首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   3050篇
  免费   273篇
  国内免费   134篇
电工技术   67篇
综合类   707篇
化学工业   163篇
金属工艺   61篇
机械仪表   127篇
建筑科学   103篇
矿业工程   27篇
能源动力   8篇
轻工业   75篇
水利工程   14篇
石油天然气   10篇
武器工业   19篇
无线电   428篇
一般工业技术   237篇
冶金工业   274篇
原子能技术   11篇
自动化技术   1126篇
  2024年   8篇
  2023年   59篇
  2022年   62篇
  2021年   92篇
  2020年   52篇
  2019年   73篇
  2018年   55篇
  2017年   69篇
  2016年   69篇
  2015年   71篇
  2014年   133篇
  2013年   180篇
  2012年   175篇
  2011年   211篇
  2010年   187篇
  2009年   190篇
  2008年   192篇
  2007年   228篇
  2006年   222篇
  2005年   166篇
  2004年   165篇
  2003年   128篇
  2002年   113篇
  2001年   99篇
  2000年   71篇
  1999年   65篇
  1998年   42篇
  1997年   26篇
  1996年   53篇
  1995年   27篇
  1994年   26篇
  1993年   15篇
  1992年   12篇
  1991年   7篇
  1990年   17篇
  1989年   6篇
  1988年   8篇
  1987年   4篇
  1986年   7篇
  1983年   8篇
  1982年   3篇
  1977年   3篇
  1975年   3篇
  1966年   5篇
  1964年   4篇
  1962年   4篇
  1961年   5篇
  1959年   5篇
  1956年   3篇
  1955年   3篇
排序方式: 共有3457条查询结果,搜索用时 0 毫秒
1.
2.
撰写科技论文的要素   总被引:1,自引:0,他引:1  
本文讨论了撰写科技论文时,包括论文的题目、前言、推导、实例、结论、提要和关键词等各种要素的作用和正确的撰写方法,列举一些写得比较好的范例和一些不很恰当的例子。同时也分析了在岩土工程科技论文写作中出现的一些如泛泛而谈、钻牛角尖、大而无当、背离工程实际、结论与前提不符等值得注意的倾向,指出了产生的原因并提出了解决的方法。  相似文献   
3.
Coping with a serious and chronic illness poses unique challenges for individuals in helping professions. What techniques and resources can be used to help the helpers? A narrative framework using the process of externalizing the problem is presented as a potentially useful approach for psychotherapists experiencing a serious illness. The author describes her own experience with lupus and offers recommendations for therapists struggling to balance their professional responsibilities with their own personal needs. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
4.
论述了一个网络化,信息化实验系统开发的方法和思路。该系统以虚拟技术为支撑,以图学教育的宗旨为核心,综合利用了虚拟技术的各种开发工具和理论,具有虚拟现实系统常有的特点,沉浸感,交互性,构想。  相似文献   
5.
CPP-TRS (Tonfoni 1989–94) is both a methodology and a language. Through the methodology (CPP — Communicative Positioning Program) those invisible aspects of communication are identified and represented by the meta-language (TRS — Text Representation Systems), which complements natural language. CPP-TRS is a new paradigm which applies to any communicative context.Icons in CPP-TRS are not intended to represent words or sentences in order to substitute them; they are rather intended to represent visually what natural language does not convey naturally. The improvement of communication is a challenge of the present and the future: CPP-TRS is designed explicitly for it.The CPP-TRS system thus is able to support the user with a set of visual tools, that are specifically suited to structuring text and communicating effectively.The same tools can support communication very effectively in situations where ambiguity can highly compromise the final result.The system may be used in a way that is either opaque or transparent to the reader of the text.Author of CPP-TRS¢ and CPP-TRS¢ Applications Designer.  相似文献   
6.
Concurrent reading while writing revisited   总被引:1,自引:0,他引:1  
A modification is proposed to Peterson's construction of 1-writern-reader multivalued atomic shared variableusingn+2 multivalued safe variables and some boolean atomic variables. The resulting construction is elegant and is simpler than the original one. K. Vidyasankar received B.E. (Elec. Engg.) from Thiagarajar College of Engineering, Madurai, M. Tech. from I.I.T. Kanpur, India, and Ph.D. in Computer Science from University of Waterloo, Canada. He is now an Associate Professor in Computer Science at Memorial University of Newfoundland, Canada. His research interests include concurrency control and recovery in database systems, concurrency in interprocess communication, design and analysis of algorithms, and graph theory.A prelininary version of this paper, under the title Improving Peterson's Construction of 1-Writern-Reader Multivalued Atomic Register, appears in the Proc. 26th Annual Allerton Conference on Communication, Control, and Computing, University of Illinois at Urbana Champaign, September 1988, pp 693–700  相似文献   
7.
The teaching of literature through CAI raises problems of both a linguistic and instructional nature; student involvement and creativity in studying literature, and especially poetry, is difficult to build into a computer-based lesson. We have confronted these difficulties in the lessonPoetry I, which introduces undergraduates to basic concepts of poetic verse in a design using screen display, speech synthesis, and verse processing to maximize interactivity and student involvement.The lesson contains instructional modules which include the student's composition of a limerick. Computational processing of the limerick's text enables the program to offer guidance as the student composes and revises the verse and gains first-hand experience with metrical language. The significant problems inherent in processing verse are addressed by adapting Digital Equipment Corporation's DECTalk speech synthesizer as an engine converting natural language verse text into accessible strings of phonemic symbols. Although the verse processor cannot scan verse, it can interpret DECTalk's symbols reliably enough to successfully stimulate students' thinking about their verse compositions.Preliminary responses to the program have been favorable and demonstrate its effectiveness in involving students more deeply in learning about poetic verse. This suggests that the techniques of verse processing prototyped inPoetry I might be usefully extended to other types of verse and levels of study.W. Webster Newbold is an Assistant Professor of English at Ball State University, Muncie, Indiana, USA, who has recently served as English Department Computer Coordinator. His research interests include computer-assisted instruction and computer-based composition.Herbert F. W Stahlke is a Professor of English, specializing in linguistics, and currently serves as Associate Director for Academic Computing, Ball State University Computing Services. His research interests include computer-assisted instruction, natural language processing, and lexical databases.  相似文献   
8.
Technology-assisted instruction has potential for helping students improve their reading skills. In the current studies, PowerPoint software was used to supplement teacher-led reading instruction for elementary-aged students with disabilities who struggled with phoneme blending to read words. The effectiveness of the intervention was assessed using two multiple probe design studies across sets of words based on an onset-rime (word family) strategy. In Study 1, teacher-led instruction was paired with technology-assisted instruction for all intervention sessions for three students in first and second grade. In Study 2, teacher-led instruction occurred between baseline and technology-assisted intervention sessions for three students in third and fourth grade. During the initial instruction sessions, participants recorded their own voices onto PowerPoint slides so that their technology-assisted instruction included self-modelling. Results of both studies indicated that technology-assisted instruction can be effective for helping students learn how to blend phonemes to read words; however, performance varied and there were limitations in each study that should be addressed in future research. Relevant implications for classroom instruction are emphasized.  相似文献   
9.
基于IEC61131-3标准设计一个可编程逻辑控制器(PLC)编辑模块,并给出了主要数据结构和算法的设计。通过测试表明用户界面友好,操作简单,对后续开发具指导意义。  相似文献   
10.
The paper sets out twenty proposals for the development and evaluation of Computer Assisted Language Learning (CALL) programs. These proposals emerge from special characteristics of language instruction and of the use of computers to assist in language instruction. We combine theoretically-based assumptions with empirical findings drawn from investigation of language courseware for Hebrew speakers in Israel. We first list four unique features of language instruction: (1) the object-language-meta-language distinction; (2) computer as written medium vs. language as primary spoken medium; (3) teaching of second language skills vs. linguistics; (4) the computer as an electronic tool vs. the computer as a cognitive entity simulating the speaker. We then show how these unique characteristics of language instruction (mother-tongue and foreign language) impose special proposals on language courseware. These proposals should be observed in the development of language courseware and in the evaluation of such programs. Clearly, these proposals integrate with general courseware proposals. Michal Ephratt (Ph.D., computational linguistics) completed post-doctoral studies at the University of Rochester. She has been on the staff of the Dept. of Hebrew Linguistics, University of Haifa, since 1988. Some of her publications include Root-Pattern Array: The Main Tool of Hebrew Word Formation (Hebrew University, 1985); and What's in a Joke? in Advances in Artificial Intelligence, Natural Language and Knowledge-based Systems (Springer-Verlag, 1990).This paper is based on work the author did as a consultant in the National Courseware Evaluation Department of the Ministry of Education. I wish to thank Esther Diamant, head of the department, for making the study possible.  相似文献   
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号