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1.
In this work we consider a poroelastic, flexible material that may deform largely, which is situated in an incompressible fluid driven by the Navier–Stokes equations in two or three space dimensions. By a variational approach we show existence of weak solutions for a class of such coupled systems. We consider the unsteady case, this means that the PDE for the poroelastic solid involves the Fréchet-derivative of a non-convex functional as well as (second order in time) inertia terms. 相似文献
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The radius of spatial analyticity for solutions of the KdV equation is studied. It is shown that the analyticity radius does not decay faster than as time t goes to infinity. This improves the works of Selberg and da Silva (2017) [30] and Tesfahun (2017) [34]. Our strategy mainly relies on a higher order almost conservation law in Gevrey spaces, which is inspired by the I-method. 相似文献
4.
A learning progression, or learning trajectory, describes the evolution of student thinking from early conceptions to the target understanding within a particular domain. As a complex theory of development, it requires conceptual and empirical support. In earlier work, we proposed a cycle for the validation of a learning progression with four steps: 1) Theory Development, 2) Examination of Empirical Recovery, 3) Comparison to Competing Models, and 4) Evaluation of Instructional Efficacy. A group of experts met to discuss the application of learning sciences to the design, use, and validation of classroom assessment. Learning progressions, learning trajectories, and how they can support classroom assessment were the main focuses. Revisions to the cycle were suggested. We describe the adapted cycle and illustrate how the first third of it has been applied towards the validation of a learning progression for the concept of function. 相似文献
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Mark Prendergast Cormac Breen Aibhin Bray Fiona Faulkner Brian Carroll Dominic Quinn 《International Journal of Mathematical Education in Science & Technology》2018,49(8):1203-1218
Many studies over the past 30 years have highlighted the important role of students’ beliefs for successful problem-solving in mathematics. Given the recent emphasis afforded to problem-solving on the reformed Irish secondary school mathematics curriculum, the main aim of this study was to identify Irish students’ (n = 975) beliefs about the field. A quantitative measure of these beliefs was attained through the use of the Indiana Mathematical Belief Scale, an existing 30-item (five-scale) self-report questionnaire. A statistical analysis of the data revealed that students who were further through their secondary education had a stronger belief that not all problems could be solved by applying routine procedures. In contrast, the same students held less positive beliefs than their younger counterparts that they could solve time-consuming problems and that conceptual understanding was important. The analysis also indicated that gender had a significant impact on three of the five belief scales. 相似文献
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Though the central role of Gösta Mittag-Leffler in the promotion of specialized, research-oriented mathematics at Stockholms Högskola is widely acknowledged, the specific social and technical means by which he sought to cultivate a fledgling research community there during the early- to mid-1880s have received little attention. In particular, a detailed study of the relationship of his own research activity to that of his first Swedish students is absent from the existing literature.Through the juxtaposition of their research activities and unpublished correspondence, this paper explores Mittag-Leffler's active and deliberate efforts to engage his students Ivar Bendixson and Edvard Phragmén in open problems within his own research agenda, support them through his institutional connections, and instill within them norms concerning research ideologies, practices of communication and criticism, and frameworks for shared knowledge. It also illuminates the extent to which his teachings took root in at least one student to emerge from his program, who would perpetuate the mathematical practices set in place by his teacher and set forth on the international stage to promote his newly-acquired system of values. 相似文献
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The rank of a graph is defined to be the rank of its adjacency matrix. A graph is called reduced if it has no isolated vertices and no two vertices with the same set of neighbors. We determine the maximum order of reduced triangle‐free graphs with a given rank and characterize all such graphs achieving the maximum order. 相似文献
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The study explored the impact of Please Go Bring Me-COnceptual Model-based Problem Solving (PGBM-COMPS) computer tutoring system on multiplicative reasoning and problem solving of students with learning disabilities. The PGBM-COMPS program focused on enhancing the multiplicative reasoning and problem solving through nurturing fundamental mathematical ideas and moving students above and beyond the concrete level of operation. This is achieved by taking advantages of the constructivist approach from mathematics education and explicit conceptual model-based problem solving approach from special education. Participants were three elementary students with learning disabilities (LD). A mixed method design was employed to investigate the effect of the PGBM-COMPS program on enhancing students’ multiplicative reasoning and problem solving. It was found that the PGBM-COMPS program significantly improved participating students’ problem solving performance not only on researcher developed criterion tests but also on a norm-referenced standardized test. Qualitative and quantities data from this study indicate that, in addition to nurturing fundamental concept of composite units, it is necessary to help students to understand underlying problem structures and move toward mathematical model-based problem representation and solving for generalized problem solving skills. 相似文献
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The purpose of this study was to report on findings regarding an integer module intervention. We provided the effects of the integers module lessons intervention on the mathematics performance of 7th grade students with mathematics difficulties. We provided an analysis of the mathematics interventionists’ and their students’ perspectives about the integer module to help explain the findings. A total of 908 students participated in the study and were randomized to one of two conditions. The research design was class-randomized with classes allocated to the treatment or control condition. The analyses showed that the condition predicted students’ slope estimate, on average (β = 0.61, p = .004) where students receiving treatment made greater gains than students in the control condition. Regarding the interventionists’ and students’ perspectives about the integer module lessons, both interventionists and students had overall positive ratings of the intervention components. Implications of these findings are discussed. 相似文献