全文获取类型
收费全文 | 209篇 |
免费 | 5篇 |
国内免费 | 6篇 |
专业分类
教育 | 172篇 |
科学研究 | 25篇 |
各国文化 | 2篇 |
体育 | 6篇 |
文化理论 | 1篇 |
信息传播 | 14篇 |
出版年
2023年 | 3篇 |
2022年 | 10篇 |
2021年 | 13篇 |
2020年 | 9篇 |
2019年 | 20篇 |
2018年 | 13篇 |
2017年 | 20篇 |
2016年 | 11篇 |
2015年 | 9篇 |
2014年 | 10篇 |
2013年 | 33篇 |
2012年 | 9篇 |
2011年 | 10篇 |
2010年 | 4篇 |
2009年 | 6篇 |
2008年 | 7篇 |
2007年 | 3篇 |
2006年 | 7篇 |
2005年 | 2篇 |
2003年 | 2篇 |
2002年 | 3篇 |
1997年 | 1篇 |
1996年 | 2篇 |
1993年 | 1篇 |
1992年 | 1篇 |
1990年 | 2篇 |
1987年 | 1篇 |
1985年 | 2篇 |
1984年 | 2篇 |
1981年 | 1篇 |
1980年 | 1篇 |
1976年 | 1篇 |
1940年 | 1篇 |
排序方式: 共有220条查询结果,搜索用时 0 毫秒
141.
Addison Y. S. Su Stephen J. H. Yang Wu‐Yuin Hwang Chester S. J. Huang Ming‐Yu Tern 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(4):647-665
For more than 2 years, Scratch programming has been taught in Taiwanese elementary schools. However, past studies have shown that it is difficult to find appropriate learning methods or tools to boost students’ Scratch programming performance. This inability to readily identify tutoring tools has become one of the primary challenges addressed in Scratch programming studies. To cope with this problem, we propose an innovative approach, which combines an Annotation‐based Scratch Programming (ASP) tool with the problem‐solving‐based teaching approach in Scratch programming pedagogy. The ASP tool was developed to enable students to create, review and share Scratch programming and homework annotations. In a quasi‐experimental study, we have evaluated Scratch programming pedagogy at a North Taiwanese elementary school to investigate the effects of instructional‐tools‐supported programming instructional modes on Scratch programming performance. The experimental results show that students who received ASP tool support in conjunction with a problem‐solving‐based teaching approach performed significantly better than the other groups. Based on our findings, the innovative approach was believed to play an important role in improving the learning patterns of younger pupils. Therefore, we suggest that teachers consider incorporating the innovative method into their teaching environments in order to boost students’ learning achievements in the area of Scratch programming and the subsequent learning process. 相似文献
142.
Knowledge of derivational suffix meanings was investigated in 10- to 12-year-old students with language learning disabilities
and individually matched chronological- and language-age peers. Students produced derived forms from nonce bases in an elicitation
task and selected derived forms in a forced choice task. For instance, students produced a word to label the baby of an invented
animal called a TEM (TEMlet, TEMette, TEMkin, etc.) and chose an appropriate label from four options (TEMlet, TEMkin, TEMship,
TEMhood). Twenty-eight suffixes (e.g., less, y, ize) conveying seven derivational meanings (e.g., “without X,” “approximately
X,” “to make X”) were studied. All groups showed higher accuracy on the forced choice task than on the elicitation task. However,
elicitation task accuracy of students with language learning disabilities fell substantially below that of typically achieving
students. Suffixes for “agent X,” “character of X,” and “to make X” were produced in the elicitation task with higher accuracy
than suffixes for “approximately X,” “diminutive X,” and “state of X.” In both tasks, suffix use was associated with productivity
(i.e., regularity of suffix attachment). All groups chose highly productive suffixes (e.g., TEMlet) over less productive suffixes
(e.g., TEMkin) to convey each meaning. 相似文献
143.
The purpose of this study was to explore students’ conceptions of context-aware ubiquitous learning (u-learning). The students participated in a u-learning exercise using PDAs equipped with RFID readers. The data were collected from individual interviews with each of the students by a trained researcher, and the responses of the interviewees were further analyzed using the phenomenographic method. The analysis revealed five categories of conceptions of u-learning, including “u-learning as the application of technology,” “u-learning as a platform for attaining information,” “u-learning as a timely guide,” “u-learning as increase of knowledge” and “u-learning as active learning.” There conceptions are viewed as a hierarchy, from less advanced to more sophisticated. An in-depth analysis of the students’ conceptions of learning indicated that students held multiple conceptions of u-learning. This study further suggests that inquiry practices (such as allowing open-ended exploration for the learning topic) should be addressed in u-learning activities, as these practices may foster more sophisticated conceptions of u-learning. 相似文献
144.
Gwo‐Jen Hwang Chih‐Hsiang Wu Judy C. R. Tseng Iwen Huang 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(6):992-1002
The popularity of mobile devices has encouraged the advance of ubiquitous learning, in which students are situated in a real‐world learning environment with support from the digital world via the use of mobile, wireless communications, or even sensing technologies. Most of the ubiquitous learning systems are implemented with high‐cost sensing devices for detecting the locations or behaviours of learners; moreover, these systems mainly focus on providing learning guidance or learning materials, while facilities for supporting mutual help among students are usually ignored. In this study, we propose a context‐aware ubiquitous learning platform (CULP) which uses low‐cost cell phones with embedded cameras and Internet service to support ubiquitous learning. CULP is able to provide instant support for learners in the ubiquitous learning activity; that is, learners can receive help from the right people via the hints given by the learning system when they encounter problems during their learning activities. The experimental results of a Personal Computer‐Assembling course show that, with the assistance of the new learning platform, both the learning efficiency and the learning achievement of the students were significantly improved. 相似文献
145.
146.
The use of instant messaging to support e-learning will continue to gain importance because of its speed, effectiveness, and low cost. This study developed an MSN agent to mediate and facilitate students' learning in a Web-based course. The students' acceptance of the MSN agent and its effect on learning community identification and learning achievement were investigated using the technology acceptance model. Results indicated that the MSN agent proved easy to use, and that students recognized its benefits with regard to their learning. In more detail, students perceived that the MSN agent would be beneficial to learning community identification, but this perceived usefulness had less effect on their learning achievement. However, it was found that perceived system usage of the MSN agent was significantly related to learning achievement, which differed from the result of analyzing students' perceived usefulness of the agent. Rather than using a systematic recording log, the perceived system usage of the MSN agent was measured through questionnaires. Interview feedback revealed that effective learning was related to the learners' engagement in the MSN agent and not just from their perceived usefulness of it. Therefore, the MSN agent could have more potential to facilitate students' learning in an online environment if learning activities related to study are designed to promote students' engagement. 相似文献
147.
148.
Key Authors in Business and Management Education Research: Productivity,Topics, and Future Directions 下载免费PDF全文
J. B. Arbaugh Carlos J. Asarta Alvin Hwang Charles J. Fornaciari Regina F. Bento Kathy Lund Dean 《Decision Sciences Journal of Innovative Education》2017,15(3):268-302
Previous studies of author productivity in business and management education (BME) research have focused on single disciplinary areas, and even single journals. This study is the first to examine the productivity of BME scholars across multiple disciplinary areas (i.e., accounting, economics, finance, information systems, management, marketing, and operations/supply chain management). We analyzed a pool of 17 BME journals with the highest hg‐index, by including the top three journals in the accounting and information systems areas, the top two journals in each of the other disciplinary areas, and an interdisciplinary BME journal. This examination covered a 10‐year period (2005‐2014), 4,464 articles and 9,617 article co‐authors. We identified 7,209 unique authors in this pool and ranked their productivity to create a “Key Authors” list. Each of the top 99 authors had five or more articles in our database. Our findings indicate the potential for cross‐disciplinary dissemination of research ideas and opportunities for scholars to enhance their research profile, because even a small increase in productivity can lead to substantial movement in the BME rankings of authors. 相似文献
149.
Min-Jeong Jeon Guemin Lee Jeong-Won Hwang Sang-Jin Kang 《Asia Pacific Education Review》2009,10(2):149-158
The purpose of this study was to investigate the methods of estimating the reliability of school-level scores using generalizability
theory and multilevel models. Two approaches, ‘student within schools’ and ‘students within schools and subject areas,’ were
conceptualized and implemented in this study. Four methods resulting from the combination of these two approaches with generalizability
theory and multilevel models were compared for both balanced and unbalanced data. The generalizability theory and multilevel
models for the ‘students within schools’ approach produced the same variance components and reliability estimates for the
balanced data, while failing to do so for the unbalanced data. The different results from the two models can be explained
by the fact that they administer different procedures in estimating the variance components used, in turn, to estimate reliability.
Among the estimation methods investigated in this study, the generalizability theory model with the ‘students nested within
schools crossed with subject areas’ design produced the lowest reliability estimates. Fully nested designs such as (students:schools)
or (subject areas:students:schools) would not have any significant impact on reliability estimates of school-level scores.
Both methods provide very similar reliability estimates of school-level scores. 相似文献
150.
Young Suk Hwang Konstantinos Vrongistinos 《The American journal of distance education》2013,27(3):172-179
Abstract The purpose of this article is to examine the nature of the Blackboard and Skype-based electronic mentoring system for beginning teachers. The Quality Teachers for Quality Students project developed an electronic mentoring system between beginning teachers and experienced teachers to support beginning teachers' instructional and classroom management skills with regard to the unique needs of English language learners (ELLs) in Southern California. The data analysis indicated that the combination of using Blackboard and Skype tools was beneficial to beginning teachers' effective teaching of ELLs. 相似文献