全文获取类型
收费全文 | 1929篇 |
免费 | 132篇 |
国内免费 | 114篇 |
专业分类
化学 | 85篇 |
力学 | 23篇 |
综合类 | 32篇 |
数学 | 70篇 |
物理学 | 320篇 |
综合类 | 1645篇 |
出版年
2024年 | 17篇 |
2023年 | 28篇 |
2022年 | 59篇 |
2021年 | 66篇 |
2020年 | 60篇 |
2019年 | 44篇 |
2018年 | 58篇 |
2017年 | 64篇 |
2016年 | 70篇 |
2015年 | 84篇 |
2014年 | 113篇 |
2013年 | 107篇 |
2012年 | 103篇 |
2011年 | 116篇 |
2010年 | 76篇 |
2009年 | 89篇 |
2008年 | 100篇 |
2007年 | 140篇 |
2006年 | 113篇 |
2005年 | 98篇 |
2004年 | 106篇 |
2003年 | 76篇 |
2002年 | 73篇 |
2001年 | 71篇 |
2000年 | 59篇 |
1999年 | 32篇 |
1998年 | 35篇 |
1997年 | 21篇 |
1996年 | 24篇 |
1995年 | 17篇 |
1994年 | 12篇 |
1993年 | 8篇 |
1992年 | 8篇 |
1991年 | 8篇 |
1990年 | 5篇 |
1989年 | 3篇 |
1988年 | 3篇 |
1987年 | 4篇 |
1985年 | 3篇 |
1983年 | 1篇 |
1981年 | 1篇 |
排序方式: 共有2175条查询结果,搜索用时 234 毫秒
1.
Bifurcation analysis of visual angle model with anticipated time and stabilizing driving behavior
下载免费PDF全文
![点击此处可从《中国物理 B》网站下载免费的PDF全文](/ch/ext_images/free.gif)
Xueyi Guan 《中国物理 B》2022,31(7):70507-070507
In the light of the visual angle model (VAM), an improved car-following model considering driver's visual angle, anticipated time and stabilizing driving behavior is proposed so as to investigate how the driver's behavior factors affect the stability of the traffic flow. Based on the model, linear stability analysis is performed together with bifurcation analysis, whose corresponding stability condition is highly fit to the results of the linear analysis. Furthermore, the time-dependent Ginzburg-Landau (TDGL) equation and the modified Korteweg-de Vries (mKdV) equation are derived by nonlinear analysis, and we obtain the relationship of the two equations through the comparison. Finally, parameter calibration and numerical simulation are conducted to verify the validity of the theoretical analysis, whose results are highly consistent with the theoretical analysis. 相似文献
2.
采用视觉搜索范式,研究图标视觉特征及数量变化对图标布局认知绩效的影响.实验表明,当图标数量N=6时,仅图标视觉特征主效应显著,布局方式对搜索速度无显著影响,图标视觉特征是认知绩效的主要影响因素;当图标数量N=15时,仅图标布局方式主效应显著,横向排列搜索速度最快.通过图标数量的连续性变化实验发现,图标数量超过10个,横向排列反应时显著低于纵向排列,两者错误率无显著差异;随着图形面板 L○长度 / S○宽度比值的降低,两者平均反应时差距逐渐缩小,趋于一致.研究表明,图标数量的变化对布局方式和视觉特征的认知绩效产生显著影响. 相似文献
3.
4.
视觉文化及其教育价值反思 总被引:4,自引:0,他引:4
钟柏昌 《上饶师范学院学报》2002,22(4):93-97
在语言文字文化之后出现的现代视觉文化以其突出的媒介特性对整个文化的特性产生了深刻的影响,文字文本的传统优势地位受到影像文本的挤占,这一变化促进了教育的向前发展,也对教育产生了许多负面影响。解决这一两难问题的策略就是使视觉文化与传统语言文字文化有相结合,各取所长,共同推动教育的繁荣和发展,而且只有当我们的教育工作者、学生以及社会各界对视觉文化有正确的认识,才能令视觉文化朝正确的方向发展,推进教育的进步,而不是等它给我们的教育带来严重恶果时才来思考是谁惹的祸。 相似文献
5.
王树人 《杭州师范学院学报(社会科学版)》2008,30(3):5-9
20世纪初以降,自从教育制度西化之后,在开启科学思维理性之窗时,却关闭了自己“象思维”的悟性之窗,致使中国学人陷入失去主体话语境地。后来几代学人,由于只有单一科学思维理性,以至于不能真正进入和领会中国传统经典。中西思维方式不同,源于语言不同。“象思维”作为前语言前逻辑的思维,是最具本原性和原刨性的思维。在“轴心时期”,西方在“象思维”基础上产生出理性的逻辑的概念思维,并逐渐构成西方文化主流的思维方式。而中国的“象思维”则经过儒、道、佛三家而推向高级形态,构成中国文化主流的思维方式。崇尚不同最高思想观念(非实体与实体)的中西思维方式,各有不同的功能和价值,但都非万能。两种思维方式相互不能取代,而只有经过会通,才能推进各自文化的创新与发展。 相似文献
6.
Two groups of 10 speech-language pathology graduate students were each given 7 weeks of singing lessons to determine whether voice lessons could have an effect on their clinical and perceptual skills. Pre-, mid-, and posttests to measure various skills were designed and implemented. With use of paired sample statistical testing, statistically significant results were obtained. In addition, the subjective responses of the students show that the lessons were effective in improving pitch perception, breath control, and legato production or easy onset. This study supports efforts to integrate curricula in vocal performance and speech-language pathology. 相似文献
7.
在均匀颜色空间的颜色差别计箅中,亮度和色彩的作用是相关且不同的,尤其是在目标尺度对人眼张角(亦称视角)小于30角度分的条件下观察,由于亮度差和色彩差受视角变化的影响程度不同步,使得人眼颜色差别分辨阈亦不确定。本文通过一定的试验和计算,探讨了在不同的亮度差和色彩差的情况下,颜色差别阈受视角影响的变化规律。 相似文献
8.
The present study mainly probed the relationships between ERP components and the degrees of difficulty in visual search. Three experimental and one controlled conditions were randomly selected. Results showed that the P1, N1, and P2 amplitudes and latencies had no significant differences among the three experimental and one controlled conditions, and the ERP waveforms of low perceptual load of visual search were different from that of high perceptual load. These results might indicate that the latencies and amplitudes of initial P1, N1 and P2 in high and low perceptual load conditions were almost the same. The ERP waveforms of parallel search were very different from that of serial search, and the ERP waveforms of serial search were very similar. The P3 amplitudes increased as the degrees of the difficulty in visual search decreased. 相似文献
9.
David H. Hubel 《自然科学进展(英文版)》2007,17(13):1-3
The visual field is topographically mapped onto the primary visual cortex (V1), forming a retinotopic map which is far more detailed for the foveal regions than for the periphery. We found that receptive field (RF) size in monkey V1 increases with eccentricity, and that a 1—2 m2 V1 region contains roughly a complete set of machinery necessary to analyze a visual-field area whose size is about that of the RFs of the cells. This allows V1 to be anatomically uniform, and is in sharp contrast with the retina. 相似文献
10.
Tracy Noble Ricardo Nemirovsky Cara Dimattia Tracey Wright 《International Journal of Computers for Mathematical Learning》2004,9(2):109-167
In this article, we will describe the results of a study of 6th grade students learning about the mathematics of change. The
students in this study worked with software environments for the computer and the graphing calculator that included a simulation
of a moving elevator, linked to a graph of its velocity vs. time. We will describe how the students and their teacher negotiated
the mathematical meanings of these representations, in interaction with the software and other representational tools available
in the classroom. The class developed ways of selectively attending to specific features of stacks of centimeter cubes, hand-drawn
graphs, and graphs (labeled velocity vs. time) on the computer screen. In addition, the class became adept at imagining the
motions that corresponded to various velocity vs. time graphs. In this article, we describe this development as a process
of learning to see mathematical representations of motion. The main question this article addresses is: How do students learn
to see mathematical representations in ways that are consistent with the discipline of mathematics?
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献