教育学最新文献

{"title":"Unveiling patterns of socially shared regulation in relation to self-regulated learning: The roles of individual profiles and group dynamics in online collaborative learning","authors":"Tao He,&nbsp;Xintong Wu,&nbsp;Mingzhu Li,&nbsp;Ting Xia,&nbsp;Xiaoming Cao","doi":"10.1111/bjet.70082","DOIUrl":"https://doi.org/10.1111/bjet.70082","url":null,"abstract":"<p>The rapid growth of massive online learning has intensified interest in self-regulated learning (SRL) and socially shared regulation of learning (SSRL), yet empirical insights into their interplay in online collaborative learning (OCL) remain limited. This study employed a three-layer analytical method combining cluster analysis, content analysis and complex network analysis to investigate how SSRL patterns evolve in relation to individual SRL profiles. Data from 60 undergraduates in a 16-week course included over 16,000 trace entries (e.g. posts, replies, peer feedback) were collected and analysed. Results revealed that (1) three profiles of SRL were identified, based on learners' time investment, study regularity and help-seeking behaviours; (2) groups with higher SSRL behavioural interaction displayed a more diverse and balanced role composition; and (3) distinct SSRL patterns emerged across SRL profiles over time. Individuals with high SRL profiles more frequently connected idea sharing with strategy using and process monitoring, while those with low SRL profiles relied on limited strategies focused mainly on idea sharing. These findings deepen the understanding of how individual regulation shapes group dynamics in online collaboration and suggest that instructional design should consider learners' SRL profiles when scaffolding their collaborative regulation processes.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 6","pages":"1498-1520"},"PeriodicalIF":13.0,"publicationDate":"2026-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149214633","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Not all collaboration benefits from competition: Collaboration modes in a computational thinking game","authors":"Ching-Huei Chen,&nbsp;Kun Huang","doi":"10.1111/bjet.70081","DOIUrl":"https://doi.org/10.1111/bjet.70081","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Digital game-based learning often leverages social dynamics to enhance engagement, yet the interplay between collaborative structures and competitive pressures remains complex. This study investigated different collaboration modes and how they interact with competition to influence computational thinking (CT) learning, group metacognition and in-game behaviours. Adopting a quasi-experimental approach with a 3 × 2 factorial design, 148 seventh-grade students were recruited via purposive sampling from intact classes. Participants played the game in pairs, with or without competition, in one of three collaboration modes: paired gaming on one computer, collaboration on respective computers with turn-taking or cooperation on respective computers with role assignment. Data were analysed using quantitative methods to assess learning outcomes and behavioural sequence analysis to identify interaction patterns. Results revealed significant main effects of collaboration mode and an interaction effect between collaboration and competition. The cooperative group with competition achieved the highest CT outcomes, and the paired gaming group with competition reported the highest level of group metacognition. In contrast, the collaborative group with competition had the lowest level of learning outcomes and group metacognition. Behavioural sequence analyses identified unique patterns that corroborate the quantitative findings. Notably, competition undermined the collaborative turn-taking mode while enhancing cooperative and paired gaming modes, highlighting the need to carefully match collaboration structures with competitive elements in designing game-based learning.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Collaboration and competition are widely used in digital game-based learning (DGBL) to enhance engagement, motivation and problem-solving.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Prior studies have often examined collaboration and competition separately, leaving the interactive effects between these social dynamics on computational thinking (CT) and group metacognition underexplored.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Different collaboration modes significantly shaped CT learning and group metacognition.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Competition alone showed no benefits for CT learning or group metacognition.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Cooperative + comp","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 6","pages":"1471-1497"},"PeriodicalIF":13.0,"publicationDate":"2026-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70081","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149214634","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Authentic and functional dialogue with AI-based student avatars: Evidence from a practice-based teacher education program","authors":"Dennis Hauk,&nbsp;Franziska Menter,&nbsp;Jan-Michael Schorling","doi":"10.1111/bjet.70087","DOIUrl":"https://doi.org/10.1111/bjet.70087","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Interactions with AI-based student avatars offer scalable opportunities to practice educational dialogue in practice-based teacher education (PBTE), yet little is known about the interaction quality of such simulations. This exploratory case study examined whether avatar-mediated exchanges provide authentic and functional learning opportunities for teacher education. &lt;i&gt;N&lt;/i&gt; = 21 preservice teachers completed a 10-minute, one-to-one conversation with an AI student avatar embedded in a PBTE module on leading educational dialogue. The study combined post-session questionnaires, system metadata, transcript coding and interviews. Participants perceived the exchanges as clearly functional and moderately authentic. Metadata indicated balanced participation, with slightly longer teacher turns. Transcript analyses likewise pointed to high functional dialogue alongside moderate authentic dialogue. Further speaker-differentiated analyses showed the avatar acting as a responsive counter-voice, while preservice teachers applied dialogic talk moves. Interview data supported these findings, with participants describing the avatar's language and stance as plausible and highlighting the avatar's contingent uptake of prior turns, while also noting limits to full classroom realism. Taken together, the findings suggest that avatar-mediated dialogues can provide a meaningful learning opportunity for novices in PBTE. Implications for the design and educational use of AI-based avatars in teacher education are discussed.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Practice-based teacher education (PBTE) uses approximations of practice to help preservice teachers rehearse core teaching practices.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Dialogic pedagogy (eg, pressing for reasons, building on ideas and taking up students' contributions) supports deeper understanding and participation.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;AI-driven avatars are emerging as low-cost, scalable tools for simulated practice, but evidence on the quality of avatar–teacher interaction is still limited.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What this paper adds\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Implementation-based evidence that short, one-to-one conversations with an AI student avatar are experienced as clearly functional and moderately authentic by preservice teachers.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Mixed data (self-reports, system metadata, transcript coding, ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 6","pages":"1564-1584"},"PeriodicalIF":13.0,"publicationDate":"2026-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70087","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149214690","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Correcting automatically generated closed captions for online learning materials does not improve student learning outcomes (although students believe it does)","authors":"Peter J. Allen,&nbsp;Polly Barr,&nbsp;Kristopher G. Magee,&nbsp;Imogen van Jaarsveldt,&nbsp;Andy Wakefield","doi":"10.1111/bjet.70074","DOIUrl":"https://doi.org/10.1111/bjet.70074","url":null,"abstract":"<p>Lecture capture is ubiquitous in higher education. Lecture capture recordings are typically accompanied by automatically generated closed captions that are sometimes corrected by humans. Students self-report that they benefit from captions, and particularly human-corrected captions. However, multimedia learning research suggests that simultaneous spoken and written information impairs learning. Experimental tests of the pedagogic benefits of captions in authentic higher education learning contexts are sparse. Consequently, we block randomised 144 undergraduate psychology students to 12 sets of lecture capture recordings with uncorrected, corrected or no captions then assessed their understanding of these materials with 12 quizzes. Our pre-registered analyses indicated that the differences between conditions were trivial (<i>M η</i>² = 0.01; |<i>M</i>| <i>δ</i> = 0.12) and that the captioning conditions to which students were randomised did not influence their quiz performance. Follow-up surveys re-confirmed that students believe captions are beneficial for multiple reasons (eg, improved comprehension and focus; study efficiency; accessibility), and prefer corrected over uncorrected captions, even though they do not always notice the difference. As they do not impair learning, do meet accessibility requirements and are valued by students, automatically generated captions should be used routinely. However, correcting them may not reflect an optimal use of resources.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 6","pages":"1423-1439"},"PeriodicalIF":13.0,"publicationDate":"2026-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.70074","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149214648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Hybrid intelligence feedback systems in design thinking development: Stage-specific insights on pedagogical effects and characteristics of generative AI and instructors","authors":"Xiao Fei","doi":"10.1111/bjet.70080","DOIUrl":"https://doi.org/10.1111/bjet.70080","url":null,"abstract":"<p>Fostering design thinking relies on instructional feedback, yet traditional instructor-led methods face practical limitations. Although generative AI (GenAI) may offer promising solutions based on its advantages, existing studies predominantly characterise it as a performance-enhancing task assistant rather than as a feedback-providing pedagogical agent for the intrinsic growth of design thinking. The study compares the pedagogical effects on students' design thinking and students' perceptions of feedback systems by GenAI and human instructors. A within-class randomised experimental design was conducted with 80 undergraduates. Results indicate no significant overall difference in learning gains, but reveal respective stage-specific strengths: GenAI proved more effective during the ‘empathise’ stage, associated with superior timeliness and privacy, while human instructors excelled in the ‘prototype’ stage, valued for their contextual anchoring. Comparable effects yet complementary functions were observed in other stages, reinforcing GenAI's augmentative role instead of substitution. Findings collectively demonstrate that the effectiveness and strengths of feedback systems are not static and uniform but dynamically aligned with the learning demands across educational settings. Practical insights for designing hybrid intelligence feedback systems and theoretical implications were finally discussed.</p><p>\u0000 \u0000 </p>","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 6","pages":"1440-1470"},"PeriodicalIF":13.0,"publicationDate":"2026-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149214657","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From emotion regulation to academic success: A self-determination theory-based emotional agent-mediated approach","authors":"Xiao-Li Zheng,&nbsp;Zi-Ying Lyu,&nbsp;Shi-Ying Wang,&nbsp;Feng Wang,&nbsp;Xi Kong,&nbsp;Gwo-Jen Hwang,&nbsp;Yun-Fang Tu","doi":"10.1111/bjet.70083","DOIUrl":"https://doi.org/10.1111/bjet.70083","url":null,"abstract":"&lt;div&gt;\u0000 \u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;p&gt;Emotion regulation has been recognized as a key factor affecting students' academic success. However, in conventional school settings, it is challenging to foster students' emotion regulation owing to the involvement of complex factors that might influence students' conscious and unconscious behaviours. To address this issue, a self-determination theory (SDT)-based emotional agent framework was proposed, and an emotional agent (EmoAgent), capable of proactively detecting students' emotional states and providing emotional regulation strategies to individual students in addition to the provision of conventional learning supports, was implemented. To assess the effectiveness of the proposed approach, an 8-week quasi-experiment was designed with 173 sixth graders from four classes taking the Information Technology course in a primary school. Two classes (87 students) comprised the experimental group (EG) which used the SDT-based emotional agent-mediated (SDT-EA) approach, while the other two classes (86 students) comprised the control group (CG) which learned with the SDT-based conventional agent (STD-CA), which is capable of providing learning supports but without considering emotional factors. The experimental results showed that (1) the SDT-EA approach significantly outperformed the SDT-CA approach in academic achievement; (2) the SDT-EA approach engaged students in positive emotional experiences, whereas the SDT-CA approach exposed students to more negative emotional experiences; (3) negative emotion was significantly negatively associated with academic achievement, moderated by the SDT-EA approach.&lt;/p&gt;\u0000 &lt;/section&gt;\u0000 \u0000 &lt;section&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;div&gt;\u0000 \u0000 &lt;h3&gt;Practitioner notes&lt;/h3&gt;\u0000 &lt;p&gt;What is already known about this topic?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Within self-determination theory, if the three psychological needs of autonomy, competence and relatedness are met, students’ intrinsic motivation is activated and in turn their academic emotion is regulated, which shapes their well-being, engagement and academic success.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;GenAI–human collaboration can facilitate students’ self-determined and personalized learning.&lt;/li&gt;\u0000 \u0000 &lt;li&gt;Most pedagogical agents tend to assist with personalized cognitive support rather than with emotion regulation or emotional support.&lt;/li&gt;\u0000 &lt;/ul&gt;\u0000 &lt;p&gt;What does this paper add?\u0000\u0000 &lt;/p&gt;&lt;ul&gt;\u0000 \u0000 &lt;li&gt;Merging affective computing technology with GenAI, this study constructed an emotional agent with emotion sensing, recognition, feedback and regulation, providing emotional and cognitive supports.&lt;/li&gt;\u0000 ","PeriodicalId":48315,"journal":{"name":"British Journal of Educational Technology","volume":"57 6","pages":"1521-1563"},"PeriodicalIF":13.0,"publicationDate":"2026-10-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149214660","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Supporting neurodivergent athletes in sport: practitioner insights to advance neuroinclusive practice","authors":"Samuel Wood,Petra Kolic,Mariana Kaiseler,Greg Wood","doi":"10.1080/13573322.2026.2750453","DOIUrl":"https://doi.org/10.1080/13573322.2026.2750453","url":null,"abstract":"","PeriodicalId":51203,"journal":{"name":"Sport Education and Society","volume":"12 1","pages":"1-17"},"PeriodicalIF":2.9,"publicationDate":"2026-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149210763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Every Break You Take: Advancing Seasonal Comparison Research with Digital Trace Data","authors":"Emil Smith, Hanna Dumont, David Reimer","doi":"10.1177/00380407261489205","DOIUrl":"https://doi.org/10.1177/00380407261489205","url":null,"abstract":"This study extends seasonal comparison research by examining learning losses across not just summer breaks but multiple breaks of varying length, timing, and reliance on learning support. We used digital trace data from a reading app to track weekly reading-speed growth in a cohort of 8,921 Danish students from fourth grade (2019) to the end of sixth grade (2022), comparing growth during school and breaks, including Covid-19 closures. Results show consistent learning losses or stagnation following short breaks, indicating that traditional seasonal comparison designs may underestimate schools’ effects on learning. Notably, learning stagnation during the Covid-19 closures persisted even after schools reopened. We found indications of compensatory school effects by socioeconomic status in fourth grade but not in later grades. Results also suggest schools may narrow achievement gaps between students with immigration backgrounds and students from the ethnic majority population.","PeriodicalId":51398,"journal":{"name":"Sociology of Education","volume":"28 1","pages":""},"PeriodicalIF":3.9,"publicationDate":"2026-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Twelve tips for using implementation science to guide innovation in medical education.","authors":"Kayla M Marcotte, Rachel Gottlieb-Smith, Paula Y Thompson, Nikki L B Zaidi, Andrew E Krumm, Rajesh S Mangrulkar, Margaret Wolff","doi":"10.1080/0142159X.2026.2733154","DOIUrl":"https://doi.org/10.1080/0142159X.2026.2733154","url":null,"abstract":"<p><p>Medical education is undergoing rapid transformation driven by advances in technology, learning analytics, and competency-based frameworks; however, many educational innovations fail to achieve sustained impact in real-world settings. One key challenge is the limited application of implementation science, which offers systematic approaches to integrating innovations into practice. This article presents twelve practical tips to guide medical educators in applying implementation science to the design, implementation, evaluation, and sustainability of educational interventions. The purpose of these tips is to translate complex theoretical frameworks into actionable strategies that are accessible and relevant across diverse educational contexts. The tips are organized into four phases: (1) clarifying the intervention, (2) understanding stakeholders and context, (3) deliberately planning implementation, and (4) adapting, iterating, and sustaining interventions over time. Key concepts include defining core components, engaging stakeholders, selecting appropriate frameworks and strategies, measuring implementation outcomes, and planning for sustainability and scaling. By providing structured, practical guidance, these tips aim to enhance the effectiveness, adoption, and longevity of educational innovations. Ultimately, applying implementation science principles can help ensure that promising ideas lead to meaningful, scalable, and lasting improvements in medical and health professions education.</p>","PeriodicalId":18643,"journal":{"name":"Medical Teacher","volume":" ","pages":"1-9"},"PeriodicalIF":4.0,"publicationDate":"2026-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149216464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"‘Performing Never Comes Naturally’: Expert Performers’ Strategies for Rehearsal Excellence","authors":"Olivia Urbaniak, Helen F. Mitchell","doi":"10.1177/02557614261493903","DOIUrl":"https://doi.org/10.1177/02557614261493903","url":null,"abstract":"Professional music performances seem second nature to expert performers. Top performers are acutely aware of performance conventions, stagecraft and audience expectations of the concert. Performance students have much to learn from expert stage preparation. This study investigates how expert performers prepare and practise their performances for the stage. Nine international pianists participated in semi-structured interviews about their approach to preparing a concert performance. Five key strategies were identified through thematic analysis. In practice, experts prepared their stagecraft by visualising the visual elements of performance. They practised all elements of performance, not just the music, and consciously shaped their stage presence by adopting a stage persona. Concert attire was a catalyst to stage presence and confidence. Experts displayed a commitment to continuous improvement through ‘mock concerts’. Performance mastery was the result of systematic and strategic rehearsal, self-reflection and a commitment to continuous development. Experts’ insights into elite performance preparation strategies are essential for early-career performers, and can equip music performance students with invaluable performance knowledge. Future studies will focus on translating these insights into educational tools for performers in training.","PeriodicalId":46623,"journal":{"name":"International Journal of Music Education","volume":"292 1","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149198942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}