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The study examines the relationship between general knowledge, skills in applying reading strategies, and reading comprehension for ninth‐grade students at varying educational levels: academic, semi‐academic, vocational and learning disabilities. Two hundred and five students received a battery of tests evaluating their general knowledge, skills in applying four reading strategies (summary, self‐questioning, clarification and prediction), and two reading comprehension tests. The findings revealed differential contributions of general knowledge and strategy application to reading comprehension. Compared with the academic students, semi‐academics have deficient strategic skills. Vocational students, in addition to deficient strategic skills, have poor general knowledge, which further impedes their reading comprehension. The deficiency of students with learning disabilities goes beyond these two components. These results led us to recommend different foci of comprehension intervention for each group. 相似文献
123.
Libraries are looking for a better way to encode and share their data. Christensen's disruptive technologies theory provides a framework for evaluating linked data and thinking about future uses of library technology. Because of its lack of use and technical weaknesses, linked data is not yet poised to emerge as a disruptive innovation. It has the potential, however, to become disruptive and should be explored first in spin-offs that supplement library data or provide access to other electronic content. Library systems under development should focus on remaining nimble and open to unforeseen future technologies and uses. 相似文献
124.
Chimezie O. Amaefule Jasmin Breitwieser Daniel Biedermann Lea Nobbe Hendrik Drachsler Garvin Brod 《British journal of educational technology : journal of the Council for Educational Technology》2023,54(5):1351-1372
Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.
Practitioner notes
What is already known about this topic- Educational applications provide children with unrestricted access to mobile learning resources.
- Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
- There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.
- Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
- Perceived enjoyment predicted behavioural intention to use the application.
- Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.
- These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
- Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
- The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.