全文获取类型
收费全文 | 17571篇 |
免费 | 553篇 |
国内免费 | 268篇 |
专业分类
电工技术 | 145篇 |
技术理论 | 4篇 |
综合类 | 7112篇 |
化学工业 | 934篇 |
金属工艺 | 434篇 |
机械仪表 | 593篇 |
建筑科学 | 2198篇 |
矿业工程 | 90篇 |
能源动力 | 41篇 |
轻工业 | 275篇 |
水利工程 | 138篇 |
石油天然气 | 65篇 |
武器工业 | 5篇 |
无线电 | 894篇 |
一般工业技术 | 649篇 |
冶金工业 | 1286篇 |
原子能技术 | 16篇 |
自动化技术 | 3513篇 |
出版年
2024年 | 60篇 |
2023年 | 175篇 |
2022年 | 271篇 |
2021年 | 404篇 |
2020年 | 320篇 |
2019年 | 249篇 |
2018年 | 185篇 |
2017年 | 174篇 |
2016年 | 301篇 |
2015年 | 442篇 |
2014年 | 1091篇 |
2013年 | 881篇 |
2012年 | 1118篇 |
2011年 | 1343篇 |
2010年 | 1363篇 |
2009年 | 1380篇 |
2008年 | 1224篇 |
2007年 | 1128篇 |
2006年 | 1099篇 |
2005年 | 937篇 |
2004年 | 828篇 |
2003年 | 881篇 |
2002年 | 738篇 |
2001年 | 406篇 |
2000年 | 390篇 |
1999年 | 240篇 |
1998年 | 112篇 |
1997年 | 67篇 |
1996年 | 51篇 |
1995年 | 48篇 |
1994年 | 43篇 |
1993年 | 23篇 |
1992年 | 23篇 |
1991年 | 23篇 |
1990年 | 23篇 |
1989年 | 17篇 |
1988年 | 31篇 |
1987年 | 24篇 |
1986年 | 16篇 |
1984年 | 13篇 |
1982年 | 17篇 |
1972年 | 9篇 |
1965年 | 9篇 |
1964年 | 14篇 |
1963年 | 10篇 |
1958年 | 10篇 |
1957年 | 27篇 |
1956年 | 13篇 |
1955年 | 23篇 |
1954年 | 16篇 |
排序方式: 共有10000条查询结果,搜索用时 93 毫秒
1.
学习不仅仅是自然科学知识的学习,更是社会科学、民族文化、正确人生观和价值观的形成过程,“课程思政”无疑正是实现该目标的捷径,它是当前高等院校思想政治教育的新模式。如何提升学生解决“复杂工程问题”的能力成为高校开展工程教育和“新工科”的难点和重点,而课程思政正是培养学生解决“复杂工程问题”中所需要的非技术因素的重要途径。“自动控制系统工程设计”是自动化专业高年级学生的一门专业课,当前关于“课程思政”的论述是指导思想居多、实施经验以及案例设计较少,针对该问题以“自动控制系统工程设计”为例,详细给出了“课程思政”教学案例的具体实施过程,对同类课程提供参考。 相似文献
2.
Engineering simulations have opened several gates for today’s chemical engineers. They are powerful tools to provide technical content as physics-based numerical solvers. Augmented reality (AR) and virtual reality (VR), on the other hand, are already underway to digitize environments in many fields. The combination of AR/VR environments and simulations in engineering education has been attracting widespread interest. Literature has demonstrated a massive amount of digital educational environments in several contexts as being complementary to conventional educational methods. Nevertheless, hosting technical content produced by engineering simulations with educational AR/VR is still challenging and requires expertise from multiple disciplines throughout the technical development. Present work provides a facile and agile methodology for low-cost hardware but content-wise rich AR software development. Inspired by the Covid-19 pandemic, a case study is developed to teach chemical-engineering concepts using a liquid-soap synthesis process. Accordingly, we assess and conclude the digital development process to guide inexperienced developers for the digitalization of teaching content. The present contribution serves as an example of the power of integrating AR/VR with traditional engineering simulations for educational purposes. The digital tool developed in this work is shared in the online version. 相似文献
3.
Georgios Tsaparlis 《Israel journal of chemistry》2019,59(6-7):478-492
Numerous conceptual difficulties and misconceptions have been reported in the science and chemistry education literature about electrochemistry concepts such as electrolytes, redox equations, and about electrochemical (galvanic and electrolytic) cells. Other studies have considered teaching approaches aimed at improving learning and at overcoming misconceptions. This paper reviews these studies and considers strategies and approaches for the effective teaching of electrochemistry. Then, the review focuses on problem solving in equilibrium electrochemistry, especially problems involving the Nernst equation. The main findings of four studies with Greek university chemistry students, dealing with: (i) algorithmic problem‐solving ability; (ii) practice on problem solving; (iii) the effect of the format of a problem; and (iv) the construction and evaluation of a website devoted to electrochemistry problem solving, are reported. 相似文献
4.
Ming-Puu Chen Asta Y. Z. Lord Yu-Yao Cheng Ku-Chou Tai Wen-Harn Pan 《Journal of Computer Assisted Learning》2020,36(3):383-396
Reflective judgement is crucial for medical-related practitioners in dealing with controversial issues. However, the conformity phenomenon is likely to occur and interfere with reflective judgement learning during interactive activities. Effective strategies are required to moderate the conformity behaviour tendency (CBT) and improve reflective judgement performance (RJP). This study demonstrates two significant results: (a) Compared with the guided self-reflection learning strategy, the online collective reflection (OCR) learning strategy effectively weakened the learners' general CBT while dealing with professional controversial issues; and (b) a significantly negative correlation between the RJP achieved and the change of CBT in online environment was detected in the OCR group. The implications and potential applications in higher education were discussed. Further studies are needed to confirm the long-term effects and the extending application to other professional studies. 相似文献
5.
Many argue that digital technologies have the potential to enhance the teaching and learning of mathematics. However, the availability of technology is not sufficient to realise this potential. The study reported takes a detailed approach to investigate the utility of the particular offerings of the available technologies in the teaching and learning of a specific area of mathematics, functions. Sixteen affordances identified in the data are described. The complexity of the process involved in resolving a situation where particular affordances would be useful so as they are perceived and enacted is detailed. Finally, a grounded theory framework arising from the data analysis from this study that can be used to explain, predict and guide action in other digital environments is presented. 相似文献
6.
ABSTRACT The concept of digital game-based learning (DGBL) evolves rapidly together with technological enhancements of virtual reality (VR) and smart phones. However, the mental workload (MWL) that VR-training applications demand and motivational qualities originating from user experience (UX) should be identified in order to create effective and enjoyable training/learning challenges that fit with individual users’ capabilities. This study examined the effects of reality-based interaction (RBI) and VR on measures of student motivation and MWL, in a mental arithmetic game for secondary school pupils. In a randomised controlled trial with sixty school children, a mental arithmetic game was tested with three different interaction and two different presentation methods – VR RBI, VR head-mounted-display tapping and tablet flick-gesture. Results found a significant effect of RBI on MWL but no differences in enjoyment of training were found between VR-experience and tablet training-experience. In fact, adding the gaming-context to the mental arithmetic task created an enjoyable, motivating experience regardless of presentation or interaction-style. 相似文献
7.
匡红云 《上海第二工业大学学报》2019,(4):298-303
澳大利亚职业教育在全球享有较高的声誉,这与其坚持严格的"基于能力本位的评估"(competency based assessment, CBA)密不可分。介绍了澳大利亚CBA的内涵特征,并详细描述"准备评估、开发评估工具、开展评估、对评估结果进行评估"的CBA运作过程,关注评估工具的开发和后续常规系统性检查及完善,以期对我国的高等职业教育质量评估起到启示和借鉴作用。 相似文献
8.
Lecture capture with real‐time rearrangement of visual elements: impact on student performance 下载免费PDF全文
The primary goal of this study is to create and test a lecture‐capture system that can rearrange visual elements while recording is still taking place, in such a way that student performance can be positively influenced. The system we have devised is capable of integrating and rearranging multimedia sources, including learning content, the instructor and students' images, into lecture videos that are embedded in a website for students to review after school. The present study employed a two‐group experimental design, with 153 participants (145 females and 8 males) making up an experimental group in which lecture courses were recorded using the new lecture‐capture system, and 149 participants (140 females and 9 males) forming a control group whose lectures were recorded by traditional means. All participants were in the freshman college and studying Introduction to Computer and Information Science in one of six classes, and were randomly assigned to one of the two groups. The participants' midterm examination and final examination scores were collected as indicators of their academic performance, with their mathematics entrance scores used as a pre‐test. The findings obtained from analysis of covariance (ANCOVA) suggest that appropriate rearrangement of visual elements in lecture videos can significantly impact students' learning performance. 相似文献
9.
Determining the factors influencing students’ intention to use m-learning in Jordan higher education
M-learning is characterized as a powerful element of learning and education for facilitating the learning experiences. With enhanced and rapid advancements in technologies of ICTs (Information and Communication Technologies) and mobile, numerous innovative services and applications are being developed. Therefore, it becomes significant to investigate the factors influencing the intentions of m-learning to be used among the students of higher education institution. This study examines the “Technology Acceptance Model” (TAM), “Theory of Reasoned Action” (TRA) and “Unified Theory of Acceptance and Use of Technology” (UTAUT). The study is based on a survey being conducted across diverse groups of students, belonging to different communities and universities. The survey questionnaire was utilized for collecting the relevant data from 250 respondents. The results analyzed yields the impact that the proposed model of m-learning is comprehensive to study in the institutions of higher education. 相似文献
10.
Large lectures are the predominant way of teaching first-year students at universities in Norway. However, this forum for education is seldom discussed as a context for a formative feedback practice. The purpose of this sequential mixed methods study was to address whether and how a student-response system can open for a formative feedback practice in lectures and thereby support students' ability to monitor their own learning, as well as supply insight into how students engage with the feedback in their course work. The context for the study was large lectures (150–200 students) in a qualitative method course for first-year psychology students. Findings from the survey (n = 149) showed a positive correlation between the extent to which students report that they use clickers to monitor their own learning, and the extent to which they report that they used the feedback in their own course work. However, findings indicate that students valued the process of monitoring their own learning during the lectures to a greater extent than they actually used the feedback in their course work. Findings from interviews (n = 6) illustrated various ways students applied feedback in their course work. 相似文献