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
「
https://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:
https://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 a document with a DOI, the DOI permanent URL should always be presented (if using APA or Chicago format, present https://doi.org/DOI number). If using a citation format that does not specify DOI, the DOI permanent URL should still be presented as a priority.
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 Registration ( doi.airiti.com ) 。
三種閱讀策略教學課程對低閱讀能力大學生閱讀策略運用與摘要表現影響之研究
陳茹玲 , Ph.D Advisor:蘇宜芬
繁體中文
放聲思考 ; 閱讀策略教學 ; 摘要 ; 低閱讀能力 ; 大學生 ; think aloud ; reading strategy instruction ; summary ; lower reading ability ; college strudent


- 林新沛(2005):標準化迴歸係數的正確解釋。中山管理評論,13卷,2期,533-548頁。
連結: - 沈欣怡(2007):「推論性問題引導課程」對國小四年級學童推論理解與閱讀理解能力之影響。國立台灣師範大學教育心理與輔導學系碩士論文。
連結: - 連啟舜(2001):國內閱讀理解教學研究成效之統合分析研究。國立臺灣師範大學教育心理與輔導學研究所碩士論文。
連結: - 蘇宜芬、林清山(1992)。後設認知訓練課程對國小低閱讀能力學生的閱讀理解能力與後設認知能力之影響。教育心理學報,25卷,45-267頁。
連結: - 魏靜雯(2004):心智繪圖與摘要教學對國小五年級學生閱讀理解與摘要能力之影響。國立台灣師範大學教育心理與輔導學系碩士論文。
連結: