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Search Symbol (Half-width) Description of Search Symbols
Space "AND" indicates the intertwining of key terms used in a search
Double Quotation Marks ("") ( " " ) Double quotation marks indicate the beginning and end of a phrase, and the search will only include terms that appear in the same order of those within the quotations. Example: "image process" : " image process "
? Indicates a variable letter. Entering two ? will indicate two variable letters, and so on. Example: "Appl?", search results will yield apple, apply… e , appl y … ( (often used to English word searches) )
* Indicates an unlimited number of variable letters to follow, from 1~n. Example: Enter "appl*", search results will yield apple, apples, apply, applied, application…(often used in English word searches) e , appl es , appl y , appl ied , appl ication … ( (often used to English word searches) )

Boolean logic combinations of key words is a skill used to expand or refine search parameters.
(1) AND (1) AND: Refines search parameters
(2) OR (2) OR: Expands search parameters (3) NOT: Excludes irrelevant parameters


DOI stands for Digital Object Identifier ( D igital O bject I dentifier ) ,
and is the unique identifier for objects on the internet. It can be used to create persistent link and to cite articles.

Using DOI as a persistent link

To create a persistent link, add「http://dx.doi.org/」 「 http://dx.doi.org/ 」 before a DOI.
For instance, if the DOI of an article is 10.5297/ser.1201.002 , you can link persistently to the article by entering the following link in your browser: http://dx.doi.org/ 10.5297/ser.1201.002
The DOI link will always direct you to the most updated article page no matter how the publisher changes the document's position, avoiding errors when engaging in important research.

Cite a document with DOI

When citing references, you should also cite the DOI if the article has one. If your citation guideline does not include DOIs, you may cite the DOI link.

DOIs allow accurate citations, improve academic contents connections, and allow users to gain better experience across different platforms. Currently, there are more than 70 million DOIs registered for academic contents. If you want to understand more about DOI, please visit airiti DOI Registrationdoi.airiti.com ) 。

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Reference ( 72 ) 〈TOP〉
  1. 朱惠美 (2002)。台北市國小英語能力分級教學現況探討之研究。台北市教育局。
  2. 秦翠虹 (2003)。合作學習對國小英語教學成效之研究。國立臺北師範學院兒童英語教育研究所未出版之碩士論文。
  3. 陳禹蓁 (2005)。國小英語能力分級教學研究:以台中市東興國小為例。國立臺北師範學院兒童英語教育研究所未出版之碩士論文。
  4. 傅伯寧 (2001)。常能分班好,還是能力分班好?人本教育札記,148,P16-19。
  5. 楊奕清 (1997)。論常態分班的必行性。師友,11,P35-37。
Times Cited (6) 〈TOP〉
  1. 何美慧(2015)。可預測性故事之英語繪本教學對增進國小學童英語能力與學習動機之研究。樹德科技大學兒童與家庭服務系碩士班學位論文。2015。1-184。 
  2. 翁惠婷(2015)。運用差異化教學於國小五年級學童英語學習成就與學習態度之研究。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文。2015。1-202。 
  3. 呂美芳(2014)。分享式閱讀對國小五年級學童英語認字能力的影響:異質分組與同質分組之比較。國立臺北教育大學兒童英語教育學系英語教育碩士班學位論文。2014。1-96。 
  4. 廖欣姿(2012)。不同分組方式的問題本位學習對八年級學生批判思考能力之影響。中原大學教育研究所學位論文。2012。1-148。
  5. 吳小惠(2013)。國小科學教師實施問題本位學習 的困難及因應策略。中原大學教育研究所學位論文。2013。1-98。
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