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101.
《The Journal of geography》2012,111(6):252-258
Abstract Through an instructional approach, this article offers a template for a classroom-based geography capstone course grounded in pedagogical elements of synthesis and reflection, as based on exploration of ten key geographic ideas. It provides insights into course goals, structure, and components for instructors who may wish to implement it in geography or in other disciplines, and it situates the template in the general structure of capstone courses detailed in social science literature. The article contributes to geography instruction with a focus on classroom-based capstone courses as an application of teaching and learning undergraduate geography. 相似文献
102.
《The Journal of geography》2012,111(2):358-367
Abstract To meet national geography standards, instructional materials using issues-based inquiry are needed. This paper reports on national classroom trials of drafts of Geographic Inquiry into Global Issues (GIGI), a set of inquiry modules for secondary geography. The analysis focuses on three modules about environmental issues, tried by 480 students in 18 schools. Students made significant gains in learning the modules' cognitive and skills objectives, but they showed no change in interest toward studying geography or these environmental issues. Student comments about the modules underscored the necessity of connecting classroom materials about global issues more closely to local experiences. These findings support current models in environmental education. Reflecting this analysis, the published modules now include activities emphasizing inquiry into local issues, to complement the study of global environmental problems. The improved GIGI materials can better meet the goals of both geography and environmental education. 相似文献
103.
《The Journal of geography》2012,111(4):143-155
This article examines possibilities associated with the cultivation of balanced regional images via the use of simple methods. Two experiments based on the primacy effect and the painting picture rule, or visual depiction of regions, were conducted. The results show significant differences in the formation of regional images. More specifically, the presentation of positive prior knowledge and the depiction of regional aspects with strong visual cues led to the formation of regional images that were more balanced. In conclusion, these simple teaching methods are effective for cultivating balanced regional images, an important element of geography education. 相似文献
104.
《The Journal of geography》2012,111(6):235-246
Learning about climate change is tangible when it addresses impacts that can be observed close to home. In this program, sixty-four diverse middle and high school students produced videos about locally relevant climate change topics. Graduate and undergraduate students provided mentorship. The program engaged students in research and learning about climate change, and sparked their interest in science careers. Evaluation results showed that students were highly motivated by the experience, developed a genuine interest in their science topic, learned about the scientific process, and developed twenty-first century skills. The program provided a unique and authentic approach to science learning and communication. 相似文献
105.
获取与处理类测量规范是测绘标准体系的核心部分,然而,这些测量规范存在着内容重复、引用复杂、系统性差等缺点,因此,建议将现行的获取与处理类测量规范进行重组。通过分析,将该类测量规范规划为两部分:基础测量规范与专业测量规范,重组后的测量规范系统性强、引用简单、索引明确,对指导测绘生产具有重要意义。 相似文献
106.
107.
Russell C. Hedberg II Arielle Hesse Doug Baldwin Jase Bernhardt David Pahl Retchless Jamie E. Shinn 《The Professional geographer》2017,69(1):107-116
Recent debates about the state of geography raise valuable questions about how the discipline can and should change in response to shifting institutional realities. Focusing on the breadth and interdisciplinarity of geography, these discussions often overlook the role of pedagogy—particularly graduate training—in adapting the discipline to new institutional landscapes. Drawing on experiences as current and recent geography doctoral students, we identify institutional seedlings of opportunity that can be cultivated toward a spectrum of alternative doctoral training models. These alternatives offer significant opportunities to better prepare early-career geographers for success and to solidify geography's position as a leader in interdisciplinary research. 相似文献
108.
Kevin Romig 《The Journal of geography》2017,116(4):180-184
Significant changes in textbook publishing are at college instructors' door. Textbook representatives are directed to mesmerize potential clients with eye-catching displays and statements about digital literacy of the next generation of college students. Based on a one-year pilot study, in 2014–2015, of an electronic textbook, this commentary shares real experiences with the digital tools, contextualizes the shift in textbook publishing and research on student outcomes, and provides insight in navigating through the Brave New World of digital texts and adaptive learning tools. 相似文献
109.
This article discusses the implementation of a pedagogical tool aimed at the refutation of secondary school (grade ten-equivalent) students' persistent climate change misconceptions. Using a lesson study approach, the materials and intervention techniques used were developed collaboratively with geography teachers. The objective is two-pronged: to closely monitor how children learn through refutation-oriented approach and to document how teachers process the experience. A pretest and post-test comparison showed that there was significant improvement in the students' climate change conceptual understanding following the intervention. 相似文献
110.
Thomas J. Pingel 《The Journal of geography》2018,117(4):153-164
Game-based Web sites and applications are changing the ways in which students learn the world map. In this study, a Web map-based digital learning tool was used as a study aid for a university-level geography course in order to examine the way in which global scale cognitive maps are constructed. A network analysis revealed that clicks were negatively correlated with familiarity, but were positively correlated with area. More significantly, well-known countries did not act as central nodes within network-based mental models, but served a more complex mediating role in structuring the space between subregions. 相似文献