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91.
Chang-Jun Kim Wi Sung Yoo Ung-Kyun Lee Ki-Jun Song Kyung-In Kang Hunhee Cho 《Journal of Cultural Heritage》2010,11(4):193-437
Today's restoration and preservation of cultural heritage is an important task because of its historical significance, symbolism, and economic benefits. Decision makers or executors often encounter with taking decisions on which heritage is prioritized to be restored within the limited budget. However, very few tools are available to determine appropriately restoration priorities for the diverse historical heritages, perhaps because of a lack of systematized decision-making aids. This paper proposes an alternative decision support model to prioritize restoration needs within the executable budget. The model is constructed on stochastic analytic hierarchy process (S-AHP) and knowledge-based experience curve (EC); the former requires the input data to be random variables for interpreting probabilistically the ranks of the prioritized heritages and the latter reflects quantitatively the contribution of experts’ knowledge to weighting significant criteria in carrying out an assessment of restoration urgency. The application of 14 cultural heritages in Korea has been conducted, and the results are analyzed to illustrate the model's efficiency. 相似文献
92.
Fu-Yuan Hsu Hahn-Ming Lee Tao-Hsing Chang Yao-Ting Sung 《Information processing & management》2018,54(6):969-984
Pretesting is the most commonly used method for estimating test item difficulty because it provides highly accurate results that can be applied to assessment development activities. However, pretesting is inefficient, and it can lead to item exposure. Hence, an increasing number of studies have invested considerable effort in researching the automated estimation of item difficulty. Language proficiency tests constitute the majority of researched test topics, while comparatively less research has focused on content subjects. This paper introduces a novel method for the automated estimation of item difficulty for social studies tests. In this study, we explore the difficulty of multiple-choice items, which consist of the following item elements: a question and alternative options. We use learning materials to construct a semantic space using word embedding techniques and project an item's texts into the semantic space to obtain corresponding vectors. Semantic features are obtained by calculating the cosine similarity between the vectors of item elements. Subsequently, these semantic features are sent to a classifier for training and testing. Based on the output of the classifier, an estimation model is created and item difficulty is estimated. Our findings suggest that the semantic similarity between a stem and the options has the strongest impact on item difficulty. Furthermore, the results indicate that the proposed estimation method outperforms pretesting, and therefore, we expect that the proposed approach will complement and partially replace pretesting in future. 相似文献
93.
Junghoon Leem Eunmo Sung 《British journal of educational technology : journal of the Council for Educational Technology》2019,50(2):601-613
Teachers' beliefs are a major factor in the effective use of new technology in teaching and learning. Recently, smart mobile devices (SMDs) such as smartphones, smart pads and tablet computers have been responsible for introducing broad innovations into the education field as Self-directed, Motivated, Adaptive, Resources-enriched, Technology embedded education in South Korea. Teachers' beliefs and technology acceptance concerning SMDs in South Korea can be either a facilitator or a barrier to the use of SMDs in the classroom. The purpose of this study is to investigate the factors of teachers' beliefs concerning SMDs, and to examine teachers' technology acceptance of SMDs in their lessons. To address these goals, 378 primary and 390 secondary teachers participated in a survey with a 25-item paired adjective questionnaire and a 12-item technology acceptance questionnaire. A series of exploratory and confirmatory factor analyses and multiple regressions were applied for the statistical analysis. The results indicate that teachers' beliefs were consistently revealed the five factors of immediacy, interest, interactivity, instability and inconvenience. Regarding the effect of the technology acceptance of SMDs on teachers' beliefs, the factors of instability, inconvenience and interactivity strongly related to the perceived usefulness and ease of use of SMDs. This finding indicates that teachers' beliefs that SMDs are unstable or uncomfortable can be the main barrier to the use of technology in the classroom. 相似文献
94.
Yonjoo Cho Sunyoung Park Sung Jun Jo Susan Suh 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(5):677-694
The purpose of this study was to conduct a citation network analysis of Educational Technology Research and Development (ETR&D) to examine the trends and issues of the educational technology field's scholarly community that have evolved in the past two decades. The distinctive features of citation network analysis used in this study derive from a social network analysis approach to see relational and network patterns in the citation data. From this citation network analysis, we obtained the following results: (1) the ETR&D network revealed structural attributes that help us understand the features regarding how the field has developed and how scholarly works have interacted; (2) the most influential papers and scholars in the field were identified; (3) frequently co‐cited papers were recognized as having a strong relationship by a few researchers and (4) five cohesive subgroups (factions) generated key research themes in the field including: instructional design, learning environments, the role of technology, educational technology research and psychological foundations. Implications and limitations of the study were discussed for future research. 相似文献
95.
ABSTRACTFacilitating students’ deep-strategy behaviors and positive learning performances of science inquiry is an important and challenging educational issue. In this study, a contextual science inquiry approach is proposed for developing a 3D experiential game to cope with this problem. To evaluate the impacts of the game on students’ science learning approaches, learning achievements and problem-solving awareness as well as the learning behavioral patterns of the students with different learning achievements, a quasi-experiment was conducted in an elementary school geoscience course. The participants were two classes of sixth graders. One class was the experimental group who learned with the 3D experiential game, and the other was the control group who learned with the conventional technology-enhanced learning approach. The experimental results showed that the students learning with the 3D experiential gaming system showed better learning achievements, problem-solving tendency, deep learning strategies, and deep learning motive than those who learned with the conventional technology-enhanced learning approach. Moreover, the higher-achievement students showed more behavioral patterns of deep learning strategies than the lower-achievement students. The findings of this study provide a good reference for helping lower-achievement students improve their learning performance. 相似文献
96.
Sung Youl Park Min‐Woo Nam Seung‐Bong Cha 《British journal of educational technology : journal of the Council for Educational Technology》2012,43(4):592-605
As many Korean universities have recommended the implementation of mobile learning (m‐learning) for various reasons, the number of such tertiary learning opportunities has steadily grown. However, little research has investigated the factors affecting university students' adoption and use of m‐learning. A sample of 288 Konkuk university students participated in the research. The process by which students adopt m‐learning was explained using structural equation modeling technique and the Linear Structural Relationship (LISREL) program. The general structural model based on the technology acceptance model included m‐learning self‐efficacy, relevance for students' major (MR), system accessibility, subjective norm (SN), perceived usefulness, perceived ease of use, attitude (AT), and behavioral intention to use m‐learning. The study results confirmed the acceptability of the model to explain students' acceptance of m‐learning. M‐learning AT was the most important construct in explaining the causal process in the model, followed by students' MR and SN. 相似文献
97.
Data on library fines imposed at Eastern Illinois University and the University of Hawaii at Manoa was extracted and compared to determine whether fines had an impact on the patron's return behavior. The results indicated that fines as well as patron group status (undergraduate, graduate, faculty) have an impact on the patron's return behavior. 相似文献
98.
Shannon B. Wanless Megan M. McClelland Xuezhao Lan Seung-Hee Son Claire E. Cameron Frederick J. Morrison Fu-Mei Chen Jo-Lin Chen Su Li Kangyi Lee Miyoung Sung 《Early childhood research quarterly》2013
The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation (Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed. 相似文献
99.
College science education needs to foster students' habit of mind beyond disciplinary constraints. However, little research has been devoted to assessing students' interdisciplinary understanding. To address this problem, we formed a team of experts from different disciplines to develop interdisciplinary assessments that target introductory college-level science. We started our project by focusing on osmosis, a topic that involves knowledge from multiple science disciplines. We developed an instrument focusing on this topic and administered it to 3 classes of college students. A Rasch partial credit analysis showed that the items demonstrated satisfactory psychometric properties. The findings also revealed the differences between student's disciplinary and interdisciplinary understanding. The educational implications of the study were discussed. 相似文献
100.
Ji Shen Shannon Sung Dongmei Zhang 《International Journal of Science Education》2013,35(17):2809-2835
Students need to think and work across disciplinary boundaries in the twenty-first century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing on multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framework that helps analyze interdisciplinary reasoning and communication (IRC) processes in interdisciplinary collaboration. Specifically, we propose four interrelated IRC processes—integration, translation, transfer, and transformation, and develop a corresponding analytic framework. We apply the framework to analyze two meetings of a project that aims to develop interdisciplinary science assessment items. The results illustrate that the framework can help interpret the interdisciplinary meeting dynamics and patterns. Our coding process and results also suggest that these IRC processes can be further examined in terms of interconnected sub-processes. We also discuss the implications of using the framework in conceptualizing, practicing, and researching interdisciplinary learning and teaching in science education. 相似文献