫菌灵、病易克在正常使用浓度范围内对柚茎尖细胞的遗传毒性.结果表明,3种农药对柚茎尖细胞均有一定程度的诱变活性,农药浓度与微核率呈剂量-效应关系. 相似文献
50.
Xiao-Li Zheng Hoi-Soo Kim Wen-Hua Lai Gwo-Jen Hwang 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(1):103-130
In recent years, most studies on flipped classrooms or flipped learning have focused on learners’ motivation, academic achievement and teachers’ and students’ perceptions of the flipped classroom. Little research has involved interactions in the flipped classroom. This study aims to show that in-class collaborative learning in the flipped classroom can not only be conceived as a collective activity consisting of discrete actions, but also as a systematic activity. From the activity-theoretical perspective, contradictions were found between components of an activity such as subject, tools, rules, community, division of labor, object and outcome. This study conducted a pre-experiment, selecting one lesson of the seventh-grade Information Technology Course as the learning content, conducted in a flipped classroom. Three triads with different compositions were specifically observed by recording their interactions. More second-level contradictions existed between subject and tools, and division of labor within the low-level triad than within the other two triads, and more first-level contradictions also occurred within the low-level triad than within the other two triads. Most second-level contradictions within the high-level triad were resolved by self-regulation of cognition. Instead, most second-level contradictions within the mixed-level triad were overcome by co-regulation or shared regulation of cognition. This study sheds light on how to effectively design and implement flipped learning, and provides a new approach for analyzing interactions in the classroom. 相似文献