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101.
在线学习已逐渐成为高职院校一种重要学习形式,该领域也成为当前研究热点之一。对在线学习进行介绍,同时对大数据技术在在线学习平台中的应用进行分析,重点对五年制高职护生在线学习行为要素进行研究分析,为更好地开展在线学习评价提供参考,促进高职院校更好地开展在线学习,提高在线学习质量。  相似文献   
102.
以中州大学聋人艺术设计学院、天津理工大学聋人工学院、长春大学特教学院、北京联合大学特教学院四所高校的聋生为研究对象,采用文献资料法、问卷调查法、访问调查法、数理统计法等,对高校聋生参加体育锻炼动机的情况进行调查研究。结果显示聋生对体育锻炼的渴望比较强烈,聋生愿意和听人一起进行体育锻炼。并提出合理化的建议,提高聋生体育锻炼的兴趣,促进他们的心理健康发展。  相似文献   
103.
[Correction Notice: An erratum for this article was reported in Vol 41(4) of Canadian Journal of Behavioural Science/Revue canadienne des sciences du comportement (see record 2009-18333-006). The DOI printed in the article was incorrect. The correct DOI should be as follows: DOI: 10.1037/a0012555.] Spiritual well-being is a dimension of subjective well-being which has enjoyed renewed interest for about 10 years. As far as the authors know, there is no scale in French to assess it. Our research work therefore sets out to adapt and validate in French Spiritual Well-Being Scale (SWBS) by Paloutzian and Ellison, published in 1982. To that end, 368 first- and second-year students took part in three studies. Results confirm the three-dimension structure designed by Scott et al. in 1998, justifying its use with the French population. Yet, the change of items in each dimension, which is currently under discussion, could well display some differences in spiritual well-being between young North American people and young French people. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
104.
Little is known about individual and situational factors that moderate the efficacy of personalized feedback interventions (PFIs). Mandated college students (N = 348) were randomly assigned either to a PFI delivered in the context of a brief motivational interview (BMI; n = 180) or to a written PFI only (WF) condition and were followed up at 4 months and 15 months postintervention. The authors empirically identified heterogeneous subgroups utilizing mixture modeling analysis based on heavy episodic drinking and alcohol-related problems. The 4 identified groups were dichotomized into an improved group (53.4%) and a nonimproved group (46.6%). Logistic regression results indicated that the BMI was no more efficacious than the WF across all mandated students. However, mandated students who experienced a serious incident requiring medical or police attention and those with higher levels of alcohol-related problems at baseline benefited more from the BMI than from the WF. It may be an efficacious and cost-effective approach to provide a written PFI for low-risk mandated students and an enhanced PFI with a BMI for those students who experience a serious incident or have higher baseline alcohol-related problems. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
105.
In this study, the authors examined the degree to which social-cognitive career theory (SCCT; R. W. Lent, S. D. Brown, & G. Hackett, 1994) explained the development of social justice interest and commitment. Data from 274 college students and latent variable path modeling were used to test theoretically and empirically derived SCCT direct and indirect effects structural models. The direct effects model estimated the direct effect of social supports and barriers on social justice commitment and the indirect effects model estimated the effect of social supports and barriers indirectly through self-efficacy. Overall, the present findings supported the use of SCCT within the social justice domain, as social justice self-efficacy and outcome expectations were useful in explaining the development of college students’ social justice interest and commitment. The present findings supported the indirect effects model of social justice interest and commitment over the direct effects model. Finally, unique to prior tests of SCCT in vocational and academic domains, social supports and barriers exhibited an indirect effect on commitment through outcome expectations. Study limitations, future directions for research, and implications for facilitating college students’ social justice interest and commitment are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
106.
A longitudinal analysis of self-efficacy for education and sociodemographic characteristics was conducted among an ethnically diverse sample of first-generation college students (FGS) attending an urban community college. Baseline rates of self-efficacy for education and first-generation immigrant status significantly predicted increased cumulative grade point average at 1-year follow-up. These findings suggest that self-efficacy for education is an important cognitive resource among ethnically diverse FGS attending community colleges, whose immigrant generation status might have an impact on their educational success. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
107.
The present study examined the effect accommodations have on test results of students with and without disabilities and documented experts’ judgments about the appropriateness of testing accommodations. Test score data were collected from 218 fourth-grade students with and without disabilities on mathematics and science performance tasks and from eight testing experts who evaluated the fairness and validity of a sample of testing accommodations used with these students. Results indicated that, for most students with disabilities and some students without disabilities, packages of testing accommodations had a moderate to large effect on performance task scores. Expert reviewers rated most accommodations for a student with disabilities as being both valid and fair, and they gave accommodations listed on a student’s individualized education program (IEP) significantly higher validity and fairness ratings than accommodations that were not listed on the student’s IEP. Interpretations of these data are provided and implications for practice and future research are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
108.
This study directly compared the academic gains of reciprocal peer tutoring, nonreciprocal peer tutoring, and a waiting-list control group. Participants included 59 elementary students from second-, third-, and fourth-grade classrooms who performed below average on curriculum-based measurement (CBM) math probes. Students involved in peer tutoring were trained to tutor basic math facts using a constant time delay procedure. Results indicated that the two types of peer tutoring produced comparable gains in basic math facts. Furthermore, both types of peer tutoring produced substantially larger academic gains than the waiting-list control group, demonstrating at-risk students can successfully tutor each other. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
109.
College students estimated the weight of adult women from either photographs or a live presentation by a set of models and estimated the calories in 1 of 2 actual meals. The 2 meals had the same items, but 1 had larger portion sizes than the other. The results suggest: (a) Judgments are biased toward transforming the example in question to the size and/or properties of a “standard” unit. For estimates of body weight, students assigned weights assuming a standard height, even though height information was provided in the photographs or directly present with live models. (b) There is an inclination to focus on 1 aspect or dimension of the stimulus (e.g., for female figures, their width, for meals the identity of the components as opposed to their size) and either devalue or completely ignore another parameter critical for accurate judgment (height, for the case of body weight estimations). That is, students defaulted to a normative unit size and thus treated the stimulus as a representative, categorical, and unvarying example, and focused on only 1 dimension (univariate bias) in making judgments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
110.
This article explores how micromoments of the classroom--brief, easy-to-miss interactions between teachers and students--can play a large role in determining whether students' creative potential is supported or undermined. One particular micromoment, which occurs when students' unexpected ideas are dismissed by teachers, is examined. Potential reasons why teachers might routinely dismiss student ideas, consequences of such dismissals for students, and considerations for addressing this problem are also discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)  相似文献   
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