全文获取类型
| 收费全文 | 174篇 |
| 免费 | 8篇 |
专业分类
| 教育 | 139篇 |
| 科学研究 | 8篇 |
| 体育 | 6篇 |
| 文化理论 | 1篇 |
| 信息传播 | 28篇 |
出版年
| 2023年 | 2篇 |
| 2022年 | 6篇 |
| 2021年 | 9篇 |
| 2020年 | 9篇 |
| 2019年 | 9篇 |
| 2018年 | 17篇 |
| 2017年 | 16篇 |
| 2016年 | 15篇 |
| 2015年 | 8篇 |
| 2014年 | 9篇 |
| 2013年 | 34篇 |
| 2012年 | 4篇 |
| 2011年 | 6篇 |
| 2010年 | 4篇 |
| 2009年 | 4篇 |
| 2008年 | 9篇 |
| 2007年 | 3篇 |
| 2006年 | 2篇 |
| 2005年 | 3篇 |
| 2004年 | 2篇 |
| 2003年 | 1篇 |
| 2001年 | 2篇 |
| 2000年 | 1篇 |
| 1999年 | 1篇 |
| 1998年 | 1篇 |
| 1997年 | 1篇 |
| 1996年 | 1篇 |
| 1994年 | 1篇 |
| 1991年 | 1篇 |
| 1990年 | 1篇 |
排序方式： 共有182条查询结果，搜索用时 234 毫秒
1.
2.
Kristina L. Kendall David H. Fukuda Parker N. Hyde Abbie E. Smith-Ryan Jordon R. Moon Jeffrey R. Stout 《Journal of sports sciences》2017,35(7):624-633
The purpose of this study was to investigate the accuracy of fat-free mass (FFM) estimates from two-compartment (2C) models including air displacement plethysmography (ADP), ultrasound (US), near-infrared interactance (NIR), and the Jackson and Pollock skinfold equation (SKF) against a criterion four-compartment (4C) model in elite male rowers. METHODS: Twenty-three elite-level male rowers (mean± SD; age 24.6 ± 2.2 years; stature: 191.4 ± 7.2 cm; mass: 87.2 ± 11.2 kg) participated in this investigation. All body composition assessments were performed on the same day in random order, except for hydrostatic weighing (HW), which was measured last. FFM was evaluated using a 4C model, which included total body water from bioimpedance spectroscopy, body volume from HW, and total body bone mineral via dual-energy X-ray absorptiometry. The major findings of the study were that the 2C models evaluated overestimated FFM and should be considered with caution for the assessment of FFM in elite male rowers. Future studies should use multiple-compartment models, with measurement of TBW and bone mineral content, for the estimation of FFM. 相似文献
3.
Kristina Andersson 《Cultural Studies of Science Education》2017,12(2):425-433
Marie Ståhl and Anita Hussénius have defined what discourses dominate national tests in chemistry for Grade 9 in Sweden by using feminist, critical didactic perspectives. This response seeks to expand the results in Ståhl and Hussénius’s article Chemistry inside an epistemological community box!—Discursive exclusions and inclusions in the Swedish national tests in chemistry, by using different facets of gender awareness. The first facet—Gender awareness in relations to the test designers’ own conceptions—highlighted how the gender order where women are subordinated men becomes visible in the national tests as a consequence of the test designers internalized conceptions. The second facet—Gender awareness in relation to chemistry—discussed the hierarchy between discourses within chemistry. The third facet—Gender awareness in relation to students—problematized chemistry in relation to the students’ identity formation. In summary, I suggest that the different discourses can open up new ways to interpret chemistry and perhaps dismantle the hegemonic chemistry discourse. 相似文献
4.
5.
Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England Kristina Zosuls Diane N. Ruble 《Child development》2017,88(1):167-182
The goal was to test a new dual identity perspective on gender identity by asking children (n = 467) in three grades (Mage = 5.7, 7.6, 9.5) to consider the relation of the self to both boys and girls. This change shifted the conceptualization of gender identity from one to two dimensions, provided insights into the meaning and measurement of gender identity, and allowed for revisiting ideas about the roles of gender identity in adjustment. Using a graphical measure to allow assessment of identity in young children and cluster analyses to determine types of identity, it was found that individual and developmental differences in how similar children feel to both genders, and these variations matter for many important personal and social outcomes. 相似文献
6.
This article examines the online discourse that took place in representative threads from two classes, seeking to document indicators that students did or did not engage in co‐construction of knowledge. Stahl's (2006) social theory of computer supported collaborative learning (CSCL) is used along with discourse analysis methods to examine these course dialogues. Findings show the class that had a peer‐like, consistent facilitative instructor and discussion anchored around questions and shared artifacts was more likely to engage in discussion leading to the negotiation of knowledge and understanding. This class relied on social acknowledgements, questions, and shared exploration of perspectives and theories throughout their discussion. These elements and strategies appear to be important components that make up for lower levels of tacit understanding in online environments, thus enabling learners to interact in social learning processes. The other class, which lacked a facilitative instructor, did not have the same results. Although interaction levels were equal and students carried topical motifs such as the phrase “faster, better, cheaper” from message to message, students in this other class did not engage deeply or develop new understanding of the course material through the discussion. 相似文献
7.
8.
This article presents baseline information on the educational experiences, needs, and interests of a statewide sample of older adults with mental retardation. Data were collected through an interview with the older person with mental retardation and through a questionnaire sent to a knowledgeable other who was matched to each older adult. Findings are presented on previous educational experiences, current educational opportunities, and educational needs and interests. Results indicate that this group of older persons strongly desires continued opportunity for learning, particularly in academic and independent living areas. Two subgroups within this sample were least likely to have access to instructional opportunities: persons 55 years or older and persons living in community residences with less than 24‐hour care. Access to this instruction would improve the independence and quality of life of both these groups, as it would for the entire sample. Implications of the findings for educators in gerontology, mental retardation, and adult education are discussed. 相似文献
9.
Testing within the science classroom is commonly used for both formative and summative assessment purposes to let the student and the instructor gauge progress toward learning goals. Research within cognitive science suggests, however, that testing can also be a learning event. We present summaries of studies that suggest that repeated retrieval can enhance long-term learning in a laboratory setting; various testing formats can promote learning; feedback enhances the benefits of testing; testing can potentiate further study; and benefits of testing are not limited to rote memory. Most of these studies were performed in a laboratory environment, so we also present summaries of experiments suggesting that the benefits of testing can extend to the classroom. Finally, we suggest opportunities that these observations raise for the classroom and for further research.Almost all science classes incorporate testing. Tests are most commonly used as summative assessment tools meant to gauge whether students have achieved the learning objectives of the course. They are sometimes also used as formative assessment tools—often in the form of low-stakes weekly or daily quizzes—to give students and faculty members a sense of students’ progression toward those learning objectives. Occasionally, tests are also used as diagnostic tools, to determine students’ preexisting conceptions or skills relevant to an upcoming subject. Rarely, however, do we think of tests as learning tools. We may acknowledge that testing promotes student learning, but we often attribute this effect to the studying students do to prepare for the test. And yet, one of the most consistent findings in cognitive psychology is that testing leads to increased retention more than studying alone does (Roediger and Butler, 2011 ; Roediger and Pyc, 2012 ). This effect can be enhanced when students receive feedback for failed tests and can be observed for both short-term and long-term retention. There is some evidence that testing not only improves student memory of the tested information but also ability to remember related information. Finally, testing appears to potentiate further study, allowing students to gain more from study periods that follow a test. Given the potential power of testing as a tool to promote learning, we should consider how to incorporate tests into our courses not only to gauge students’ learning, but also to promote that learning (Klionsky, 2008 ).We provide six observations about the effects of testing from the cognitive psychology literature, summarizing key studies that led to these conclusions (see Study Research question(s) Conclusion Length of delay before final test Study participants Repeated retrieval enhances long-term retention in a laboratory setting “Test-enhanced learning: taking memory tests improves long-term retention” (Roediger and Karpicke, 2006a) Is a testing effect observed in educationally relevant conditions? Is the benefit of testing greater than the benefit of restudy? Do multiple tests produce a greater effect than a single test? Testing improved retention significantly more than restudy in delayed tests. Multiple tests provided greater benefit than a single test. Experiment 1: 2 d; 1 wk Experiment 2: 1 wk Undergraduates ages 18–24, Washington University “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) What effect does the type of question presented in retrieval practice have on long-term retention? Retrieval practice with multiple-choice, free-response, and hybrid formats improved students’ performance on a final, delayed test taken 1 wk later when compared with a no-retrieval control. The effect was observed for both questions that required only recall and those that required inference. Hybrid questions provided an advantage when the final test had a short-answer format. 1 wk Undergraduates, Purdue University “Retrieval practice produces more learning that elaborative studying with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Students in the retrieval-practice condition had greater gains in meaningful learning compared with those who used elaborative concept mapping as a learning tool. 1 wk Undergraduates Various testing formats can enhance learning “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above. See above. See above. See above. “Test format and corrective feedback modify the effect of testing on long-term retention” (Kang et al., 2007) What effect does the type of question used for retrieval practice have on retention? Does feedback have an effect on retention for different types of questions? When no feedback was given, the difference in long-term retention between short-answer and multiple-choice questions was insignificant. When feedback was provided, short-answer questions were slightly more beneficial. 3 d Undergraduates, Washington University psychology subjects’ pool “The persisting benefits of using multiple-choice tests as learning events” (Little and Bjork, 2012) What effect does question format have on retention of information previously tested and related information not included in retrieval practice? Both cued-recall and multiple-choice questions improved recall compared with the no-test control. However, multiple-choice questions improved recall more than cued-recall questions for information not included in the retrieval practice, both after a 5-min and a 48-h delay. 48 h Undergraduates, University of California, Los Angeles Feedback enhances benefits of testing “Feedback enhances positive effects and reduces the negative effects of multiple-choice testing” (Butler and Roediger, 2008) What effect does feedback on multiple-choice tests have on long-term retention of information? Feedback improved retention on a final cued-recall test. Delayed feedback resulted in better final performance than immediate feedback, though both showed benefits compared with no feedback. The final test occurred 1 wk after the initial test. 1 wk Undergraduate psychology students, Washington University “Correcting a metacognitive error: feedback increases retention of low-confidence responses” (Butler et al., 2008) What role does feedback play in retrieval practice? Can it correct metacognitive errors as well as memory errors? Both initially correct and incorrect answers were benefited by feedback, but low-confidence answers were most benefited by feedback. 5 min Undergraduate psychology students, Washington University Learning is not limited to rote memory “Retrieval practice produces more learning than elaborative study with concept mapping” (Karpicke and Blunt, 2011) What is the effect of retrieval practice on learning relative to elaborative study using a concept map? Does retrieval practice improve students’ ability to perform higher-order cognitive activities (i.e., building a concept map) as well as simple recall tasks? Compared with elaborative study using concept mapping, retrieval practice improved students’ performance both on final tests that required short answers and final tests that required concept map production. See also earlier entry for this study. 1 wk Undergraduates “Retrieval practice with short-answer, multiple-choice, and hybrid tests” (Smith and Karpicke, 2014) See above. See above. See above. See above. “Repeated testing produces superior transfer of learning relative to repeated studying” (Butler, 2010) Does test-enhanced learning promote transfer of facts and concepts from one domain to another? Testing improved retention and increased transfer of information from one domain to another through test questions that required factual or conceptual recall and inferential questions that required transfer. 1 wk Undergraduate psychology students, Washington University Testing potentiates further study “Pretesting with multiple-choice questions facilitates learning” (Little and Bjork, 2011) Does pretesting using multiple-choice questions improve performance on a later test? Is an effect observed only for pretested information or also for related, previously untested information? A multiple-choice pretest improved performance on a final test, both for information that was included on the pretest and related information. 1 wk Undergraduates, University of California, Los Angeles “The interim test effect: testing prior material can facilitate the learning of new material” (Wissman et al., 2011) Does an interim test over previously learned material improve retention of subsequently learned material? Interim testing improves recall on a final test for information taught before and after the interim test. No delay Undergraduates, Kent State University The benefits of testing appear to extend to the classroom “The exam-a-day procedure improves performance in psychology classes” (Leeming, 2002) What effect does a daily exam have on retention at the end of the semester? Students who took a daily exam in an undergraduate psychology class scored higher on a retention test at the end of the course and had higher average grades than students who only took unit tests. One semester Undergraduates enrolled in Summer term of Introductory Psychology, University of Memphis “Repeated testing improves long-term retention relative to repeated study: a randomized controlled trial” (Larsen et al., 2009) Does repeated testing improve long-term retention in a real learning environment? In a study with medical residents, repeated testing with feedback improved retention more than repeated study for a final recall test 6 mo later. 6 mo Residents from Pediatrics and Emergency Medicine programs, Washington University “Retrieving essential material at the end of lectures improves performance on statistics exams” (Lyle and Crawford, 2011) What effect does daily recall practice using the PUREMEM method have on course exam scores? In an undergraduate psychology course, students using the PUREMEM method had higher exams scores than students taught with traditional lectures, assessed by four noncumulative exams spaced evenly throughout the semester. ∼3.5 wk Undergraduates enrolled in either of two consecutive years of Statistics for Psychology, University of Louisville “Using quizzes to enhance summative-assessment performance in a web-based class: an experimental study” (McDaniel et al., 2012) What effects do online testing resources have on retention of information in an online undergraduate neuroscience course? Both multiple-choice and short-answer quiz questions improved retention and improved scores on the final exam for questions identical to those on the weekly quizzes and those that were related but not identical. 15 wk Undergraduates enrolled in Web-based brain and behavior course “Increasing student success using online quizzing in introductory (majors) biology” (Orr and Foster, 2013) What effect do required pre-exam quizzes have on final exam scores for students in an introductory (major) biology course? Students were required to complete 10 pre-exam quizzes throughout the semester. The scores of students who completed all of the quizzes or none of the quizzes were compared. Students of all abilities who completed all of the pre-exam quizzes had higher average exam scores than those who completed none. One semester Community college students enrolled in an introductory biology course for majors “Teaching students how to study: a workshop on information processing and self-testing helps students learn” (Stanger-Hall et al., 2011) What effect does a self-testing exercise done in a workshop have on final exam questions covering the same topic used in the workshop? Students who participated in the retrieval-practice workshop performed better on the exam questions related to the material covered in the workshop activity. However, there was no difference in overall performance on the exam between the two groups. 10 wk Undergraduate students in a introductory biology class