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971.
Scholars assert that the often-impoverished instructional practices found in urban schools are tied to teachers’ negative relationships with African American and Latin@1 students (Ferguson, 1998, McKown and Weinstein, 2002, McKown and Weinstein, 2008, Morris, 2005, Stiff and Harvey, 1988). However, measures of mathematics instructional quality rarely measure relational elements of instruction. This study responds to such shortcomings by analyzing relational interactions in urban elementary mathematics classrooms in tandem with content instruction of teachers who engage in supportive relationships with African American and Latin@ students. This study identified teachers with high quality student performance, content instruction, and supportive relationships as defined through relational interactions. After selecting two teachers, the results detail relational interactions that show how these teachers established supportive relationships with students vis-à-vis their mathematics instruction. Therefore, these findings offer insight into the ways in which relational interactions add to our understanding of quality content instruction for African American and Latin@ students. 相似文献
972.
Máire Ní Ríordáin Jennifer Johnston Gráinne Walshe 《International Journal of Mathematical Education in Science & Technology》2016,47(2):233-255
The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the ‘other subject’ and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education. 相似文献
973.
Warren Code Sandra Merchant Matthew Thomas Joseph Lo 《International Journal of Mathematical Education in Science & Technology》2016,47(6):917-937
One goal of an undergraduate education in mathematics is to help students develop a productive disposition towards mathematics. A way of conceiving of this is as helping mathematical novices transition to more expert-like perceptions of mathematics. This conceptualization creates a need for a way to characterize students' perceptions of mathematics in authentic educational settings. This article presents a survey, the Mathematics Attitudes and Perceptions Survey (MAPS), designed to address this need. We present the development of the MAPS instrument and its validation on a large (N = 3411) set of student data. Results from various MAPS implementations corroborate results from analogous instruments in other STEM disciplines. We present these results and highlight some in particular: MAPS scores correlate with course grades; students tend to move away from expert-like orientations over a semester or year of taking a mathematics course; and interactive-engagement type lectures have less of a negative impact, but no positive impact, on students' overall orientations than traditional lecturing. We include the MAPS instrument in this article and suggest ways in which it may deepen our understanding of undergraduate mathematics education. 相似文献
974.
江丽 《广东微量元素科学》2016,(4):35-37
目的分析健康教育对盆腔炎住院患者的积极影响。方法选取2013年4月—2014年11月江门市人民医院接收的87例盆腔炎患者为研究对象,将其分为对照组(44例)施以常规护理,观察组(43例)在对照组基础上进行健康教育,对两组患者的健康教育知识掌握程度、疗效及护理满意度进行比较。结果观察组疾病认知达标率为95.35%,对照组81.82%(P0.05);观察组总有效率为93.02%,对照组79.55%(P0.05)。结论健康教育可有效提高盆腔炎患者对疾病认知程度,提高治疗效果,进而增加护理满意度。 相似文献
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培育学生的科学风险意识是积极构建总体国家安全观的重要内容。以“不确定性和后果”2个核心属性作为筛选标准,对初中理科教科书中的科学风险进行内容分析,分析结果表明:初中理科教科书中共有13种类型的科学风险来源,呈现出学科全覆盖、内容涵盖面广以及呈现形式多样的特点;总体上来看,初中理科教科书注重不规范操作所带来的科学风险;生物教科书主要强调生物资源开发利用所带来的科学风险,物理教科书主要强调日常操作不规范所带来的科学风险,而化学教科书则更多指向实验操作不规范所带来的科学风险。话语策略分析的结果表明:教科书强调“规避化解为主,应对处置为辅”的科学风险态度;强调学生在科学风险中的主体参与;要求强化学生对于科学风险的科学理性评估管理,削弱学生对科学风险的极端反应。 相似文献
979.
为适应大类招生人才培养模式改革需求,提出将最能体现专业内在魅力的高年级化学专业课程向低年级通识教育转变的课内和课外培养方案改革建议,构建“一个结合、两大贯通、三项改革”的通识化实践教学体系,进一步完善大类教育培养方案,使学生在专业分流之时能够全面了解并理性选择专业,合理规划未来职业。 相似文献
980.
Philip J. Stewart 《Foundations of Chemistry》2007,9(3):235-245
Mendeleev’s failure to represent the periodic system as a continuum may have hidden from him the space for the noble gases.
A spiral format might have revealed the significance of the wide gaps in atomic mass between his rows. Tables overemphasize
the division of the sequence into ‘periods’ and blocks. Not only do spirals express the continuity; in addition they are more
attractive visually. They also facilitate a new placing for hydrogen and the introduction of an ‘element of atomic number
zero’.
相似文献
Philip J. StewartEmail: |