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991.
回顾了步行商业街的产生、发展、兴盛与衰败的过程,针对与商业街繁荣相关的结构性问题,从商业街的交通结构、空间结构以及设施结构三方面,总结提出了一些建议和看法。 相似文献
992.
Reflection plays an important role in improving learning performance. This study, therefore, attempted to explore whether learners’ reflection levels can be improved if teaching strategies are adapted to fit with learners’ thinking styles in an online learning environment. Three teaching strategies, namely constructive, guiding, and inductive, were designed to match with three thinking styles, namely legislative, executive, and judicial respectively. An online reflection learning system was subsequently developed to reflect this scenario. An experiment was then conducted where the learners were classified into fit or non-fit group in order to analyze whether there was a good fit between the teaching strategies designed by the teacher and the thinking styles of learners. A total of 223 graduate and undergraduate students participated in the experiment. The results revealed that the reflection levels of the fit group had outperformed the non-fit group. 相似文献
993.
Accompanying the emergence of blog technology as a dominant online publishing paradigm is a growing interest in its educational benefits and applications. This study sets out to develop an empirically grounded framework for educational blogging in the context of teacher education. A working framework was first proposed that highlights four areas: self-expression, self-reflection, social interaction, and reflective dialogue. An exploratory study was then conducted to examine the framework by involving two groups of student teachers during their teaching practice. This study revealed that the salient values of blogs centered on emotionally charged and social-oriented individual expressions as well as self-reflection. The interactive functionality of blogs was used mostly for exchanging social support rather than reflective dialogue. A new dimension – blog-reading – has emerged through the investigation and been added to the original framework. The findings can contribute to a better understanding of the educational values of blogs and their meaningful applications as educational media. 相似文献
994.
Douglas B. Clark Brian C. Nelson Hsin-Yi Chang Mario Martinez-Garza Kent Slack Cynthia M. D’Angelo 《Computers & Education》2011
This study investigates the potential of a digital game that overlays popular game-play mechanics with formal physics representations and terminology to support explicit learning and exploration of Newtonian mechanics. The analysis compares test data, survey data, and observational data collected during implementations in Taiwan and the United States with students in grades 7–9. Results demonstrate learning on some core disciplinary measures and high levels of learner engagement, indicating the potential benefits of this genre of conceptually-integrated games, but also suggesting that further research and development will be needed to more fully harness this potential. Encouragingly, striking similarities were observed across the two countries in terms of learning and engagement, suggesting that this genre of learning games may prove suitable for engaging students in active exploration of core science concepts across multiple countries. 相似文献
995.
Current endeavors to integrate competency-based learning approaches with e-learning systems designed for delivery of training to adult learners in the workplace are growing. However, academic efforts in examining learners’ perceptions of, and reactions toward, this technology-delivered pedagogical innovation are limited. Drawing together perspectives from the literature on training and instructional design and technology acceptance, this research proposed a conceptual model to examine the influences of perceived individual and social learning support on employees’ acceptance of competency-based e-learning systems. Structural equation modeling and multi-group structural equation modeling techniques were applied to sample data collected from work settings in Mainland China. The results show the positive effects of perceived individual learning support and perceived support for promoting a norm of cooperation on employees’ intention to use the competency-based e-learning system. It was also found that perceived support for enhancing social ties had a negative effect on employees’ behavioral intention. The gender, age, prior experience, and work experience differences in the main effects were also investigated. Besides, qualitative data collected via semi-structured in-depth interview provide complementary evidence to the findings. 相似文献
996.
997.
The investigation monitored the digital game-playing behaviours of 428 primary-aged students (aged 10–12 years). Chi-square analysis revealed that boys tend to spend more time playing digital games than girls while boys and girls play quite different game genres. Subsequent analysis revealed statistically significant gender differences in terms of the types of mathematics-rich games students prefer to play. Girls preferred to play games that required problem solving, quantitative computations and the interpretation of graphs. Boys preferred games that required visual/spatial engagement. Given the fact that boys outperform girls on spatial tasks and mathematics assessment items that contain graphics, this study has implications for the development of students' mathematics sense making. 相似文献
998.
This study measured high-school learners' cognitive load as they interacted with different web-based curriculum components, and examined the interactions between cognitive load and web-based concept learning. Participants in this study were 105 11th graders from an academic senior high school in Taiwan. An online, multimedia curriculum on the topic of global warming, which lasted for four weeks, provided the learning context. After students worked through the curriculum, their feelings about the degree of mental effort that it took to complete the learning tasks were measured by self-report on a 9-point Likert scale. An online test and the flow-map method were applied to assess participants' concept achievements. The results showed that curriculum components such as scientific articles, online notebooks, flash animations and the online test induced a relatively high cognitive load, and that a lower cognitive load resulted in better concept achievement. Also, students appeared to adopt different learning approaches that were corresponding to different levels of cognitive load. 相似文献
999.
Computer programming skills constitute one of the core competencies that graduates from many disciplines, such as engineering and computer science, are expected to possess. Developing good programming skills typically requires students to do a lot of practice, which cannot sustain unless they are adequately motivated. This paper reports a preliminary study that investigates the key motivating factors affecting learning among university undergraduate students taking computer programming courses. These courses are supported by an e-learning system – Programming Assignment aSsessment System (PASS), which aims at providing an infrastructure and facilitation to students learning computer programming. A research model is adopted linking various motivating factors, self-efficacy, as well as the effect due to the e-learning system. Some factors are found to be notably more motivating, namely, ‘individual attitude and expectation’, ‘clear direction’, and ‘reward and recognition’. The results also suggest that a well facilitated e-learning setting can enhance learning motivation and self-efficacy. 相似文献
1000.
This paper reviews a range of accessibility tools and evaluates how successful they have been in helping teachers in higher education and further education develop accessible e-learning materials and activities for disabled learners. It is argued that these accessibility specific tools have had limited success to date, and that there may therefore be value in exploring the potential role that more general pedagogic tools might play in the development of accessible e-learning and accessibility practices. Two examples of general pedagogic tools, learning theories and learning design tools, are assessed for the extent to which they raise awareness of an association between accessibility and pedagogy; highlight potential barriers to and facilitators of accessible e-learning and offer methods and approaches for developing accessible e-learning. This assessment suggests that the general pedagogical tools will have a limited or abstract influence on the development of accessible e-learning, but that this influence could be potentially increased by “blending” the use of specific accessibility tools with the use of more general pedagogical tools. The success of a blended approach to designing and developing accessible e-learning will depend on a number of factors, including teacher and learner agency. Nevertheless such an approach could be significant in terms of seeking to make accessibility as much a pedagogical issue as it is a technical one. 相似文献