教育研究學報Pub Date : 2023-10-01DOI: 10.53106/199044282023105702001
邱莉淇 邱莉淇, 陳煥文 陳煥文
{"title":"國小高年級生關懷與正義兩難情境道德判斷之研究","authors":"邱莉淇 邱莉淇, 陳煥文 陳煥文","doi":"10.53106/199044282023105702001","DOIUrl":"https://doi.org/10.53106/199044282023105702001","url":null,"abstract":"正義道德強調平等性及公平性;而關懷道德強調人際中特殊關係脈絡,及親疏遠近的區別。本研究的目的在使用自編的「國小高年級生關懷與正義兩難情境之道德判斷量表」,來瞭解國小生在關懷與正義道德衝突情境的道德判斷傾向,並研究個人因親疏遠近的不同所做的道德判斷反應差異,並探討重要背景變項與正義和關懷取向的關聯性。由 390 位受試者的資料顯示國小生在量表上的整體表現傾向於正義思維取向,量表透過因素分析得到三個主要因素;受試者會因為不同的親疏遠近對象、不同的情境而產生顯著反應差異,由好朋友至不熟的朋友,平均分數逐次降低。有顯著影響的重要背景變項為學校規模與學校地區。 Justice-oriented moral reasoning emphasizes equality and fairness, whereas care ethics focus on specific interpersonal relationships. The present study explored the psychometric properties of a scale designed to measure care versus justice dilemmas and to evaluate the prevailing tendencies in moral judgment among elementary students. Additionally, the study considered the effects of intimacy distance and situational factors on moral judgment, and it investigated the association between key background variables and moral reasoning. The study included 390 participants. Generally, the students’ responses on the scale tended toward justice-oriented moral reasoning. Factor analysis of the scale revealed three factors. As the degree of intimacy shifted from close friends to strangers, the mean scores on the scale decreased significantly. Significant variations were also observed in mean scores across different situations. Background variables, such asthe size and geographical location of the schools exerted a significant influence on moral reasoning.","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"209 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139330063","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}
教育研究學報Pub Date : 2023-10-01DOI: 10.53106/199044282023105702003
許宏儒 許宏儒
{"title":"法國教育優先區的立論基礎與批判","authors":"許宏儒 許宏儒","doi":"10.53106/199044282023105702003","DOIUrl":"https://doi.org/10.53106/199044282023105702003","url":null,"abstract":"本文的目的為探討法國教育優先區的立論基礎與批判。本文是臺灣較少研究觸及之處,也是本研究的原創性與價值。研究方法為文件分析,透過相關教育機會均等之文獻與研究著作之分析,探究法國教育優先區的歷史發展與 21 世紀之走向。法國教育優先區之立論基礎,以積極的差別待遇為精神,但 90 年代後則處於中央集權與新公共管理之間的矛盾。本研究之結論與啟示為:1. 法國教育優先區重視弱勢學生知識與能力之素養的培養 2.讓弱勢者成為主動學習者與樂於助人的學習者。3.專業培訓者入校協助。4. 與在地資源緊密合作。最後,透過批判的檢視,法國以「區域」為基礎帶來了重大問題,以「在地陪伴的合約」取代區域亦有其困境。 This study conducted a critical analysis of educational priority zones in France and analyzed their theoretical underpinnings. This area of research has rarely been explored in Taiwan, lending both originality and value to this investigation. Employing theoretical analysis coupled with a literature review focused on the equality of educational opportunity, this study traced the historical evolution of France’s educational priority zones and forecasted their trajectories in the 21st century. Initially, the educational priority zones were established on the basis of the principle of positive discrimination. However, since the 1990s, these zones have been pulled into conflicts related to the centralization of governmental authority and the country’s New Public Management approach. The results of this study reveal that the focus for educational priority zones in France is increasingly being placed on the development of knowledge and skill competencies. Furthermore, these zones effectively transform disadvantaged individuals into proactive and constructive learners. Collaboration between professionals in training roles and schoolteachers is another key element of the zones, as is a strong emphasis on developing close connections with local resources. This study conducted a critical analysis of the major problems related to the zones, particularly those rooted in the fact that the zones are geographical divisions. Specifically, the study explored the predicaments relevant personnel will face in transitioning from a zonal and territorial model to a contract-based local support system, known in French as contrats locaux d’accompagnement.","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"34 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139325814","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}
教育研究學報Pub Date : 2023-10-01DOI: 10.53106/199044282023105702002
鄭涵文 鄭涵文, 陸偉明 陸偉明
{"title":"家庭經驗、社群互動以及學校對國中生性別平等觀念之影響","authors":"鄭涵文 鄭涵文, 陸偉明 陸偉明","doi":"10.53106/199044282023105702002","DOIUrl":"https://doi.org/10.53106/199044282023105702002","url":null,"abstract":"性別平等是不論國內還是國際社會努力追求的目標之一,更是台灣在頒布性別平等教育法後於學校努力的方向。性別平等觀念往往是透過社會化。因此本研究以階層迴歸來分析社會化環境中的家庭、同儕社群以及學校對國中生性別平等觀念的獨特解釋力。本研究以立意抽樣的方式選取台灣北中南三地區 30 個九年級班級共 792 名學生,研究發現,性別、家庭經驗、社群互動及學校經驗都對國中生之性別平等觀念有解釋力,性別與家庭經驗對性別平等概念也存在有顯著的調節效果。相較於女生,家庭經驗更能增進其性別平等概念。最後根據本研究結果提出對家長、學校教師、有關當局及後續研究者之建議。 Gender equality has become a key goal in both national and international communities. In Taiwan, it gained additional attention following the enactment of the \"Gender Equity Education Act\". The socialization process significantly influences perceptions of gender equality among students, with family, peer groups, and educational institutions, which are the most accessible social resources for students, being particularly influential in this process. However, the unique contributions of these social elements warrant further investigation. The present study recruited 792 ninth-grade students from 30 classes in Taiwan and employed hierarchical regression analysis to analyze the collected survey data. The results indicate that gender, family experiences, social interactions, and school experiences each exert a unique, positive influence on perceptions of gender equality among students. In addition, gender and family experience were discovered to have a moderate effect on these perceptions of gender equality. This study further offered targeted suggestions for parents, teachers, and relevant authorities for enhancing gender equality awareness.","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139328137","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}
教育研究學報Pub Date : 2023-04-01DOI: 10.53106/199044282023045701001
陳煥文 陳煥文, 郭紀廷 Huan-Wen Chen
{"title":"大學生在效益論和正義思維兩難情境中客觀立場與置身其中的比較","authors":"陳煥文 陳煥文, 郭紀廷 Huan-Wen Chen","doi":"10.53106/199044282023045701001","DOIUrl":"https://doi.org/10.53106/199044282023045701001","url":null,"abstract":"\u0000 本研究的目的在於檢視「效益論與正義思維兩難情境量表」之心理計量特徵,瞭解台灣的大學生在該量表上之表現情形,並探討個人在不同情境下,處在不同的立場觀點所做的道德判斷之差異組型,以及探究重要的背景變項與效益和正義取向的關聯性。根據 230 位受試者的實徵資料發現,台灣的大學生在分量表 1 較傾向於效益論的取向,而在分量表 2 和 3 則較傾向於正義思維的判斷;15 題兩難情境中,有 13 題在客觀立場和置身其中兩個不同觀點所做出的效益判斷得分的平均數和百分比有顯著差異。性別、教育水準、支持的黨派、宗教信仰以及工作經驗等是影響受試者的表現之重要背景變項。\u0000 This study evaluated the psychometric characteristics of a utilitarianism versus justice scale and assessed the moral reasoning of students faced with utilitarianism versus justice dilemmas based on daily life scenarios. The consistency of their moral judgments made from objective and situated standpoints was also evaluated. The effect of background variables on their utilitarianism versus justice scale scores was explored. Empirical data from 230 participants revealed that the college students were generally more utilitarianism oriented on the first subscale and more justice oriented on the second and third subscales. Among the 15 items, 13 items differed significantly with respect to the means and proportions of the moral judgment scores the students assigned from objective and situated standpoints. Sex, education level, partisan orientation, religious beliefs, and working experience were significantly correlated with the utilitarianism versus justice scale scores.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124889609","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}
教育研究學報Pub Date : 2023-04-01DOI: 10.53106/199044282023045701002
張芳全 張芳全
{"title":"國中階段新住民與非新住民子女學習成就差異之研究","authors":"張芳全 張芳全","doi":"10.53106/199044282023045701002","DOIUrl":"https://doi.org/10.53106/199044282023045701002","url":null,"abstract":"\u0000 臺灣的新住民與非新住民子女就讀國中在各學期的學習成就差異被人忽略。本研究以基隆市國中生學習狀況調查資料庫,探討新住民與非新住民子女就讀國中在不同學期之在國文、英文、數學、社會、藝文、自然、健體、綜合活動學習領域之學習成就差異。為避免分析時間過近,分別間隔一年對資料分析,從資料庫獲得 15 所國中 1,586 名學生三個學期各領域學習成就,透過多變項變異數分析獲得以下結論:就讀國中的新住民與非新住民子女分別在國一下學期、國二下學期及國三下學期的國文、英文、數學、社會、藝文、自然、健體、綜合活動之學習成就沒有明顯差異。這打破新住民子女的學習表現比起非新住民子女還低的社會刻板印象。本研究貢獻在於發現,新住民與非新住民子女在八項學習成就沒有不同,學校、教師及學生不宜有刻板印象。針對結論深入討論,提出具體建議。\u0000 The differences in the academic achievements across semesters and areas of study of the children of new residents and residents studying in Taiwanese junior high schools have been ignored. The present study used the Keelung City Junior High School Students’ Learning Survey Database to explore the differences in the achievement in Chinese, English, mathematics, sociology, arts and literature, natural sciences, physical fitness, and comprehensive activities between the children of new residents and those of residents studying in junior high schools in different semesters. The data were analyzed at intervals of 1 year. 3 semesters of learning achievements of 1,586 students in 15 junior high schools were obtained from the database. Multivariate analysis of variance was used, and the following conclusions were drawn: The learning achievements of the children of new residents did not differ from those of residents in Chinese, English, mathematics, sociology, arts and literature, natural science, physical fitness, or comprehensive activities in the second semester of the first, second and third year. This contradicts the widely held belief that children of new residents have lower academic performance than children of residents. The findings of this study demonstrate that the learning achievements of the children of new residents and residents do not differ in the eight learning domains; schools, teachers, and students should disregard the aforementioned widely held belief. The study conclusions are discussed, and specific suggestions are provided.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126523493","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}
教育研究學報Pub Date : 2023-04-01DOI: 10.53106/199044282023045701004
鄭曉楓 鄭曉楓, 溫宗堃 Hsaio-Feng Cheng, 顏蔚吟 顏蔚吟
{"title":"探討正念幸福課對毒品收容人之睡眠品質、心理幸福感及正念程度效果","authors":"鄭曉楓 鄭曉楓, 溫宗堃 Hsaio-Feng Cheng, 顏蔚吟 顏蔚吟","doi":"10.53106/199044282023045701004","DOIUrl":"https://doi.org/10.53106/199044282023045701004","url":null,"abstract":"\u0000 本研究旨在了解正念幸福課對提升毒品收容人之睡眠品質、心理幸福感及正念程度的立即與持續效果,以及其中的學習經驗。研究參與者為北部某監所之毒品收容人,共 64 位,平均年齡 39.63 歲(SD=6.46)。採混合研究之平行混合設計。研究結果發現,正念幸福課未顯著增進睡眠品質,但顯著增進心理幸福感之立即與持續效果,且立即效果優於持續效果;在正念程度方面,正念幸福課未顯著增進正念程度,但實驗組的正念不反應程度在後測有顯著提升。在學習經驗方面,學習的助益是從身體放鬆到心思的定靜、從細節性的體察中增進後設判斷能力與同理心;學習的困境則為延宕滿足能力薄弱又期待立竿見影、學習初始的挫敗經驗降低再投入之意願,以及生活環境與結構的影響。\u0000 Objectives: This study investigated the immediate and follow-up effects of a mindfulness program entitled the Mindfulness-Based Well-being Curriculum (MBWC) on the sleep quality, psychological well-being, and mindfulness of prisoners for Drug Offenders. The participants were 64 prisoners from one prison in the north of Taiwan with an average age of 39.63 years (SD = 6.46). Method: This study employed a parallel mixed design using mixed methods. Results: Participation in the mindfulness program did not significantly enhance sleep quality but caused both immediate and sustained enhancement of psychological well-being, with a stronger immediate effect. Participation in the mindfulness program did not significantly enhance mindfulness; the degree of nonresponsiveness of the experimental group was significantly enhanced in the posttest compared with the pretest. he learning process included relaxing the body to calm the mind and to enhance meta decision-making and empathy through detailed observation. The difficulties encountered in the mindfulness learning were a weak ability to delay gratification and an expectation of immediate results, frustrating experiences at the beginning of learning reduced willingness to practice, and the influence of the living environment and structure.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134438511","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}
教育研究學報Pub Date : 2023-04-01DOI: 10.53106/199044282023045701003
陳韻竹 陳韻竹, 邱獻輝 邱獻輝
{"title":"「反擊型」男性親密暴力者的心理機制:華人關係主義的觀點","authors":"陳韻竹 陳韻竹, 邱獻輝 邱獻輝","doi":"10.53106/199044282023045701003","DOIUrl":"https://doi.org/10.53106/199044282023045701003","url":null,"abstract":"\u0000 親密暴力施暴者常被誤為同質群體,以致忽略各類型施暴機制的差異。其中「反擊型」男性施暴者鮮少受到關注,故宜深入探究之。為建構此類型的施暴心理機制,本研究遵循建構主義研究典範、從華人文化觀點進行切入,採用敘事研究進行資料蒐集與分析,邀請兩位平時無暴力傾向、且主觀認定與伴侶互動處於弱勢地位之男性施暴者進行半結構式訪談,並輔以判決書和社工紀錄,進行協同分析。研究結果彙整出三個主題,包括「家庭關係中的弱勢者」、「關係主義的實踐」、「施暴後省思再出發」。此結果顯示「反擊型」的施暴歷程不僅呈現諸多傳統華人思維,且可能超出權力控制的解釋觀點,建議後續研究進一步驗證此結果。\u0000 Intimate partner violence (IPV) perpetrators are often falsely believed to be homogenous. Because of this, the mechanisms underlying various forms of IPV have been insufficiently researched. Fighting back is a unique form of IPV, and the perpetrators of such IPV have received little academic attention. Therefore, an in-depth exploration of the psychological mechanisms underlying this form of IPV is warranted. The present study adopted Chinese Relationalism and constructivism perspectives and employed narrative inquiry to collect and analyze research data related to fighting back. Two male perpetrators of such IPV who did not behave violently in daily life and identified themselves as being subordinate to their partners during couple interactions were invited to participate in semi-structured interviews. Judicial documents and records from social workers were also collected for reference during the co-analysis. Three themes were constructed, namely, the subordinate member of a family relationship, the actualization of Relationalism, and the new start after reflecting on IPV themes. The results indicated that the perpetrators of fighting back IPV have the psychological features of substantial Relationalist thinking and not conforming to traditional interpretations of power and control. Future empirical studies are suggested to verify the results of this study.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"70 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121451219","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}
教育研究學報Pub Date : 2022-10-01DOI: 10.53106/199044282022105602003
郭倵強 郭倵強
{"title":"PDCA循環問卷之信效度初步分析","authors":"郭倵強 郭倵強","doi":"10.53106/199044282022105602003","DOIUrl":"https://doi.org/10.53106/199044282022105602003","url":null,"abstract":"\u0000 本研究自「Plan（計畫）、Do（執行）、Check（檢核）和Action（行動），簡稱為PDCA循環」之理論基礎概念與操作性定義，發展一套客觀且適合教育工作主管在檢視自我任務進度之評量問卷，並進行統計檢驗分析，其效度檢定各向度之α值從.660至.743；整體問卷之信度α值更高達.912。本研究以81名國中小學校之主管職為受試樣本，結果亦顯示「PDCA循環評量」問卷具有不錯的構念效度，同時也具有良好的內部一致性信度。整體來說，「PDCA循環評量」問卷具有良好的信效度，且係有實用價值的評量工具。依據研究結論，建議後續研究可以質化研究進行深度訪談，探索國內國中、小學校主管在行政與管理工作經驗上的規劃或以驗證性因素分析進一步驗證本問卷的因素結構。\u0000 This study adopted the basic concepts and operational definitions of the Plan, Do, Check, and Action (PDCA) questionnaire to develop an objective questionnaire suitable for educational supervisors to self-examine their task progress. According to statistical test analysis, in the validity test, the Cronbach’s α of each dimension ranged from .660 to .743; regarding reliability, the Cronbach’s α value of the overall questionnaire was .912. In total, 81 primary and secondary school supervisors were included in this study. The results demonstrated that the questionnaire has high construct validity and internal consistency, and the questionnaire is a practical evaluation tool. Follow-up studies should conduct qualitative research and in-depth interviews, explore the administrative and management experience of primary and secondary school supervisors, and verify the questionnaire’s structure through confirmatory factor analysis.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124172815","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}
教育研究學報Pub Date : 2022-10-01DOI: 10.53106/199044282022105602004
傅佳君 傅佳君
{"title":"國小教師倫理決定量表之建構","authors":"傅佳君 傅佳君","doi":"10.53106/199044282022105602004","DOIUrl":"https://doi.org/10.53106/199044282022105602004","url":null,"abstract":"\u0000 倫理決定指教師在教學過程中，面對倫理議題或倫理困境，而有倫理的敏覺認知，牽動的情緒感受，進而衍生的倫理傾向抉擇，從而表現的行為舉措。本研究旨在發展適合評估國小教師倫理決定之量表，包括感知、意圖、行動三個分量表。預試施測共取得132份有效問卷，經由項目分析、探索性因素分析及信度分析後，形成正式量表共10題。正式施測取得有效樣本529份。總量表Cronbach’s係數為.86，各分量表介於 .73～.82，具良好信度。本研究為瞭解驗證資料和量表的結構是否適配，進一步進行驗證性因素分析（CFA），整體模式適配情形理想。本研究發展之「國小教師倫理決定量表」有良好的信度與效度，可用以瞭解國小教師倫理決定狀況，亦可供後續研究者依此量表架構進行相關研究。\u0000 This study developed a scale to investigate the ethical decision-making process of elementary school teachers in Kaohsiung and tested the accuracy of the scale. The scale included 3 subscales, namely awareness, intention, and praxis. A questionnaire survey method was adopted. In total, 132 elementary school teachers were included for pretesting. Item and factor analyses were performed to determine the validity and reliability of the research instruments. In total, 529 elementary school teachers were enrolled to verify the hypotheses. The Cronbach’s alpha for the overall scale was .86 and ranged between .73 and .82 for the subscales, which indicated good reliability. Further, this study used confirmatory factor analysis to confirm validity. The scale developed in this study has good reliability and validity. This scale can be used as a reference for future studies.\u0000 \u0000","PeriodicalId":191393,"journal":{"name":"教育研究學報","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116258587","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}
京公网安备 11010802042870号
求助内容：
应助结果提醒方式：