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听觉与行走是人类最基础的生存技术,也是感知外部环境的方法与途径。从20世纪开始,随着艺术、文学、声响生态学、城市地理学、声音人类学和媒介研究等领域对声音、听觉、行走的持续关注与研究,听觉与行走逐渐发生连接。假借“城市雨林”这一意象,通过对3个声音行走作品与笔者经验的比较,剖析声音行走与聆听行走之间的差异,提出从“声音导向”向“听觉导向”的研究转向。尝试剖析声音、行走、聆听在城市的语境之中如何生成全新的连接,如何赋予身体与意识以全新情境,进一步思考在此种听觉情境中个体在现代城市景观中的可能性。 相似文献
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根据冲压件的装箱方式及各车型零件间的相似性,对装箱料架进行分类,将其系列化、标准化。分析整车销量与冲压单批次产量之间的关系,总结出每年用于冲压周转所需的装箱料架总数的理论公式,对比总装箱料架的理论值和实际值,了解实际装箱料架数量是否已满足生产要求。根据装箱料架总数的变化趋势,调整冲压生产的频次,按此方式执行,消除装箱料架的闲置现象,大大提升了库房的有效利用率。 相似文献
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There are countless beliefs about the power of music during driving. The last thing one would think about is: how safe is it to listen or sing to music? Unfortunately, collisions linked to music devices have been known for some time; adjusting the radio controls, swapping tape-cassettes and compact-discs, or searching through MP3 files, are all forms of distraction that can result in a near-crash or crash. While the decrement of vehicular performance can also occur from capacity interference to central attention, whether or not music listening is a contributing factor to distraction is relatively unknown. The current study explored the effects of driver-preferred music on driver behavior. 85 young-novice drivers completed six trips in an instrumented Learners Vehicle. The study found that all participants committed at-least 3 driver deficiencies; 27 needed a verbal warning/command and 17 required a steering or braking intervention to prevent an accident. While there were elevated positive moods and enjoyment for trips with driver-preferred music, this background also produced the most frequent severe driver miscalculations and inaccuracies, violations, and aggressive driving. However, trips with music structurally designed to generate moderate levels of perceptual complexity, improved driver behavior and increased driver safety. The study is the first within-subjects on-road high-dose double-exposure clinical-trial investigation of musical stimuli on driver behavior. 相似文献
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There is a substantial increase in the utilization of web-based assessment procedures to assist teaching and learning processes in higher education institutions. Despite their benefits, institutions use them to a limited extent due to a number of factors influencing both instructors' and students' behaviors. This study examines students' acceptance of a web-based summative listening test administered in the 2014–2015 academic year within an ‘English as a Foreign Language' course at a two-year post-secondary military school in Turkey. The participants consisted of 602 military students. As a model, Computer Based Assessment Acceptance Model based on Technology Acceptance Model was adopted in order to analyze the participants' perceptions on a web-based summative listening comprehension test. The data were collected via an online questionnaire. A structural equation modeling analysis was utilized to analyze the relationships among factors. The general results showed that perceived ease of use and perceived playfulness had a direct influence on the participants' behavioral intentions to use web-based tests. In other words, web-based tests are expected to be used if they are easy to use and playful enough. 相似文献
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《Ergonomics》2012,55(7):1269-1274
The Most Comfortable Listening Level (MCLL) was determined for a running speech signal in a sample of 799 subjects, ranging in age from 17 to 92 years of age. The MCLL increased monotonically with increasing chronological age, in a non-linear relationship. Before the age of 40 MCLL increased approximately one-third of a dB per annum, while after the age of 65 MCLL increased by more than one half dB per year. Over the 75 year age range MCLL rose by 34 dB. Confirming earlier reports, MCLL was also found to be related to hearing sensitivity. Some implications for the design of sound systems are suggested. 相似文献
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Age-normed tests of listening comprehension, oral expression, reading comprehension, and written expression were administered in Grades 1 (n = 128), 3, and 5, or 3 (n = 113), 5, and 7. Confirmatory factor analyses compared 1- and 4-factor models at each grade level and supported a 4-factor model of language by ear, mouth, eye, and hand. Multiple regressions identified which of the 3 other language skills explained unique variance in each of the 4 language skill outcomes and provided additional evidence that language is not a single skill. Individuals' ipsative scores (amount that the standard score for age on each language measure deviated from individual's mean for all 4 measures) showed that 25% to 30% of individuals showed relative strengths or weaknesses (±1 SD) in specific language skills, but only 7% were stable across Grades 3 and 5. Findings are discussed in reference to (a) theoretical implications for idea comprehension and expression via language by ear, mouth, eye, and hand; and (b) educational applications of observed developmental and individual differences for general, special, and gifted education. (PsycINFO Database Record (c) 2010 APA, all rights reserved) 相似文献
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该文介绍一种用人工神经网络方法检测、区分兔子听觉系统是否正常的分类系统,进而仿真检测人类的听觉系统。文章介绍了系统的实现方法,BP网的网络算法,识别结果及分析。 相似文献