全文获取类型
收费全文 | 211篇 |
免费 | 3篇 |
专业分类
教育 | 163篇 |
科学研究 | 10篇 |
各国文化 | 1篇 |
体育 | 24篇 |
信息传播 | 16篇 |
出版年
2023年 | 2篇 |
2022年 | 3篇 |
2021年 | 8篇 |
2020年 | 4篇 |
2019年 | 11篇 |
2018年 | 14篇 |
2017年 | 18篇 |
2016年 | 15篇 |
2015年 | 7篇 |
2014年 | 8篇 |
2013年 | 37篇 |
2012年 | 7篇 |
2011年 | 5篇 |
2010年 | 6篇 |
2009年 | 8篇 |
2008年 | 5篇 |
2007年 | 6篇 |
2006年 | 6篇 |
2005年 | 1篇 |
2004年 | 7篇 |
2003年 | 2篇 |
2002年 | 9篇 |
2001年 | 1篇 |
2000年 | 5篇 |
1999年 | 1篇 |
1998年 | 2篇 |
1996年 | 1篇 |
1994年 | 1篇 |
1993年 | 1篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1988年 | 2篇 |
1987年 | 2篇 |
1985年 | 2篇 |
1983年 | 1篇 |
1977年 | 1篇 |
1957年 | 1篇 |
1955年 | 1篇 |
排序方式: 共有214条查询结果,搜索用时 15 毫秒
51.
AbstractIn one experiment, we explored how high school students use hyperlink relevance cues while they navigate to answer questions from hypertexts. Current evidence has shown that students may navigate by either performing a deep semantic analysis of the relationship between the question and the existing hyperlinks, or by matching words in the question to words in the hyperlink labels. We focused on how students combine both cues during navigation, and how comprehension skills relate to the use of such cues. Our study revealed that 14 year old students (N = 53) selected hyperlinks by relying to a similar degree on both word matching and semantic overlap. Furthermore, when there was a conflict between an irrelevant link cued via word matching and a relevant link only cued through semantic overlap, students’ comprehension skills facilitated their initial selection of an informative relevant link. To conclude, we discuss the implications of these results for current models of hypertext navigation. 相似文献
52.
53.
Elisabeth Beyersmann Johannes C. Ziegler Jonathan Grainger 《Scientific Studies of Reading》2015,19(5):360-373
A letter-search task was used to test the hypothesis that affixes are chunked during morphological processing and that such chunking might operate differently for prefixes and suffixes. Participants had to detect a letter target that was embedded either in a prefix or suffix (e.g., ‘R’ in propoint or filmure) or in a non-prefix beginning or non-suffix ending (e.g., ‘R’ in cropoint or filmire). Prefixed and suffixed letter-strings comprised real stems and affixes but never formed a real word. Effects of letter cluster frequency were also investigated by manipulating the frequency of non-affix beginnings and endings. Letter search took longer in suffixes compared with non-suffix endings but not for prefixes compared with non-prefix beginnings. Moreover, performance was not affected by letter cluster frequency. We interpret our findings in the light of recent accounts of morpho-orthographic segmentation and the different function of prefixes and suffixes. 相似文献
54.
Julia Knoepke M.A. Prof. Dr. Tobias Richter Dr. Maj-Britt Isberner Prof. Dr. Johannes Naumann PhD Yvonne Neeb 《Zeitschrift für Erziehungswissenschaft》2014,17(3):447-471
To become skillful readers, children have to acquire the ability to translate printed words letter by letter into phonemic representations (phonological recoding) and the ability to recognize the written word forms holistically (orthographical decoding). Whereas phonological recoding is the key for learning to read and useful for recognizing unknown or low-frequent words, orthographical decoding is often more efficient and takes less time, thus facilitating reading processes on the sentence and text level. Several studies with English-speaking children provided evidence for the relevance of the two routes but the question whether and to what extent both word recognition skills contribute to reading comprehension in young German readers requires further clarification. Based on data from a cross-sectional study with German primary school children we investigated whether and to what extent both types of word recognition skills are associated with sentence (N = 666) and text comprehension skills (N = 149) and how these relationships develop from Grade 2 to 4. The results indicate that both phonological recoding skills and orthographical decoding skills are important for reading comprehension skills. Their relative weight does not change across grade levels. 相似文献
55.
56.
A. Kayode Adesemowo Hermien Johannes Simon Goldstone Koshala Terblanche 《Africa Education Review》2016,13(1):67-86
This article illustrates the experience of introducing e-assessment to a foundational ICT networking course for a ‘large’ group of first-year students at a South African Higher Education Institution. The study employed a mix of participatory action research, systems design, and survey (quantitative and qualitative) analysis over an academic year across two semesters. Although much research has been conducted on teaching in ICT, the purposeful pedagogical use of electronic assessment is limited. The results provide insight into the need for ‘extending’ the scholarship of teaching and learning to the scholarship of teaching, learning and assessment. While the research has some limitations in longitudinal and comparison studies, it is useful to students, teaching instructors, lecturers and administrators as it provides key thoughts as guidelines for introducing and using e-assessments as platforms for active learning, and as a basis for future research into the use of e-assessment for high-stake summative assessment. 相似文献
57.
58.
59.
Roman Kaspar Ottmar Döring Eveline Wittmann Johannes Hartig Ulrike Weyland Annette Nauerth Michaela Möllers Simone Rechenbach Julia Simon Iberé Worofka 《Vocations and Learning》2016,9(2):185-206
Valid and reliable standardized assessment of nursing competencies is needed to monitor the quality of vocational education and training (VET) in nursing and evaluate learning outcomes for care work trainees with increasingly heterogeneous learning backgrounds. To date, however, the modeling of professional competencies has not yet evolved into procedures that would meet large-scale assessment (LSA) standards in VET. To empirically test a proposed structural model for client-directed nursing competence and to estimate psychometric properties of a newly developed video- and computer-based test (CBT) to inform subsequent LSA in nursing VET, 402 final-year nursing students from 24 German schools responded to a 77 item CBT. Multi-dimensional IRT modeling was employed to test the subdomain structure and estimate students’ competencies in geriatric nursing. The standardized CBT measures nursing students’ client-directed care competence with acceptable precision (WLE?=?0.76) and does so across the whole range of observed proficiency levels. Structural validity was supported by substantive contributions of test items from all proposed process-oriented subdomains, practice field scenarios, as well as items with and without reference to emotional demands. However, it was not possible to empirically separate the diagnostic, practical or communicative subdomains, probably reflecting parallel, recursive and hierarchical care processes in complex care situations. On average, students in our sample attained 45 % of the maximum test score so it is a demanding assessment of nursing competence. An extensively piloted, valid and reliable CBT is suggested to assess nursing students’ client-directed care competencies at the end of the third year of the VET program. 相似文献