首页 | 本学科首页   官方微博 | 高级检索  
文章检索
  按 检索   检索词:      
出版年份:   被引次数:   他引次数: 提示:输入*表示无穷大
  收费全文   107篇
  免费   6篇
教育   90篇
科学研究   1篇
各国文化   2篇
体育   8篇
信息传播   12篇
  2024年   1篇
  2022年   1篇
  2021年   3篇
  2020年   7篇
  2019年   9篇
  2018年   9篇
  2017年   10篇
  2016年   3篇
  2015年   4篇
  2014年   7篇
  2013年   19篇
  2012年   1篇
  2011年   8篇
  2010年   4篇
  2009年   4篇
  2008年   5篇
  2007年   6篇
  2006年   2篇
  2005年   2篇
  2004年   1篇
  2003年   1篇
  1994年   1篇
  1990年   1篇
  1987年   1篇
  1984年   2篇
  1982年   1篇
排序方式: 共有113条查询结果,搜索用时 31 毫秒
51.
Abstract

Text comprehension comprises processes that work interactively to create a situation model of a text. Three hundred and one students from 12 Estonian schools were assessed to examine the relations between vocabulary and different text comprehension levels and to detect students’ individual profiles in these skills. Both variable- and person-oriented approaches were used to analyse overall patterns in the data as well as to make inferences regarding students’ individual differences. Vocabulary was found to have the strongest influence on inferential and literal comprehension, whereas evaluative comprehension was slightly less related to vocabulary. Person-oriented approaches revealed different patterns in students’ vocabulary and comprehension skills. Individual differences in vocabulary and comprehension levels emphasise the need to assess students’ comprehension with multidimensional tests aimed at determining the shortcomings in comprehension components and tracking students’ developmental changes.  相似文献   
52.
53.
The purpose of the current study was to examine the relationship between Advanced Placement (AP) exam participation and enrollment in a 4‐year postsecondary institution. A positive relationship was expected given that the primary purpose of offering AP courses is to allow students to engage in college‐level academic work while in high school, and potentially receive college credit by earning qualifying scores on the corresponding AP exam. Therefore, college preparation and planning is an implicit and explicit part of AP participation. Analyzing a national sample of over 1.5 million students, the current study found that AP participation was related to college enrollment, even after controlling for student demographic and ability characteristics and high school level predictors. For example, the odds of attending a 4‐year postsecondary institution increased by at least 171% for all three AP participation groups (taking either one AP exam, two or three AP exams, or four or more AP exams) as compared to students who took no AP exams. Given the current political environment and the renewed interest in readying high school students for college, these results may help inform and shape educational initiatives targeted at the school, district, state, or even national level.  相似文献   
54.
This article reviews the history of private school choice, from the colonial era to 2012. Taking as its approach an examination of program creation, prominent school choice court cases, and school choice research, the article finds that the evolution of choice has been an iterative process in which legislatures and courts have established constitutionally acceptable structures and procedures of choice. This review also finds that proponents’ philosophical and theoretical underpinnings for choice have appeared to shift over time from the position of freedom to economic arguments of educational marketplaces, competitive effects, and increased student achievement.  相似文献   
55.
本研究目的在于探讨增强性的活动感知与网上学习的社会性互动本质之间的关系及其相互影响。作为一个基于设计的研究项目,我们已建立了对网路学习之社会性因素的深入了解,且开发了一个背景感知活动通知系统以支持活动感知,用于提升学习者网上学习的社会性技能。本研究通过问卷调查的方法收集资料,主要针对六门使用活动感知支持系统的网上学习课程,学生对其自身网上学习经验的认知。研究结果显示,学生获取活动讯息的途径、他们对活动讯息有效性的认知,对他们网上学习的社会性技能、社群归属感、以及学习满意度有正向的影响。此外,学生的网上社会性技能的组成要素也以不同的方式影响着他们的网上社群归属感和学习满意度,例如,学生对同伴与教师存在的感知以及分享个人资料的舒适度,影响着他们对社群归属感的认知;学生对教师存在的认识和社群归属感,也影响他们的学习满意度。  相似文献   
56.
Relations were examined between epistemic profiles, metacognition, problem solving, and achievement in the context of learning in an educational psychology course. Two hundred thirty-one university students completed self-report inventories reflecting their epistemic profiles and use of metacognitive strategies, and were epistemically profiled as rational, empirical, or both rational and empirical in their approaches to knowing. From the larger sample, 78 students participated in a problem-solving session using a think aloud protocol. Results demonstrated that for self-reported metacognitive strategies, students profiled as both rational and empirical had the highest frequency of metacognitive strategy use compared to students profiled as empirical. Similarly, during problem solving, students profiled as both rational and empirical had the highest frequency of regulation of cognition compared to students profiled as empirical or rational. Finally, students profiled as both rational and empirical attained higher levels of problem-solving achievement compared to students profiled as empirical.  相似文献   
57.
58.
The authors examined whether students’ epistemic and learning beliefs varied across different knowledge types in physics. On the basis of various beliefs frameworks, the authors predicted that individuals’ beliefs would vary within a domain across the same content when presented conceptually versus procedurally. Participants were 81 high school students enrolled in an advanced physics course. Students completed a conceptually oriented test and a procedurally oriented test on the same content 1 week apart, and they immediately responded to the Epistemological Beliefs Assessment for Physical Science questionnaire after completion of each test. Results revealed that girls espoused more constructivist beliefs about physics for conceptual knowledge than for procedural knowledge, whereas the opposite was found for boys. Moreover, female students espoused more constructivist beliefs than did male students across both types. These results have important theoretical and methodological implications.  相似文献   
59.
The battle between secular culture and conservative religion is one that pervades modern society. In the face of this vehement clash, a curious collection of books has emerged that attempt to provide a means of reconciliation between faith and popular culture. The Gospel according to book series by Presbyterian publisher Westminster John Knox (WJK) Press pairs seemingly controversial artifacts of popular culture such as The Simpsons with the gospel message. These books function in a way that is similar to allegory but lacks allegorical form. This essay argues for the existence of a distinctive rhetorical strategy called transformative discursive allegory that functions to create an allegorical relationship between a secular and a sacred text. WJK's The Gospel according to book series is shown as an example of how transformative discursive allegory functions to allow the faithful to participate in popular culture while simultaneously affirming one's ideological beliefs as omnipresent in the world. The findings suggest that allegorical function and form are separate elements and that one can create an allegorical relationship without allegorical form or intent.  相似文献   
60.
设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号