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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「」 「 」 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: 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 ) 。

Abstract 〈TOP〉
    Reference ( 81 ) 〈TOP〉
    1. 王千倖(2004)。繪本教育在師資培育上的應用。教育研究季,50(1),205-234。
    2. 吳宜真(2004)。重複閱讀及文章難度對五年級學生閱讀能力影響之探討,教育心理學報,35(4),319-336頁。
    3. 吳宜真(2007)。重複閱讀在教學上的實用性。師友月刊,4,69-71。吳宜真、戴麗觀(2007)。重複聆聽、故事難度和識字能力對聽力理解的影響,教育心理學報,38(3),251-270。吳敏而、陳鴻銘(2002)。可預測讀物與幼兒閱讀發展。全國新書資訊月刊,4,11-18。
    4. 李坤崇(2004)。綜合活動學習領域概念。台北:心理。
    5. 李雪娥(2008)。綜合高效識字教學法對學習障礙學生個案補救教學成效之研究。國立台東教育大學幼兒教育碩士論文,未出版,台東縣。 李忻雯(1992)。中國兒童認字策略之發展。輔仁大學語言學研究所碩士論文,未出版,台北縣。 李明傑(1998)。從台中市立文化中心兒童室-談大姐姐說故事對兒童的影響。台北市立圖書館館訊,16(1),96-100。
    Times Cited (3) 〈TOP〉
    1. 王士蜜(2014)。電子繪本結合多台行動裝置應用於親子共讀行為之研究與創作。臺北科技大學互動媒體設計研究所學位論文。2014。1-91。 
    2. 邱寶玲(2012)。繪本運用於推廣幼兒閱讀教學之研究─以桃園縣二所幼兒園為例。元智大學社會暨政策科學學系學位論文。2012。1-137。
    3. 賴怡辰(2014)。運用繪本進行幼兒生命教育─以台南一所幼兒園為例。朝陽科技大學幼兒保育系學位論文。2014。1-242。
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