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This paper is concerned with the problem of global asymptotical tracking of single-input single-output (SISO) nonlinear time-delay control systems. Based on the input-output feedback linearization technique and Lyapunov method for nonlinear state feedback synthesis, a robust globally asymptotical output tracking controller design methodology for a broad class of nonlinear time-delay control systems is developed. The underlying theoretical approaches are the differential geometry approach and the composite Lyapunov approach. One utilizes the parameterized co-ordinate transformation to transform the original nonlinear system into singularly perturbed model and the composite Lyapunov approach is then applied for output tracking. For the view of practical application, the proposed control methodology has been successfully applied to the famous nonlinear automobile idle-speed control system. 相似文献
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Silvia Wen‐Yu Lee Ying‐Tien Wu Meng‐Jung Tsai Tzu‐Chien Liu Fu‐Kwun Hwang 《International Journal of Science Education》2013,35(14):1893-1925
Internet‐based science learning has been advocated by many science educators for more than a decade. This review examines relevant research on this topic. Sixty‐five papers are included in the review. The review consists of the following two major categories: (1) the role of demographics and learners' characteristics in Internet‐based science learning, such as demographic background, prior knowledge, and self‐efficacy; and (2) the learning outcomes derived from Internet‐based science learning, such as attitude, motivation, conceptual understanding, and conceptual change. Some important conclusions are drawn from the review. For example, Internet‐based science learning is equally favorable, or in some cases more so, to learning for female students compared to male students. The learner's control is essential for enhancing students' attitudes and motivation toward learning in Internet‐based science learning environments. Nevertheless, appropriate guidance from teachers, moderators, or the Internet‐based learning environment itself is still quite crucial in Internet‐based science learning. Recommendations for future research related to the effects of Internet‐based science learning on students' metacognitive reflections, epistemological development, and worldviews are suggested. 相似文献
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This study investigates the modernization of Buddhist Monasteries, as illustrated by three famous monasteries in Taiwan, Fo Guang Shan, Ten Directions Monastery, and Chung Tai Chan Temple. With these three case studies, on one hand we can compare them with traditional Buddhist architecture; on the other hand, we can also observe whether the space form and building style of Buddhist architecture had adjusted, transformed or even changed accordingly as a whole, while the Buddhist monasteries in Taiwan were, at that time, facing the modernization of Buddhism. 相似文献
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Ann S⊘yland Anne-Marit Skarsb⊘ Nina Amble Lise Christensen Anna Ølnes 《Higher Education in Europe》2000,25(2):147-153
The vision behind the work of the gender equality advisors in Norwegian universities and the Research Council of Norway is that of full equality between women and men in all areas and at all levels of the sector of higher education. The Network of Gender Equality Advisors in Higher Education and Research was formed in 1994. Both good and less good news can be reported on the work accomplished so far. A double strategy is applied to tackle gender inequality: mainstreaming and special commitment. 相似文献
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The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development. 相似文献
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本研究观察并分析了两组4岁儿童在家庭日常生活中与父母的互动及所涉及的数的学习。组1儿童为书面数符号表征高分者,组2儿童为低分者。57对儿童-父母对子参加了研究。结果表明,本研究所观察到的儿童日常活动内容丰富多样;大概有三分之一的被试对子所从事的活动涉及到不同类型的阅读和数学学习活动,但这些活动大多由父母发起;儿童早期数学发展水平可能与家庭教育的如下因素有关:家庭日常生活中父母-儿童共同活动的内容与频次,高分组儿童的父母在家中可能更加注意发起或者更加成功地发起了阅读与数学学习活动;高分组父母在与儿童互动的某些策略的运用上可能更有利于儿童的数学学习;高分组的父亲在家中可能与孩子一起参与共同活动的时间更长;高分组父母之所以更加成功地发起了与阅读和数学学习有关的活动可能与儿童本身的因素有关。 相似文献