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1.
对于工学硕士的《数理统计》教学的研究 总被引:3,自引:0,他引:3
工学硕士的《数理统计》教学 ,要根据工学硕士的培养目标和数理统计课程的特点编写教材、确定讲授内容和授课方式 .力求使学员掌握处理随机数据的思考方法 ,培养解决问题、分析问题和善于应用知识的能力 .改革《数理统计》教学 ,实现和普及多媒体教学是时代发展的趋势 . 相似文献
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Xingran Cui Leirong Tian Zhengwen Li Zikai Ren Keyang Zha Xinruo Wei Chung-Kang Peng 《Entropy (Basel, Switzerland)》2020,22(11)
Heart rate variability (HRV) has been widely used as indices for autonomic regulation, including linear analyses, entropy and multi-scale entropy based nonlinear analyses, and however, it is strongly influenced by the conditions under which the signal is being recorded. To investigate the variability of healthy HRV under different settings, we recorded electrocardiograph (ECG) signals from 56 healthy young college students (20 h for each participant) at campus using wearable single-lead ECG device. Accurate R peak to R peak (RR) intervals were extracted by combing the advantages of five commonly used R-peak detection algorithms to eliminate data quality influence. Thorough and detailed linear and nonlinear HRV analyses were performed. Variability of HRV metrics were evaluated from five categories: (1) different states of daily activities; (2) different recording time period in the same day during free-running daily activities; (3) body postures of sitting and lying; (4) lying on the left, right and back; and (5) gender influence. For most of the analyzed HRV metrics, significant differences (p < 0.05) were found among different recording conditions within the five categories except lying on different positions. Results suggested that the standardization of ECG data collection and HRV analysis should be implemented in HRV related studies, especially for entropy and multi-scale entropy based analyses. Furthermore, this preliminary study provides reference values of HRV indices under various recording conditions of healthy young subjects that could be useful information for different applications (e.g., health monitoring and management). 相似文献
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根据中国营养学会推荐的热量标准,研制了中学生营养平衡米膳食最佳模式。按该模式,中学生每日应摄入的膳食品种及其数量如下:主食:营养平衡米,初中男生510~597g,女生468~510g;高中男生618~683g,女生532~575g;副食相同:青菜或水果500g或600g,鱼或肉100g或50g,蛋类40g,大豆制品30g,花生油12.5g,盐6g。调查结果表明,蛋白质、脂肪、碳水化合物,热量摄入量全部达标准要求。Q(蛋白质)∶Q(脂肪)∶Q(碳水化合物):高中男女生为16∶20∶64,初中男、女生分别为17∶20∶63。提示中学生营养平衡米膳食最佳模式使中学生达到营养平衡,建议推广食用。 相似文献
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Daniel Lee McGee Funda Gonulates Theodore Hodgson Meredith Brewer 《School science and mathematics》2020,120(4):220-231
This article presents a large-scale longitudinal study of hundreds of students across the state of Kentucky that participated in a dual-focus mathematics intervention initiative when they were in the third grade. Rather than an exclusive focus on intervention, this initiative focused on both (i) high quality pull-out intervention and (ii) coherence between pull-out intervention and classroom instruction. The study found that over half of the third grade intervention students that participated in this initiative were classified as “novice” (the lowest possible performance category) on state standardized mathematics assessments at the end of the third grade. However, over the course of the following four years, the novice reduction rate of these students was significantly (p < .01) greater than other novices in Kentucky that did not participate in the initiative. These findings indicate that when implementing intervention initiatives to help students that are struggling with mathematics, it may be important to establish coherence between pull-out intervention and classroom instruction. The long term impact of this approach among traditionally underrepresented minorities suggest that this publication may provide insight into important equity issues where long-term analyses may sometimes be needed to capture the full impact of intervention initiatives. 相似文献
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《School science and mathematics》2018,118(1-2):4-16
In the transition to middle school, and during the middle school years, students' motivation for mathematics tends to decline from what it was during elementary school. Formative assessment strategies in mathematics can help support motivation by building confidence for challenging tasks. In this study, the authors developed and piloted a professional development program, Learning to Use Formative Assessment in Mathematics with the Assessment Work Sample Method (AWSM) to build middle school math teachers' understanding of the characteristics of high‐quality formative assessment processes and increases their ability to use them in their classrooms. AWSM proved to be feasible to implement in the middle school setting. It improved teachers' practice of formative assessment, especially in their feedback practices, regardless of their pedagogical content knowledge at entry. Results from focus groups suggested that teachers were better able to implement ungraded practice and student self‐ and peer‐assessment after AWSM, and that students were more willing to engage in complex problem solving. 相似文献
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JiYeong I 《School science and mathematics》2019,119(3):127-141
Implementing mathematically challenging tasks is difficult for teachers when working with emergent bilinguals because cognitively demanding tasks in mathematics commonly have high language demand. Currently, inadequate teacher preparation for teaching emergent bilinguals is becoming a significant concern in the United States as this population of students is rapidly growing. This study investigated how two mathematics preservice teachers (PSTs) support middle school emergent bilinguals to understand cognitively demanding mathematical problems through task modification. Fieldwork with a concurrent intervention was designed for the PSTs to work with emergent bilinguals in a one‐on‐one setting. The PSTs modified cognitively demanding mathematics tasks and designed a lesson for the emergent bilinguals based on the modified tasks. The results revealed that the task modification made by the PSTs tended to shift from reducing cognitive demands in mathematics and language to maintaining the demands through learning strategies of contextual support. 相似文献
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甘肃省会宁县高一学生碘营养状况调查与分析 总被引:1,自引:1,他引:1
为调查并分析会宁县高一学生碘营养状况及其对生长发育的影响,采取随机整群抽样法选取研究对象,采集清晨空腹静脉血测量血生化(包括TSH(促甲状腺激素)、FT4(游离甲状腺素)、总蛋白、白蛋白、胆固醇、甘油三酯和磷)、血常规,及取指端末梢血测钙(Ca)含量,同步测昔体格发育状况(包括身高、体质量、上臂围、右臂肱三头肌皮褶厚度)和智力相关指标(联合瑞文IQ值、注意力、学习力、光反射和声反射能力)。结果表明,调查对象TSH平均含鼍为(1.91±1.84)mu/L,低于参考值下限的占61.40%,FT4平均含量为(8.36±7.27)pmol/L,低于参考值下限的占66.49%,TSH和FT4都低于参考值下限的占48.42%,所有渊杏对象TSH和FT4均在参考值上限之内;男女生间比较发现女生碘缺乏程度高于男生(P〈0.001);从对象膳食碘的摄入量发现,98%以上未达到推荐摄入量,并在生源、性别、年龄间存在差异性;血清碘含量分层分析发现随着碘营养状况的改善,各项智力测试值依次增加,全血Ca和血清P含量存在差别(P〈0.05);三类指标相关分析显示FT4值与白蛋白、胆固醇、血小板及白细胞数目(P〈0.05)呈止相关关系,TSH与胆固醇、白细胞数目以及甘油三脂(P〈0.05)呈正相关关系;身高和体质量随TSH和FT4含量升高而递增。提示会宁高一学生血清碘亚临床缺乏状态者较多,尤其是女乍,血清TSH和FT4低下检出率比例较大,碘缺乏已经对调查对象的生长发育造成一定的影响。建议采取相应措施,如强化碘盐的供应和管理,普及碘营养知识,提倡摄入含碘丰富的食物,在集中供餐的学校食堂中增加含碘丰富食物的供给,促使该地区学生碘营养状况的改善及人口素质提高。 相似文献
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