全文获取类型
| 收费全文 | 124篇 |
| 免费 | 1篇 |
专业分类
| 教育 | 55篇 |
| 科学研究 | 4篇 |
| 各国文化 | 4篇 |
| 体育 | 15篇 |
| 文化理论 | 1篇 |
| 信息传播 | 46篇 |
出版年
| 2023年 | 1篇 |
| 2021年 | 2篇 |
| 2019年 | 6篇 |
| 2018年 | 10篇 |
| 2017年 | 1篇 |
| 2016年 | 5篇 |
| 2015年 | 2篇 |
| 2014年 | 3篇 |
| 2013年 | 27篇 |
| 2012年 | 10篇 |
| 2011年 | 6篇 |
| 2010年 | 10篇 |
| 2009年 | 7篇 |
| 2008年 | 5篇 |
| 2007年 | 3篇 |
| 2006年 | 4篇 |
| 2004年 | 5篇 |
| 2002年 | 2篇 |
| 2000年 | 1篇 |
| 1999年 | 3篇 |
| 1998年 | 2篇 |
| 1996年 | 1篇 |
| 1991年 | 1篇 |
| 1989年 | 1篇 |
| 1982年 | 1篇 |
| 1981年 | 2篇 |
| 1971年 | 1篇 |
| 1968年 | 1篇 |
| 1966年 | 1篇 |
| 1904年 | 1篇 |
排序方式： 共有125条查询结果，搜索用时 583 毫秒
51.
To test the effects of pictorial presentation and a pictorial review task on science learning, all-verbal or verbal-pictorial presentation conditions were followed by either pictorial practice or a control task. The 96 undergraduate participants were randomly assigned to one of the four conditions presented on a computer-assisted instruction terminal. The groups differed significantly on a pictorial recognition test but not on a verbal posttest. The results favored the pictorial presentation with review condition. Experiment Two tested the effectiveness of the pictorial review task compared to a read-twice control. The same all-verbal presentation condition was given to 50 undergraduates who were then randomly assigned to the pictorial review task or to the re-read condition. The pictorial review condition facilitated performance on the pictorial posttest relative to the re-read condition and produced more favorable attitudes as well. 相似文献
52.
Allan Wigfield John T. Guthrie Kathleen C. Perencevich Ana Taboada Susan Lutz Klauda Angela McRae Pedro Barbosa 《Psychology in the schools》2008,45(5):432-445
The engagement model of reading development suggests that instruction improves students' reading comprehension to the extent that it increases students' engagement processes in reading. We compared how Concept‐Oriented Reading Instruction (CORI) (support for cognitive and motivational processes in reading), strategy instruction (support for cognitive strategies in reading), and traditional instruction in fourth‐grade classrooms differentially influenced students' reading comprehension, strategy use, and engagement in reading. Students experiencing CORI were significantly higher than both comparison groups on reading comprehension, reading strategies, and reading engagement. When students' level of reading engagement was statistically controlled, the differences between the treatment groups were not significant. We infer that the level of students' reading engagement during classroom work mediated the instructional effects on reading outcomes. © 2008 Wiley Periodicals, Inc. 相似文献
53.
54.
55.
56.
57.
PD Dr. Dirk Büsch Bernd Strauß Ilka Seidel Jan Pabst Maike Tietjens Lutz Müller Jürgen Kretschmer Daniel Wirszing 《Sportwissenschaft》2009,39(2):95-103
Whereas numerous studies have confirmed the objectivity and reliability of the “ Allgemeine Sportmotorische Test für Kinder” (AST, a general motor fitness and coordination test for children), examinations of its construct validity reveal that: (1) the few available findings fail to confirm the theoretically predicted distinction between the latent variables of condition and coordination, and (2) no studies so far have examined its item homogeneity, even though the test recommends computing a sum score to provide a general estimate of motor fitness. Confirmatory factor analyses show that the two latent variables condition and coordination cannot be extracted from the AST. Models with different latent variables also cannot be confirmed, too. Analyses based on IRT models, in contrast, reveal that one can distinguish between two qualitative classes of persons who are associated with either better running performance combined with lower throwing performance or better throwing performance combined with lower running performance. Nonetheless, it should be noted that class membership does not remain constant over time. In sum, results based on classical and probabilistic test theory negate the ability assumption underlying the AST. For practical assessments of a skill-specific performance, this means that it only seems justifiable to use a sum score for the locomotion items and a sum score for the object manipulation items. 相似文献
58.
59.
Software-Entwurfsmuster sind eine intuitiv einleuchtende Idee, die viele Befürworter hat. Als Forscher dürfen wir die behaupteten Wirkungen von Entwurfsmustern jedoch nicht einfach glauben, sondern müssen sie gründlich prüfen. Dieser Artikel beschreibt die wichtigsten Behauptungen und entwickelt daraus zugeh?rige Forschungsfragen. Wir diskutieren die Methodik für ein Forschungsprogramm, das die Fragen beantworten soll, und skizzieren praktische Beschr?nkungen, unter denen diese Forschung ablaufen mu?. Es folgt eine kurze Beschreibung von drei kontrollierten Experimenten und den Hauptfolgerungen aus ihren Ergebnissen. So sollte man zum Beispiel die Benutzung von Entwurfsmustern in einem Entwurf genau dokumentieren und Entwurfsmuster nicht einsetzen, ohne alternative Entwürfe zu prüfen. Abschlie?end diskutieren wir ein im Rahmen des Forschungsprogramms geplantes viertes Experiment. Der Beitrag dieses Artikels liegt vorrangig in einer Beschreibung und Diskussion wichtiger methodischer Aspekte kontrollierter Experimente in der Softwaretechnik. 相似文献