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371.
This study was conducted to validate the effectiveness of a previously published rubric for evaluating the reflective characteristics contained within reflective artifacts. The goal of the study was to test the validity of the rubric when evaluating written reflection and digital artifacts of teacher candidates. The theory of reflection is discussed, and the process of eliciting higher levels of reflection through various modalities from written prompts. Secondly, this study describes the process participants followed while learning to use the rubric, the methods of evaluating artifacts using the rubric, and the results the study produced. The rubric proved to be an effective tool when determining the level of reflection, a teacher candidate demonstrated. Lastly, this article discusses limitations of the rubric, as well as suggestions for further research regarding teaching reflective practices, and how to refine one’s own reflective skills to achieve a level of deep reflection on/for action. 相似文献
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Fifty‐six sixth‐grade students were randomly assigned to four instructional groups. These groups were defined by crossing two levels of instruction, organizational and traditional, with two levels of text type, expository and narrative. After four days of instruction the members of each group were randomly assigned to the eight testing conditions which were defined by three factors, instruction (organizational, traditional), text type (narrative or expository), organization (intact, scrambled). Students read passages, answered multiple choice questions, and wrote summaries of the passage. Results indicated that the students who received the organizational instruction wrote better summaries than students who received traditional instruction. 相似文献
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Cathy J. Price Glyn W. Humphreys 《The Quarterly Journal of Experimental Psychology Section A: Human Experimental Psychology》1989,41(4):797-828
Three experiments are reported examining the effects of surface colour and brightness/texture gradients (photographic detail) on object classification and naming. Objects were drawn from classes with either structurally similar or structurally dissimilar exemplars. In Experiment 1a, object naming was facilitated by both congruent surface colour and photographic detail, with the effects of these two variables combining under-additively. In addition incongruent colour disrupted naming accuracy. These effects tended to be larger on objects from structurally similar classes than on objects from structurally dissimilar classes. Experiment 1b examined superordinate classification. There were again advantages due to congruent colour and photographic detail on responses to objects from both structurally similar and structurally dissimilar classes. Incongruent colour disrupted classification accuracy on structurally distinct but not structurally similar items. For structurally similar items, the advantages of congruent surface attributes on classification were smaller than on naming, but this was not the case for structurally dissimilar items. Experiment 2 examined subordinate classification of structurally similar objects. Now effects of congruent and incongruent colour, but not of photographic detail, were found. Experiment 3 showed that congruent and incongruent colour effects occur only when the colours occupy the internal surfaces of objects. The results suggest that surface details can affect object recognition and naming, depending upon: (1) the degree to which objects must be differentiated for a correct response to be made, and (2) the nature of the rate-limiting process determining performance. 相似文献
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Cathy On-Ying Hung 《The British journal of educational psychology》2021,91(2):600-616
Empirical evidence supports the importance of executive function (EF) in reading, but the underlying mechanism through which EF contributes to the reading process is unclear. The present study examined the direct and indirect effects of EF on reading comprehension through the indirect pathway of language and cognitive skills (i.e., syntactic awareness and text-connecting inferencing) among the beginning readers. The sample included one hundred and sixty-five 2nd and 3rd grade students. The participants were tested on working memory (visuospatial working memory and verbal working memory) and inhibition (prepotent response inhibition and cognitive inhibition), and their syntactic awareness, inference-making, and reading comprehension. The unitary EF construct was obtained by means of confirmatory factor analysis based on the structure of EF in middle childhood suggested in developmental studies. Structural equation modelling was used to examine the direct and indirect effects of EF on the reading outcome. The findings indicated that EF has a direct effect on reading comprehension among the beginning readers. The indirect pathway showed that EF supports the ability to evaluate on grammatical structure of sentences (i.e., syntactic awareness) during reading. However, the indirect effect of EF on reading via inference-making ability is insignificant. The findings highlight the contributions of EF to reading and provide empirical evidence to the hypothetical relation between EF and language skills suggested in DIER (Kim, 2020, Resarch Quarterly, 50, 459). It further extends our knowledge on the roles of EF in the reading process among the beginning readers. Future research directions are implicated as well. 相似文献
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