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Leslie P Steffe 《The Journal of Mathematical Behavior》2003,22(3):237-295
A case study of two 5th-Grade children, Jason and Laura, is presented who participated in the teaching experiment, Children’s Construction of the Rational Numbers of Arithmetic. The case study begins on the 29th of November of their 5th-Grade in school and ends on the 5th of April of the same school year. Two basic problems were of interest in the case study. The first was to provide an analysis of the concepts and operations that are involved in the construction of three fractional schemes: a commensurate fractional scheme, a fractional composition scheme, and a fractional adding scheme. The second was to provide an analysis of the contribution of interactive mathematical activity in the construction of these schemes. The phrase, “commensurate factional scheme” refers to the concepts and operations that are involved in transforming a given fraction into another fraction that are both measures of an identical quantity. Likewise, “fractional composition scheme” refers to the concepts and operations that are involved in finding how much, say, 1/3 of 1/4 of a quantity is of the whole quantity, and “fractional adding scheme” refers to the concepts and operations involved in finding how much, say, 1/3 of a quantity joined to 1/4 of a quantity is of the whole quantity. Critical protocols were abstracted from the teaching episodes with the two children that illustrate what is meant by the schemes, changes in the children’s concepts and operations, and the interactive mathematical activity that was involved. The body of the case study consists of an on-going analysis of the children’s interactive mathematical activity and changes in that activity. The last section of the case study consists of an analysis of the constitutive aspects of the children’s constructive activity, including the role of social interaction and nonverbal interactions of the children with each other and with the computer software we used in teaching the children. 相似文献
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《光谱学快报》2013,46(3):245-262
Abstract The goal of this paper is to illustrate college students' levels of sophistication of their spectroscopic representations (SRs). For example, a photon is drawn as a wavy line, which might be used to enhance their atomic models (AMs). Study 1 was a quantitative study in which 70 students, enrolled in first semester general chemistry, drew or described their own model of the atom. Despite the fact that they had just completed a unit on atomic structure, only 30.6% of these students were classified as having a good understanding of the Bohr AM. Most of these students, 93.8%, incorporated SRs into their models. Conversely, only 41.2% of those who had a moderate AM understanding and only 5% of those with a poor AM understanding used SR in their AMs. Study 2 was a qualitative study in which 10 volunteers, enrolled in the same course but during a different semester, interacted with a multimedia instructional package and with a tutor. Interviews with two students were selected for in‐depth analyses. Each one enhanced their own AM by adding dynamic SR to their original AMs. 相似文献
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本文从《经济数学基础》课程的培养目标、高校大学生的数学能力和数学实验课的开设几个方面 ,对高校基础数学教学提出自己的一些看法 ,供同行参考 . 相似文献
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通过学习和研究建构主义教学模式,结合多年的大学物理实验教学经验,在教学中有意识地运用建构主义的教学方法(如支架式教学),提高了大学物理实验的教学效果. 相似文献
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问题式教学是以增强问题意识和发现、分析和解决问题的能力为目的的教学模式。问题式教学对改变传统教学方式,培养学生发现、分析和解决问题的能力,形成创造力具有重要意义。吉尔福特的智力结构理论把智力分解成120个智力因子,有助于理解思维的基本属性。在聚合物基复合材料课程中把问题式教学和智力结构理论结合起来,针对不同的智力因子有目的性地设置问题,可以培养学生科学的思维方式,锻炼归纳、分析、联想等思维能力,提高学习和科研水平。 相似文献