全文获取类型
| 收费全文 | 58篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 42篇 |
| 科学研究 | 1篇 |
| 各国文化 | 3篇 |
| 体育 | 5篇 |
| 文化理论 | 1篇 |
| 信息传播 | 7篇 |
出版年
| 2022年 | 1篇 |
| 2019年 | 3篇 |
| 2018年 | 2篇 |
| 2017年 | 5篇 |
| 2016年 | 3篇 |
| 2015年 | 3篇 |
| 2014年 | 3篇 |
| 2013年 | 9篇 |
| 2012年 | 2篇 |
| 2011年 | 1篇 |
| 2010年 | 3篇 |
| 2009年 | 2篇 |
| 2008年 | 3篇 |
| 2007年 | 2篇 |
| 2005年 | 2篇 |
| 2004年 | 3篇 |
| 2003年 | 1篇 |
| 2002年 | 2篇 |
| 1997年 | 1篇 |
| 1993年 | 1篇 |
| 1990年 | 1篇 |
| 1989年 | 2篇 |
| 1984年 | 1篇 |
| 1982年 | 2篇 |
| 1981年 | 1篇 |
排序方式： 共有59条查询结果，搜索用时 0 毫秒
1.
2.
3.
4.
Providing test questions after an initial study phase is a common instructional technique. In theory, questions that require higher-level (deep) processing should be more beneficial than those that require lower-level (shallow) processing. However, empirical evidence on the matter is inconsistent. To shed light on two potential reasons for these inconsistencies, we conducted an experiment (N = 81) to analyze the role of (a) the share of information to which test questions direct learners and (b) the learning activities performed in the initial study phase with respect to the effects between higher- and lower-level test questions. We found that both the share of focused information and the initial learning activities moderated the effects between higher- and lower-level test questions. 相似文献
5.
Christelle Nithart Elisabeth Demont Marie‐Noëlle Metz‐Lutz Steve Majerus Martine Poncelet Jacqueline Leybaert 《Journal of Research in Reading》2011,34(3):346-363
The acquisition of reading skills is known to rely on early phonological abilities, but only a few studies have investigated the independent contribution of the different steps involved in phonological processing. This 1‐year longitudinal study, spanning the initial year of reading instruction, aimed at specifying the development of phonological discrimination, awareness and various aspects of phonological memory and at assessing their respective contributions to early reading acquisition. Our results show an increase in performance at each phonological processing step, but also suggest a qualitative evolution in their relative importance. Hierarchical regression analyses indicate that reading skills are mainly predicted by phonological awareness measured at the kindergarten stage and, subsequently, by phonological memory abilities measured at the end of first grade. More precisely short‐term memory for serial‐order information seems to contribute to the development of decoding abilities, while phonological knowledge stored in long‐term memory seems to influence word recognition. 相似文献
6.
7.
8.
This paper describes the implementation of the Stanford Public Information and Retrieval System (SPIRES) by the University of Michigan Medical School Learning Resources Center. SPIRES is a bibliographic data base management system which offers on-line search capabilities and retrieval of data in programmable formats. The Learning Resource Center utilizes SPIRES for the interactive retrieval of cataloging data, bibliographical compilations, and book catalog production. 相似文献
9.
Learning diaries—as we employ them—are students’ written reflections of their learning experiences and outcomes over the course of university seminars. The writing of such diaries is ‘tutored’ by a computer program: eHELp supports the writing of sophisticated learning diaries through a modelling and scaffolding of the phases of planning, production and revision. In addition, the learning diaries get published—by uploading them in a cooperation platform—so that the learners can read and discuss their peers’ diaries. The main function of such public learning diaries is to enrich traditional university courses (Blended Learning) with additional elaborative, organisational, critical reasoning, and metacognitive activities in order to foster a deeper processing and better retention of the contents to be learnt. We would like to present the educational rationale of our approach and report the findings of corresponding empirical studies. 相似文献
10.
Inflatable balls and cushions made of non-latex rubber can provide alternatives to sitting on the floor/ground or classroom chairs. This study tested the effect of inflatable cushions (wiggle cushions) placed on the floor for seating during circle time in typical preschool classrooms. The effect on attention was tested using alternating periods of usual seating and wiggle cushions. Four preschool classrooms (n = 25) were utilized, with two randomly assigned to the intervention condition (n = 15) and two as control (n = 10). Circle time was led by classroom teachers. Preschoolers’ engagement was rated using five subscales of the Child Behavior Rating Scale (Mahoney and Wheeden 1999), a five-point Likert-type scale, from video recordings of a uniformly structured seven-minute period at the beginning of circle time. With use of wiggle cushions, there were statistically significant improvements in Attention and Persistence subscales (p = .002, .026 respectively). Teachers provided positive feedback for the intervention, indicating social validity. Results provide support for the use of wiggle cushions to enhance engagement during preschool circle time. 相似文献