排序方式： 共有23条查询结果，搜索用时 328 毫秒
1.
2.
CD-ROM storybooks, often referred to as electronic texts, e-books, and interactive stories, are learning tools with supplemental
features such as automatic reading of text, sound effects, word pronunciations, and graphic animations which support the development
of reading skills and comprehension in beginning readers. Some CD-ROM storybooks also provide a definition of the word to
aid in vocabulary acquisition. However, over-reliance on these features may hinder development of a young reader’s decoding
skills and use of context cues. Many CD-ROM storybooks contain incidental hotspots, such as dancing flowers and hidden characters,
which distract from the storyline and take reader’s attention away from comprehension. These incidental features may prolong
the reading event causing fatigue and loss of focus. In sum, the features provided by CD-ROM storybooks offer valuable support
for the acquisition of reading skills when coupled with supervision to monitor overuse and direct instruction in comprehension
strategies. 相似文献
3.
本文通过对本属研究历史、形态特征和各类标本的系统研究，确认了M . compactilorus命名模式在中国有分布，发表了2个新种，M . scandens Hsueh et Hui和M . fimbriatus Hsueh et Hui编制了分种检索表。 相似文献
4.
Assessing university students' perceptions of their Physics instructors' TPACK development in two contexts 
下载免费PDF全文
下载免费PDF全文 Yahui Chang Syh‐Jong Jang Yang‐Hsueh Chen 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(6):1236-1249
Technological Pedagogical and Content Knowledge (TPACK) has been gaining traction among educational researchers; however, studies documenting university students' perceptions of their teachers' TPACK remain limited. This study intends to investigate the professional development of two physics instructors through the lens of the TPACK framework. Moreover, this study spans an 18‐week semester within both the contexts of Taiwan and China. Multiple data were collected and analyzed, including the pretest and posttest TPACK surveys, instructor interviews, in‐class observations and students' feedback and opinions. The results revealed that John's instructional representations and strategies and technology integration and application scores increased significantly, as well as Mike's knowledge of students' understanding score showing a significant increase from the middle to the end of semester. John (Taiwan) emphasized life examples and the use of multimedia while Mike (China) chose to emphasize students' knowledge and evaluation. Such results showed different teaching characteristics in the two contexts. Implications and suggestions are put forward based on the results of this study. 相似文献
5.
The Chinese Kindergarten in Its Adolescence 总被引：1，自引：0，他引：1
6.
7.
Little theoretical work exists that proposes general mechanisms for how public policies may influence child development. This article argues that dynamic systems theories may be useful in illuminating such processes, as well as highlighting gaps in current research at the intersection of public policy analysis and developmental science. A brief review of dynamic systems theories as they are currently utilized in other areas of developmental science is provided, as well as a statement of why they may help advance research in public policy and child development. Five principles of dynamic systems theories are presented and discussed using examples from research that address the question, "How do current antipoverty and welfare reform policies affect children?" Also presented are examples of hypotheses and research questions that each principle may generate for future work. The concluding section presents challenges that each principle poses for research methodology, and potential uses of the dynamic systems approach for developing and integrating policy and program initiatives. 相似文献
8.
Meghan McCormick Christina Weiland JoAnn Hsueh Mirjana Pralica Amanda K. Weissman Lillie Moffett Catherine Snow Jason Sachs 《Child development》2021,92(4):e599-e620
This study examines whether associations between enrollment in public and non-public PreK and children’s (N = 508; Mage = 5.60 years in fall of kindergarten) math and language and literacy outcomes were more likely to be sustained through the spring of kindergarten for unconstrained versus constrained skills. Associations between public PreK and language, literacy, and math outcomes were more strongly sustained through the spring of kindergarten for unconstrained skills, relative to constrained skills. Only associations between non-public PreK and unconstrained language skills were sustained through the spring of kindergarten. Associations in the fall of kindergarten differed by family income and dual language learner (DLL) status but there was no subgroup variation by the spring of kindergarten. Implications for policy and practice are discussed. 相似文献
9.
10.