全文获取类型
收费全文 | 1663篇 |
免费 | 9篇 |
国内免费 | 6篇 |
专业分类
教育 | 1287篇 |
科学研究 | 81篇 |
各国文化 | 149篇 |
体育 | 46篇 |
综合类 | 83篇 |
信息传播 | 32篇 |
出版年
2023年 | 1篇 |
2022年 | 4篇 |
2021年 | 9篇 |
2020年 | 18篇 |
2019年 | 13篇 |
2018年 | 10篇 |
2017年 | 14篇 |
2016年 | 14篇 |
2015年 | 32篇 |
2014年 | 56篇 |
2013年 | 81篇 |
2012年 | 97篇 |
2011年 | 86篇 |
2010年 | 68篇 |
2009年 | 66篇 |
2008年 | 77篇 |
2007年 | 108篇 |
2006年 | 109篇 |
2005年 | 87篇 |
2004年 | 82篇 |
2003年 | 106篇 |
2002年 | 72篇 |
2001年 | 68篇 |
2000年 | 33篇 |
1999年 | 10篇 |
1998年 | 4篇 |
1997年 | 2篇 |
1996年 | 3篇 |
1995年 | 4篇 |
1994年 | 2篇 |
1993年 | 2篇 |
1991年 | 1篇 |
1985年 | 46篇 |
1984年 | 66篇 |
1983年 | 46篇 |
1982年 | 43篇 |
1981年 | 40篇 |
1980年 | 11篇 |
1979年 | 24篇 |
1978年 | 27篇 |
1977年 | 22篇 |
1976年 | 14篇 |
排序方式: 共有1678条查询结果,搜索用时 15 毫秒
1.
2.
In this paper, we investigate a class of linear continuous-time systems with Markovian jump parameters. An integral part of the system dynamics is a delayed state with time-varying and bounded delays. The jumping parameters are modeled as a continuous-time, discrete-state Markov process. Employing norm-bounded parametric uncertainties and utilizing the second-method of Lyapunov, we examine the problem of designing a mixed controller which minimizes a quadratic performance measure while satisfying a prescribed -norm bound on the closed-loop system. It is established that sufficient conditions for the existence of the mixed controller and the associated performance upper bound could be cast in the form of linear matrix inequalities. 相似文献
3.
哲学宇宙观在人类生存和发展中形成,随着人类实践和认识水平的提高而演进。已有的宇宙观理论面临着种种困惑,滞后科学、时代与单维阐发是其主要原因。当代宇宙观应当在关注现代科技的同时确立多维视角。 相似文献
4.
余娅辉 《成都教育学院学报》2007,21(8):94-95
培养中学生作文能力的途径有很多种,教师可以精拟评语,激发学生的创作欲望;循序渐进地有梯度地对学生进行训练,鼓励学生巧借教材、模仿创新,略施技巧、凸显个性;让学生品尝成功的愉悦,向更高层次迈进. 相似文献
5.
大战略是指国家联盟、国家或政治集团运用以军事为主的综合手段达成政治目标的总战略。《孙子兵法》中所说的“庙算”、秦汉以来所流行的“大略”等概念含义与之相近。《孙子兵法》中的大战略思想主要包括“察”战、备战和慎战的重战战略思想、以“伐谋”、“伐交”为主的“不战”战略思想和唯“战道”是从的“善战”战略思想三部分内容。这三者是一个密切关联的有机整体。 相似文献
6.
Jacqueline M. White Steven R. Yussen Edward M. Docherty 《Contemporary educational psychology》1976,1(4):356-368
It was hypothesized that the Montessori curriculum accelerates the acquisition of a number of concrete operational skills. To test this, eighty 4-year-old children were given three Piagetian problems—seriation, classification, and conservation. Half of the subjects were from Montessori schools, and the other half were from more traditional nursery settings. Within each type of school, half of the children were first year and the other half were second year enrollees. Results showed that significantly more Montessori than traditional children seriated and classified objects like concrete thinkers but that there were no differences on the conservation problem. Year of enrollment did not influence performance on any of the tasks. It was concluded that the hypothesis was confirmed and that the failure to find acceleration of conservation performance was due to its advanced nature relative to the other problems and/or the tangential manner in which Montessori exercises deal with the critical concepts that underly it. 相似文献
7.
Reducing disruptive behaviours and improving classroom behavioural climate with class‐wide positive behaviour support in middle schools 下载免费PDF全文
Disruptive behaviour in classrooms is a significant challenge for learning in schools and a risk factor for students’ academic achievement and a significant source of teachers’ work‐related stress. Earlier research shows that clear behavioural expectations, monitoring students’ adherence to them and behaviour‐specific praise are effective practices to reduce disruptive behaviour. Although behaviour problems are common in middle schools, most of the interventions have been developed and studied in elementary schools. This randomised study evaluated the effects of a class‐wide intervention on classroom behavioural climate and disruptive behaviour, on teacher‐experienced stress and on the time needed for behaviour management in middle school. The classes were selected for intervention by their teachers on the basis of poor behavioural climate. The intervention was based on teachers’ cooperation; they collectively agreed on clear behavioural expectations, used positive feedback and, if needed, applied consequences in response to high rates of disruptive behaviour. The results indicated medium to large effects on classroom behavioural climate according to teachers’ evaluations, and somewhat more inconsistent effects on classroom behavioural climate according to student evaluations and in the time needed for behaviour management. The behavioural climate of the classes remained at a constant level during the follow‐up. The intervention was well accepted by teachers and students. The results suggest that an easily applicable intervention may produce significant improvements in classroom behavioural climate in middle schools. 相似文献
8.
成人高教“普教化”改革:“回归自身” 总被引:4,自引:0,他引:4
成人高教必须开拓一条具有自身特色的成人高教发展道路,以期能"回归自身",适应时代发展的需要。其改革主要应从以下几方面进行:理性认识方面、政府行为方面、社会行为方面、高校管理方面。 相似文献
9.
从精英阶段、大众化阶段到普及化阶段,研究型大学的治理发生了较大变化,主要特征是从学者治理发展为学校治理再发展到学术治理。治理变迁与研究型大学的内外部动力机制变化密切相关:单一外部机制和静态内部机制造就学者治理,多重外部机制和稳态内部机制要求学校治理,多重外部机制和动态内部机制催生学术治理。当前研究型大学的治理普遍面临内部自由探索与外部问责张力加强、全球规范机制与本国实践矛盾加深这两大时代挑战,中国研究型大学要回应好普及化时代的挑战,先要涵育理性、自主的现代品质。 相似文献
10.
Byron Egeland Ph.D. L. Alan Sroufe Ph.D. Martha Erickson M.A. 《Child abuse & neglect》1983,7(4):459-469
From a longitudinal study of 267 high risk families, four different patterns of maltreatment were identified. The mothers have been tested, interviewed and observed in a number of situations starting during the last trimester of pregnancy and continuing at regularly scheduled intervals through the preschool period. The four maltreatment groups were: physical abuse; hostile/verbally abusive; psychologically unavailable; and neglecting. A control group of mothers who provided adequate care was selected from the remaining high risk sample. In an earlier follow-up, among the maltreated children a disproportionately large number of infants were found to be anxiously attached to their mothers at 12 and 18 months, and their performance in a problem-solving situation at age two was poor. In the current follow-up, the children were videotaped at 42 months in a "barrier box" and teaching situation, and at 56 months they were observed in a preschool situation. The physically abused children were distractible, lacked persistence, ego control and enthusiasm, and experienced considerable negative emotion. The children whose mothers were psychologically unavailable showed marked increases in maladaptive patterns of functioning from infancy through preschool. As expected, they were avoidant of their mother, angry, noncompliant, and they were highly dependent. The neglected children had the most difficulty pulling themselves together to deal with various tasks. They lacked self-esteem and agency necessary to cope with their environment. 相似文献