全文获取类型
收费全文 | 151篇 |
免费 | 3篇 |
专业分类
教育 | 130篇 |
科学研究 | 12篇 |
体育 | 4篇 |
文化理论 | 3篇 |
信息传播 | 5篇 |
出版年
2023年 | 1篇 |
2022年 | 10篇 |
2021年 | 6篇 |
2020年 | 5篇 |
2019年 | 5篇 |
2018年 | 12篇 |
2017年 | 11篇 |
2016年 | 7篇 |
2015年 | 6篇 |
2014年 | 7篇 |
2013年 | 21篇 |
2012年 | 10篇 |
2011年 | 8篇 |
2010年 | 6篇 |
2009年 | 5篇 |
2008年 | 7篇 |
2007年 | 3篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 1篇 |
2001年 | 2篇 |
2000年 | 2篇 |
1999年 | 1篇 |
1996年 | 2篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1992年 | 2篇 |
1990年 | 3篇 |
1989年 | 1篇 |
1982年 | 2篇 |
排序方式: 共有154条查询结果,搜索用时 15 毫秒
31.
Michal Yerushalmy 《Educational Studies in Mathematics》2000,43(2):125-147
This study is an attempt to analyze students' construction of function based problem solving methods in introductory algebra.
It claims that for functions to be a main concept for learning school algebra, a complex process that has to be developed
during a long period of learning must take place. The article describes a longitudinal observation of a pair of students that
studied algebra for 3 years using a function approach, including intensive use of graphing technology. Such a long observation
is difficult to carry out and even more difficult to report. We watched for three years classrooms using the ‘Visual-Math’
sequence, and sampled students that exhibited various levels of mathematics achievement. The analysis method presented here
is a non-standard case study of a pair of lower achievers students and their work is often juxtaposed to the work of other
pairs participating in the study. The students' attempts to solve a linear break-even problem is analyzed along three interviews
which present the development of the use of mathematical resources and the patterns of problem solving at different learning
phases. Beyond describing solving attempts, the article offers terms for describing and explaining what and how do learners
appreciate and make out of solving introductory school algebra problems over a three years course.
This revised version was published online in July 2006 with corrections to the Cover Date. 相似文献
32.
Tova Most Michal Al-Yagon Hana Tur-Kaspa Malka Margalit 《International Journal of Disability, Development & Education》2000,47(1):89-105
This study examined the relations between phonological awareness skills and social-emotional competence among preschool children who were considered at risk for developing learning disabilities. Phonological awareness skills, loneliness, sense of coherence, and peer acceptance of 98 children with an age range from 5.0 to 6.4 years (39 with a high risk for developing learning disabilities and 59 nondisabled peers) were assessed. The children at risk differed significantly from the nondisabled children on all measures. Their scores on the phonological awareness measures were lower, they viewed themselves as more lonely, felt less confident about their world, and they were less accepted by their peers. Subgrouping, using the sense of coherence and the combined phonological measure as criteria, revealed that the largest number of children at risk were in the group with lowest levels of coherence and phonological awareness skills. The smallest proportion of high risk children was found in the group characterised by its high sense of coherence and high level of phonological awareness. Thus, children at risk for developing learning disabilities revealed two groups of deficits: phonological awareness difficulties and social-emotional difficulties. The results emphasised the need to examine interrelations between peer acceptance and both cognitive-phonological awareness and emotional domains. 相似文献
33.
34.
Quality Control for Scoring Tests Administered in Continuous Mode: An NCME Instructional Module 下载免费PDF全文
Michal Baumer 《Educational Measurement》2017,36(1):58-68
Quality control (QC) in testing is paramount. QC procedures for tests can be divided into two types. The first type, one that has been well researched, is QC for tests administered to large population groups on few administration dates using a small set of test forms (e.g., large‐scale assessment). The second type is QC for tests, usually computerized, that are administered to small population groups on many administration dates using a wide array of test forms (CMT—continuous mode tests). Since the world of testing is headed in this direction, developing QC for CMT is crucial. In the current ITEMS module we discuss errors that might occur at the different stages of the CMT process, as well as the recommended QC procedure to reduce the incidence of each error. Illustration from a recent study is provided, and a computerized system that applies these procedures is presented. Instructions on how to develop one's own QC procedure are also included. 相似文献
35.
Michal Krupka 《Information Retrieval》2012,15(2):151-156
We discuss the paper by Cheung and Vogel, Inf Retr 8(2), pp 285–299 (2005). We introduce some counterexamples showing that the theoretical results, the paper is based upon, are incorrect. 相似文献
36.
Michal Lavidor 《Journal of Research in Reading》2011,34(4):443-454
The research question here was whether whole‐word shape cues might facilitate reading in dyslexia following reports of how normal‐reading children benefit from using this cue when learning to read. We predicted that adults with dyslexia would tend to rely more on orthographic rather than other cues when reading, and therefore would be more affected by word shape manipulations. This prediction was tested in a lexical decision task on words with a flat or a non‐flat outline (i.e. without or with letters with ascending/descending features). We found that readers with dyslexia were significantly faster when reading non‐flat compared with flat words, while typical readers did not benefit from whole‐word shape cues. The interaction of participants' group and word shape was not modulated by word frequency; that is word outline shape facilitated reading for both rare and frequent words. Our results suggest that enhanced sensitivity to orthographic cues is developed in some cases of dyslexia when normal, phonology‐based word recognition processing is not exploited. 相似文献
37.
Michal Ayalon Ruhama Even 《International Journal of Science and Mathematics Education》2010,8(6):1131-1154
This study examines the views of people involved in mathematics education regarding the commonly stated goal of using mathematics
learning to develop deductive reasoning that is usable outside of mathematical contexts. The data source includes 21 individual
semi-structured interviews. The findings of the study show that the interviewees ascribed different meanings to the above-stated
goal. Moreover, none of them said that it is possible to develop formal logic-based reasoning useful outside of mathematics,
but for different reasons. Three distinct views were identified: the intervention–argumentation view, the reservation–deductive
view, and the spontaneity–systematic view. Each interviewee’s view was interrelated with the interviewee’s approach to deductive
reasoning and its nature in mathematics and outside it. 相似文献
38.
Elzbieta Jastrzebska Ilona Grabowska-Jadach Michal Chudy Artur Dybko Zbigniew Brzozka 《Biomicrofluidics》2012,6(4)
Cell migration is an important physiological process, which is involved in cancer metastasis. Therefore, the investigation of cell migration may lead to the development of novel therapeutic approaches. In this study, we have successfully developed a microsystem for culture of two cell types (non-malignant and carcinoma) and for analysis of cell migration dependence on distance between them. Finally, we studied quantitatively the influence of photodynamic therapy (PDT) procedures on the viability of pairs of non-malignant (MRC5 or Balb/3T3) and carcinoma (A549) cells coculture. The proposed geometry of the microsystem allowed for separate introduction of two cell lines and analysis of cells migration dependence on distance between the cells. We found that a length of connecting microchannel has an influence on cell migration and viability of non-malignant cells after PDT procedure. Summarizing, the developed microsystem can constitute a new tool for carrying out experiments, which offers a few functions: cell migration analysis, carcinoma and non-malignant cells coculture, and evaluation of PDT procedure in the various steps of cell migration. 相似文献
39.
We conducted a study of the effects of assisted reading practice (Shany & Biemiller, 1995). In this paper we examined the original data to find factors affecting gains in reading comprehension. We contrasted 14
children who had below median gains in reading comprehension and 15 who had above median gains. There were no significant
correlations between pre-program language and reading measures and reading comprehension gains. High comprehension gainers
made significantly larger gains in vocabulary. In the previous report on this research, we found that reading practice had
large beneficial impact on reading comprehension. In this study we also found that children who gained significantly more
vocabulary had also significantly higher gains in reading comprehension. Implications are discussed. 相似文献
40.