全文获取类型
收费全文 | 83篇 |
免费 | 1篇 |
国内免费 | 1篇 |
专业分类
教育 | 60篇 |
科学研究 | 5篇 |
体育 | 3篇 |
信息传播 | 17篇 |
出版年
2022年 | 1篇 |
2021年 | 1篇 |
2020年 | 1篇 |
2019年 | 2篇 |
2018年 | 4篇 |
2017年 | 3篇 |
2016年 | 5篇 |
2014年 | 2篇 |
2013年 | 19篇 |
2012年 | 3篇 |
2010年 | 1篇 |
2009年 | 2篇 |
2008年 | 1篇 |
2007年 | 2篇 |
2006年 | 1篇 |
2005年 | 4篇 |
2004年 | 1篇 |
2003年 | 1篇 |
2002年 | 2篇 |
2001年 | 1篇 |
2000年 | 1篇 |
1999年 | 4篇 |
1998年 | 3篇 |
1997年 | 1篇 |
1996年 | 1篇 |
1995年 | 2篇 |
1993年 | 1篇 |
1992年 | 3篇 |
1991年 | 2篇 |
1987年 | 1篇 |
1985年 | 1篇 |
1984年 | 1篇 |
1983年 | 1篇 |
1982年 | 3篇 |
1980年 | 1篇 |
1979年 | 1篇 |
1964年 | 1篇 |
排序方式: 共有85条查询结果,搜索用时 31 毫秒
21.
Search effectiveness metrics are used to evaluate the quality of the answer lists returned by search services, usually based
on a set of relevance judgments. One plausible way of calculating an effectiveness score for a system run is to compute the
inner-product of the run’s relevance vector and a “utility” vector, where the ith element in the utility vector represents the relative benefit obtained by the user of the system if they encounter a relevant
document at depth i in the ranking. This paper uses such a framework to examine the user behavior patterns—and hence utility weightings—that
can be inferred from a web query log. We describe a process for extrapolating user observations from query log clickthroughs,
and employ this user model to measure the quality of effectiveness weighting distributions. Our results show that for measures
with static distributions (that is, utility weighting schemes for which the weight vector is independent of the relevance
vector), the geometric weighting model employed in the rank-biased precision effectiveness metric offers the closest fit to
the user observation model. In addition, using past TREC data as to indicate likelihood of relevance, we also show that the
distributions employed in the BPref and MRR metrics are the best fit out of the measures for which static distributions do
not exist. 相似文献
22.
Alistair Inglis 《Distance Education》1999,20(1):7-30
The Open and Distance Learning Association of Australia (ODLAA) has reached 25 years of age. This article traces the development of the Association over that period. It records the major changes that have taken place in the range and types of activities of the Association and explains the circumstances that led to those changes. It concludes by attempting to identify the principal challenges facing the Association in entering its second quarter century and proposes ways in which these challenges might be addressed. 相似文献
23.
24.
P.C. McNaught 《Learning, Media and Technology》1979,5(1):4-5
The author, Principal of a College of Education, reviews the changes that have occurred in educational television in the past ten years in Britain, and the reasons for these changes. If educational television has had a raw deal, some at least of the responsibility for this lies at the door of its own practitioners, who need to try to look ahead with greater foresight to the coming decade. 相似文献
25.
26.
Alistair McIntosh Nobuhiko Nohda Barbara J. Reys Robert E. Reys 《Educational Studies in Mathematics》1995,29(3):237-258
The study was conducted to explore performance on a variety of mental computation tasks using two presentation formats (visual and oral). Students at four grade levels between grades 2 and 9 in three countries (Australia, Japan, United States) were given a group administered mental computation test consisting of two parts (oral presentation format, visual presentation format).The sample of nearly 2000 students represents 6 classes at each of four grade levels in each country. Results indicate a wide variation in performance within the sample of each country at each grade level. Differences in performance between countries are also apparent and may reflect variations in instructional focus on mental computation. In particular, Japanese students perform at a higher level at the early grades than do students in either of the other countries sampled. However, by grade 8 this difference narrows in the American sample, and vanishes for the Australian sample. Differences in performance related to presentation format were dramatic for particular items and non-existent for other items. The most consistent effect was found in the Japanese sample where the visual presentation format resulted in higher performance levels on most items.It is hypothesised that superior results on visually presented items are attributable to a greater reliance on use of the standard written algorithm, while superior results on orally presented items indicate a greater tendency to use invented mental algorithms. 相似文献
27.
Alistair Inglis 《Distance Education》2003,24(2):247-263
A method of rendering the design of a course visible for the purpose of discussion amongst the members of course development teams is described. The paper begins by examining the way in which design is manifested in the area of course materials development and the approaches that have been used in attempting to document designs. The strengths and limitations of the conceptual mapping method are examined and the way in which the method has been used to facilitate the work of course development teams is described. Additional uses of the method and possibilities for future enhancements of the method are discussed. 相似文献
28.
Alistair McCulloch Vijay Kumar Susan van Schalkwyk Gina Wisker 《Quality in Higher Education》2016,22(1):64-77
Supervision is generally recognised as playing a crucial role in the quality of a research student’s doctoral experience and their academic outcomes and, in common with most areas of higher education, there is an oft-stated desire to pursue excellence in this important area. Excellence in research degree supervision is, however, an elusive concept and on close scrutiny most of the discussions of high-quality supervision, even those that purport to be identifying excellence, refer to competence rather than excellence. This paper examines two potentially national authoritative perspectives from which excellence in research degree supervision might be explicated (codes of practice and learning and teaching awards) from Australia, New Zealand, South Africa and the United Kingdom but concludes that the complex nature of the activity and the complexity of the concept itself mean that rather than identifying excellence in supervision we can only respond to claims for excellence. 相似文献
29.
Ms Carmel McNaught Ms Heather Grant Mr Paul Fritze Dr Peter McTigue Ms Janet Barton Dr Robert Prosser 《Research in Science Education》1993,23(1):189-198
This paper describes a project in the School of Chemistry at The University of Melbourne. During 1992 thirty hours of videotapes
were taken of students doing quantitative volumetric work in first year laboratories. These were viewed to find out what problems
students encountered and what interactions they had with other students and with demonstrators. The data were logged on a
Hypercard stack and novel visual images were produced to map student activity, both qualitatively and quantitatively. These
data contributed to the design of a multimedia learning package which students worked through at the beginning of 1993. Video
data of their laboratory performance after this intervention provides evidence of improved performance.
Specializations: academic development in the sciences, evaluation of computer-based learning materials.
Specializations: physical chemistry, chemical education at tertiary level.
Specializations: design and development of computer-based learning materials.
Specializations: electrochemistry, general physical chemistry at secondary and tertiary level.
Specializations: chemical education at secondary and tertiary level, theoretical chemistry. 相似文献
30.
The tension between criterion-referenced and norm-referenced assessment is examined in the context of curriculum planning and assessment in outcomes-based approaches to higher education. This paper argues the importance of a criterion-referenced assessment approach once an outcomes-based approach has been adopted. It further discusses the implementation of criterion-referenced assessment, considering to what extent the criteria and standards adopted are implicitly norm referenced. It introduces a compatible interpretation of criterion-referenced and norm-referenced assessments in higher education, and illustrates how their combined use can avoid grade inflation and also provide useful information to educators, employers and learners. Instead of seeing criterion referencing and norm referencing as a dichotomy, assessment in higher education benefits from their synthesis through a feedback loop that emphasises alignment between learning and assessment; such feedback and alignment are essential features of quality assurance and enhancement. 相似文献