全文获取类型
收费全文 | 17161篇 |
免费 | 535篇 |
国内免费 | 264篇 |
专业分类
电工技术 | 167篇 |
技术理论 | 5篇 |
综合类 | 6745篇 |
化学工业 | 921篇 |
金属工艺 | 437篇 |
机械仪表 | 655篇 |
建筑科学 | 2193篇 |
矿业工程 | 127篇 |
能源动力 | 40篇 |
轻工业 | 245篇 |
水利工程 | 166篇 |
石油天然气 | 75篇 |
武器工业 | 15篇 |
无线电 | 902篇 |
一般工业技术 | 602篇 |
冶金工业 | 1203篇 |
原子能技术 | 16篇 |
自动化技术 | 3446篇 |
出版年
2024年 | 68篇 |
2023年 | 170篇 |
2022年 | 256篇 |
2021年 | 389篇 |
2020年 | 306篇 |
2019年 | 241篇 |
2018年 | 173篇 |
2017年 | 161篇 |
2016年 | 290篇 |
2015年 | 419篇 |
2014年 | 1080篇 |
2013年 | 846篇 |
2012年 | 1085篇 |
2011年 | 1343篇 |
2010年 | 1334篇 |
2009年 | 1367篇 |
2008年 | 1207篇 |
2007年 | 1102篇 |
2006年 | 1056篇 |
2005年 | 915篇 |
2004年 | 830篇 |
2003年 | 892篇 |
2002年 | 725篇 |
2001年 | 401篇 |
2000年 | 375篇 |
1999年 | 232篇 |
1998年 | 110篇 |
1997年 | 63篇 |
1996年 | 48篇 |
1995年 | 45篇 |
1994年 | 39篇 |
1993年 | 21篇 |
1992年 | 24篇 |
1991年 | 20篇 |
1990年 | 21篇 |
1989年 | 18篇 |
1988年 | 31篇 |
1987年 | 23篇 |
1986年 | 15篇 |
1984年 | 11篇 |
1983年 | 9篇 |
1982年 | 15篇 |
1981年 | 10篇 |
1964年 | 10篇 |
1959年 | 8篇 |
1958年 | 9篇 |
1957年 | 19篇 |
1956年 | 9篇 |
1955年 | 20篇 |
1954年 | 11篇 |
排序方式: 共有10000条查询结果,搜索用时 0 毫秒
51.
文章主要讲述了计算机多媒体教学教育的发展过程与功能介绍,通过自己教学过程中所获得的经验,还有专家的一些深刻见解,提出了学校计算机多媒体教育教学的几点建议,希望可以给多媒体教育工作者提供一些宝贵经验和指导学习的正确方向。 相似文献
52.
网络教育平台建设的核心是教学资源库的建设,各种类型资源的快速匹配是需要频繁使用的基础功能。现有的解决方案往往使用的是BF等经典算法,匹配效率有一定的提高空间。用XML技术作为平台中各种资源描述的统一工具,通过对XML技术中DTD模式匹配方法的研究以及对模式匹配快速算法的改进,提高模式匹配的效率,从而设计出一种有效的信息模式匹配技术模型。通过仿真实验表明该模型可有效地提高网络教育平台中信息匹配的效率,进而为平台中资源的整合与模式的统一提供支持。 相似文献
53.
为促进学校学位与研究生教育信息管理水平,在MVC设计模式基础上结合EF(ADO.NET Entity Framework)框架和Ajax技术,探讨学位与研究生教育信息管理系统的设计与实现。系统包括用户管理、学籍管理、课程管理、成绩管理、奖学金管理、导师管理、双盲评审管理和学位信息管理8个模块,具有较好的可用性、稳定性和可扩展性。 相似文献
54.
陈阳 《电脑编程技巧与维护》2012,(22):129-130,134
.NET的架构下的高校教师信息管理的实现,接着讲解.NET的架构下的学生信息管理的实现,最后说明.NET的架构的学生作业管理系统的实现,还介绍了NET的架构的跨校区合作、交流的实现。 相似文献
55.
邓洪斌 《电脑编程技巧与维护》2012,(10):154-155
从学生学习计算机编程时能力的重要性出发,介绍了教师在进行编程教学时必须注重学生几种能力的培养,并阐述了教学过程中可以采用的几种教学方法。 相似文献
56.
王勇杰 《电脑编程技巧与维护》2012,(10):50-52
针对校园电子商务的产生和发展进行了阐述,对校园电子商务的功能模块进行设计和描述,提出了校园电子商务带来的影响,并探讨了校园电子商务在信用、物流、市场规划、管理模式、安全支付等方面存在的问题。 相似文献
57.
Eliichi Yamaguchi 《AI & Society》1990,4(2):147-154
In this paper I consider how the computer can or should be accepted in Japanese schools. The concept of teaching in Japan stresses learning from a long-term perspective. Whereas in the instructional technology, on which the CAI or the Tutoring System depends, step-by-step attainments in relatively short time are emphasized. The former is reluctant in using the computer, but both share the Platonic perspective which are goal-oriented. However, The Socratic teacher, who intends to activate students' innate disposition to be better, would find another way of teaching and use of the computer. 相似文献
58.
Bert Slof Anouschka van Leeuwen Jeroen Janssen Paul A. Kirschner 《Journal of Computer Assisted Learning》2021,37(1):39-50
In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences. 相似文献
59.
Valerie Shute Seyedahmad Rahimi Ginny Smith Fengfeng Ke Russell Almond Chih-Pu Dai Renata Kuba Zhichun Liu Xiaotong Yang Chen Sun 《Journal of Computer Assisted Learning》2021,37(1):127-141
In this study, we investigated the validity of a stealth assessment of physics understanding in an educational game, as well as the effectiveness of different game-level delivery methods and various in-game supports on learning. Using a game called Physics Playground, we randomly assigned 263 ninth- to eleventh-grade students into four groups: adaptive, linear, free choice and no-treatment control. Each condition had access to the same in-game learning supports during gameplay. Results showed that: (a) the stealth assessment estimates of physics understanding were valid—significantly correlating with the external physics test scores; (b) there was no significant effect of game-level delivery method on students' learning; and (c) physics animations were the most effective (among eight supports tested) in predicting both learning outcome and in-game performance (e.g. number of game levels solved). We included student enjoyment, gender and ethnicity in our analyses as moderators to further investigate the research questions. 相似文献
60.
Caihua Liu Didar Zowghi Matthew Kearney Muneera Bano 《Journal of Computer Assisted Learning》2021,37(1):1-23
Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching. 相似文献