Journal of Curriculum Studies Research最新文献_第2页

The Effects of Computer Aided Education in the Education of Folk Cultural Products 计算机辅助教学在民俗文化产品教学中的作用

Journal of Curriculum Studies Research Pub Date : 2023-06-21 DOI: 10.46303/jcsr.2023.25

Z. Aimukhambet, S. Aituganova, A. Alimbayev, Gulnaz Sagynadin, Aiymgul Seiputanova

{"title":"The Effects of Computer Aided Education in the Education of Folk Cultural Products","authors":"Z. Aimukhambet, S. Aituganova, A. Alimbayev, Gulnaz Sagynadin, Aiymgul Seiputanova","doi":"10.46303/jcsr.2023.25","DOIUrl":"https://doi.org/10.46303/jcsr.2023.25","url":null,"abstract":"This research explores the effects of computer-aided education (CAE) on the education of folk cultural products. Folklore, encompassing tangible and intangible cultural artifacts, holds significant importance in defining the identity and values of a community. CAE, utilizing multimedia software and interactive teaching methods, has emerged as a promising approach to enhancing student learning experiences. This study aims to investigate the impact of CAE on students' achievement, retention, cultural competency, and classroom participation in the domain of folk culture education. A quasi-experimental pretest-posttest control group design was utilized, with an experimental group of 32 1st grade students receiving CAE and a control group of 32 1st grade students receiving traditional teaching methods in Almaty, Kazakhstan. Various assessment tools were employed to measure academic achievement, cultural competency, and classroom participation. The results indicate that students in the CAE group exhibited significantly higher academic achievement scores, improved retention of knowledge, enhanced cultural competency, and increased classroom participation compared to the control group. These findings provide empirical evidence supporting the effectiveness of CAE in fostering effective and engaging education, particularly in the context of preserving and promoting cultural heritage through folk culture education.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"27 6","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133037691","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Exploring the Effectiveness of Practical Assessment Tasks Towards Skills Development in Mechanical Technology Subject 实践考核任务对机械技术学科技能发展的有效性探讨

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.22

Percy Thabiso Mhlanga, S. Khoza, Ndlelehle Skosana

{"title":"Exploring the Effectiveness of Practical Assessment Tasks Towards Skills Development in Mechanical Technology Subject","authors":"Percy Thabiso Mhlanga, S. Khoza, Ndlelehle Skosana","doi":"10.46303/jcsr.2023.22","DOIUrl":"https://doi.org/10.46303/jcsr.2023.22","url":null,"abstract":"In a nation like South Africa, where the GDP and economic development are among the lowest, the lack of skilled workers has a noticeable impact. Skilful workers continue to be imported into the country in fields that are critical to economic development. To have an economic sector that can compete with the current global market conditions and the changing technology, qualified manpower is needed. This study explored the effectiveness of the Practical Assessment Task in Mechanical Technology in secondary schools around Gauteng province. A qualitative research approach was employed whereby a case study research design was used. The study purposively sampled nine teachers from seven different schools located in three districts of Gauteng Province. The study deployed two data collection instruments where face-to-face semi-structured interviews and workshop observations were administered. The results of this study show that the lack of resources in Mechanical Technology and the time allocated for the subject is a major challenge that teachers face. These were made worse by a lack of teacher development in the subject. The said challenges have a major impact that delays proper skills development at the secondary school level, thus rendering the PAT ineffective in addressing skills development. The recommendation is that the Department of Education needs to implement a policy where resources would be prioritised and provide lasting and relevant training to the teachers.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"6 17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123742020","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Examining Media Literacy Perceptions of Preservice Social Studies Teachers in Turkey 检视土耳其职前社会研究教师的媒体素养认知

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.21

Aykut Özel

{"title":"Examining Media Literacy Perceptions of Preservice Social Studies Teachers in Turkey","authors":"Aykut Özel","doi":"10.46303/jcsr.2023.21","DOIUrl":"https://doi.org/10.46303/jcsr.2023.21","url":null,"abstract":"The most commonly used definition of media literacy is the capacity to access, analyze, evaluate and generate information for specific implications. Media literacy helps individuals to critically analyze media forms, question media influences and uses, utilize media intentionally, and produce alternative media. The purpose of this study is to investigate how preservice social studies teachers perceive media literacy. In order to do this, the Media Literacy Perception Scale (MLPS) was administered, and a descriptive survey approach was used for the research. A total of one thousand social studies education students from seven different regions of Turkey were randomly selected for the sample, ranging from students enrolled in the first, second, third, and fourth years at seven different state universities. A proportional stratified sampling technique was employed in the study. The dependent variable in this research is the media literacy perceptions of preservice social studies teachers, and the independent variable is a variety of demographic characteristics. \u0000In order to examine and interpret the gathered research data, One-Way Anova and t-test analyses were performed. Based on the findings of the research, the participant students majoring in social studies education often showed high levels of perceptions of media literacy on both the scale and sub-dimensions. According to the research, a number of variables, including the amount of time spent watching TV, the amount of time spent online, and the region of residency, significantly affect students’ media literacy perceptions. The findings suggest that future students of these preservice teachers will benefit from their teachers’ increased media literacy skills.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126038980","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology 教师对乡村学习生态中基于纸张的GIS实施的看法

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.20

Thulasizwe Fredrick Mkhize

{"title":"Teachers’ Perceptions of Paper-Based GIS Implementation in The Rural Learning Ecology","authors":"Thulasizwe Fredrick Mkhize","doi":"10.46303/jcsr.2023.20","DOIUrl":"https://doi.org/10.46303/jcsr.2023.20","url":null,"abstract":"In South Africa, paper-based geographic information system (PBGIS) was introduced as a strategy to resolve the hindrances in schools without computers in implementing GIS. This study explores the geography teachers’ perceptions of implementing PBGIS in a rural learning ecology. In this context, PBGIS is defined as teaching and learning of GIS utilising topographic and orthographic maps, while rural learning ecology refers to a school in a rural environment consistent with how learners learn in a particular context. The unified theory of acceptance and use of technology (UTAUT) constituted the theoretical framework used to understand the geography teachers’ perceptions in this inquiry. Qualitative research methods, and semi-structured interviews were used to generate data to answer the research question. Two geography teachers from a rural learning ecology were purposively selected to participate in this study. The data generated from the field was then analysed thematically utilising a deductive and inductive approach. The findings showed the following: inadequate teacher training; teachers are unsure about the resources required for PBGIS; lack of teaching time; and the complexity of PBGIS concepts, and improper PBGIS examination setting. This study proposes that the Department of Basic Education (DBE), in association with universities, train teachers and provide resources; support teachers by reviewing the time allocated in the Annual Teaching Plan (ATP) for teaching PBGIS; engage teachers about ways to simplify PBGIS concepts when teaching; and guide teachers on the approaches that must be used when teaching PBGIS.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"163 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133254761","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Read, Make, and Mend the World: College Students Developing an Antiracist, Interdisciplinary Curriculum for Children 阅读，创造和修补世界:大学生为儿童开发反种族主义，跨学科课程

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.24

D. Anderson, Yifan Ping, Patrick Li, Bess Levin Markel, Pempho Moyo, Faith Nation, Shaadiin King, Abigail Bautista, Sophia Lee, Cristopher Alvarado, Luca Poxon, Tiara Tillis, Jane Huynh, Cindy Lopez

{"title":"Read, Make, and Mend the World: College Students Developing an Antiracist, Interdisciplinary Curriculum for Children","authors":"D. Anderson, Yifan Ping, Patrick Li, Bess Levin Markel, Pempho Moyo, Faith Nation, Shaadiin King, Abigail Bautista, Sophia Lee, Cristopher Alvarado, Luca Poxon, Tiara Tillis, Jane Huynh, Cindy Lopez","doi":"10.46303/jcsr.2023.24","DOIUrl":"https://doi.org/10.46303/jcsr.2023.24","url":null,"abstract":"After the plurality of crises experienced in 2020, including but not limited to a once-in-a-lifetime pandemic, a national reckoning with racial violence, and political violence, one teacher and twelve college students set out to explore and create actively antiracist, self-nourishing pedagogies for elementary students. Using the theoretical approaches of bell hooks, Gholdy Muhammad, Corita Kent, and Gloria Ladson-Billings, the class chose to center the approach of making and crafting as the module to challenge and dismantle systems of oppression. This article charts their journey of using BIPOC-centered books, highlighting marginalized makers and artists, to craft and test curricula that goes beyond simply telling the artists' stories, but allows elementary students to be active participants in those stories through crafting. The class also explored how crafting can be a tool of expression, liberation, and learning. Reflecting on the theoretical underpinnings of their thoughts and the lessons they learned along the way, this article is a reflection on the class's experiences and suggestions for how to read, make, and mend the world.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131002366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Role of Culture in Shaping the Curriculum of Higher Education in South Africa 文化在塑造南非高等教育课程中的作用

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.17

T. P. Moremoholo

{"title":"The Role of Culture in Shaping the Curriculum of Higher Education in South Africa","authors":"T. P. Moremoholo","doi":"10.46303/jcsr.2023.17","DOIUrl":"https://doi.org/10.46303/jcsr.2023.17","url":null,"abstract":"Over the past two decades, the South African higher education (HE) sector has highlighted the usefulness of a locally relevant curriculum that incorporates culture. There is also some research calling for the integration of culture and an emphasis on the Africanized curriculum. However, these related concepts (culture and Africanization) have yet to be sufficiently applied in the HE curriculum as part of the HE transformation drive. The present paper aims to present a review of the literature regarding the role of culture on curriculum transformation and the Africanization of academic material in the context of the HE sector in South Africa. The primary research method for this study is the review of the selected research findings containing issues related to culture and its role in curriculum transformation. The findings of this review reveal that the concepts of culture, and more specifically the Africanization of the localized curriculum (in the HE sector), are not yet adequately understood, even though progress has been made over the last two decades. The inheritance of colonial Eurocentric views is believed to be hindering this progress. Higher education can in this regard play a significant role in achieving the goal of a locally relevant curriculum.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130456282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Relationally Enhancing Teacher Education in Early Childhood Learning Environments towards Sustainability 在幼儿学习环境中相互加强教师教育，以实现可持续发展

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.18

Makeresemese Rosy Mahlomaholo, H. Israel, S. Mahlomaholo

{"title":"Relationally Enhancing Teacher Education in Early Childhood Learning Environments towards Sustainability","authors":"Makeresemese Rosy Mahlomaholo, H. Israel, S. Mahlomaholo","doi":"10.46303/jcsr.2023.18","DOIUrl":"https://doi.org/10.46303/jcsr.2023.18","url":null,"abstract":"Teacher education in early childhood learning environments (ECLE) is a generally neglected space in teaching and learning, more so when the focus is on relationality and sustainability. ECLE refers to the Care and Education of children between 2-4 years of age. The focus of this paper is on ECLE from a post-humanist perspective, which goes in tandem with UNESCO’s 17 Sustainable Development Goals. Emphasis is on inclusive economic development through environmentally sustainable social inclusion for all. Relationality has been chosen because of its power to advance the deconstruction of the hitherto taken for granted canons of humanism and enlightenment that promote hierarchies in knowledge and its production. These hierarchies disregard the voices of the vulnerable and the excluded, in terms of social class and other markers like age, but most importantly their erroneously assumed lack of knowledge. To date, the voices of the aspirant teachers in ECLE, as well as those of the children and parents, are non-existent when teacher education programmes are designed and implemented. This paper reveals that including the voices of these beneficiary communities enhances the quality of the discourse, theorisation and praxis in the provision of ECLE, as well as in the crafting of relevant teacher education programmes. Thus, the design and delivery of a programme is better based on the relationalities among humans, animals and plants; and between them and inanimate entities like infrastructure and resources. The relationality among all of these in the crafting of the beyond human is enhanced using advanced digital technologies. A relational approach recognises our entanglement with our entire universe in a manner that does not centre on identity. Quality therefore is about the ever-increasing complexity of diffractions of multi-layered and multi-perspective engagements across borders.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131920877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers' Views on the Application of Educational Technologies in the Classroom: A Case of Selected Tshwane West Secondary Schools in Gauteng 教师对教育技术在课堂上应用的看法:以豪登省特什瓦内西中学为例

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.23

Mable Kelebogile Kgosi, M. Makgato, Nhlelehle Meskien Skosana

{"title":"Teachers' Views on the Application of Educational Technologies in the Classroom: A Case of Selected Tshwane West Secondary Schools in Gauteng","authors":"Mable Kelebogile Kgosi, M. Makgato, Nhlelehle Meskien Skosana","doi":"10.46303/jcsr.2023.23","DOIUrl":"https://doi.org/10.46303/jcsr.2023.23","url":null,"abstract":"The teaching profession is moving toward the use of educational technologies (ET) in the form of tablets, laptops, and reliable internet in the classroom to improve the quality of teaching and learning in schools. The use of these tools in the Fourth Industrial Revolution (4IR) is believed to positively impact how teachers deliver the curriculum. Teachers’ views on the application of educational technologies in the classroom are examined in this paper. The opinions of the teachers are crucial since they could influence whether or not the technologies are accepted. This study used a qualitative approach through semi-structured interviews with 12 teachers from one district in Gauteng province. A purposive sampling method was used to select these teachers on the basis that Gauteng is the leading province in ICT integration in schools. Data were analysed thematically from teachers’ responses. The Activity Theory framework was used to underpin the study. According to the findings, teachers voiced their dissatisfaction with the use of these technologies and other issues they face, such as poor technical support, a lack of equipment for maintaining educational technologies, inferior educational technology infrastructure, and unreliable Internet connectivity. Additionally, teachers called on the Department of Basic Education to provide professional development in technology integration and to equip schools with infrastructure as well as Wi-Fi. ","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115412182","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Enhancement of Pedagogical Capital by Civil Technology Teachers when Engaged with Practical Assessment Task: A Curriculum Transformation Legacy 土木科技教师从事实践性评价任务时教学资本的增强:课程转型的遗产

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.16

Thokozani Isaac Mtshali, Asheena Singh-Pillay

{"title":"The Enhancement of Pedagogical Capital by Civil Technology Teachers when Engaged with Practical Assessment Task: A Curriculum Transformation Legacy","authors":"Thokozani Isaac Mtshali, Asheena Singh-Pillay","doi":"10.46303/jcsr.2023.16","DOIUrl":"https://doi.org/10.46303/jcsr.2023.16","url":null,"abstract":"Within the South African context, there are perennial curriculum reforms of technical subjects, for example civil technology, which is offered from grade 10 to 12 at secondary school level. Amidst these curriculum reforms there is a shortage of technical curriculum advisors to capacitate teachers for the implementation of the revised curricula and a paucity of studies on how to enhance pedagogical capital. This undermines teachers’ efforts in giving learners adequate industrial skills. In this conceptual study, we learn that teachers are now having autonomy to prepare, implement and assess the self-made Practical Assessment Task (PAT) without close pedagogical guidance from their stakeholders. As such, this conceptual study brings strategies that will assist teachers in maximising their pedagogical capital to cope with the recent curriculum change. This study found that indeed there are far too many expectations that civil technology teachers must accomplish before their learners can be adequately equipped with hands-on skills. A pedagogical capital framework was proposed to assist curriculum advisors and implementors to engage positively with PAT whilst upholding a global quality standard. This study recommends that the proposed framework could be applied to other technical subjects like engineering graphics and design, electrical technology and mechanical technology as they are faced with similar pedagogical challenges.","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116239855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Fictional Stories: The learning strategy to mitigates challenges of reading comprehension for university students 虚构故事:减轻大学生阅读理解挑战的学习策略

Journal of Curriculum Studies Research Pub Date : 2023-06-18 DOI: 10.46303/jcsr.2023.15

Tshepang Jacob Moloi, Emmanuel Tobi Adegoriolu

{"title":"Fictional Stories: The learning strategy to mitigates challenges of reading comprehension for university students","authors":"Tshepang Jacob Moloi, Emmanuel Tobi Adegoriolu","doi":"10.46303/jcsr.2023.15","DOIUrl":"https://doi.org/10.46303/jcsr.2023.15","url":null,"abstract":"Reading comprehension is the ability to understand the text, decode and infer its meaning according to reader’s level of comprehension. Similarly, reading is the ability to deduce, critique and construct the attributes of the text, hence reading and reading comprehension are intertwined and embedded into the skill to analyse the meaning of the text in general and synthesize the interpreting of your own understanding in particular to the text. Despite this prerequisite skill; there are challenges which impede the reading comprehension and as the results the paper intimates these challenges of reading comprehension using critical theory as a conceptual framework. It further employs participatory action research as a technique whereby participants were purposively sampled and interviewed in a semi-structured interview. Equally, the results are analysed using critical discourse analysis were it was established that lack of collaborative learning, exposure to informational text, students’ prior knowledge and punctuation marks are the core attributes to the challenges of reading comprehension. In brief, the paper contends that the use of fictional stories as the learning strategy can enhance reading comprehension of first year students. \u0000 ","PeriodicalId":142003,"journal":{"name":"Journal of Curriculum Studies Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133118694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0