发布求助
文献互助 智能选刊 最新文献

Psicologia Escolar e Educacional最新文献

筛选
英文 中文
TEACHERS FACING THE SUICIDAL BEHAVIOR AMONG ADOLESCENT STUDENTS: PERCEPTIONS AND INTERVENTIONS 教师面对青少年学生自杀行为:认知与干预
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-241847-t
Emanoela Moreira Maciel, Selena Teixeira
{"title":"TEACHERS FACING THE SUICIDAL BEHAVIOR AMONG ADOLESCENT STUDENTS: PERCEPTIONS AND INTERVENTIONS","authors":"Emanoela Moreira Maciel, Selena Teixeira","doi":"10.1590/2175-35392023-241847-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-241847-t","url":null,"abstract":"ABSTRACT This research sought to analyze the interventions of integrated high school teachers when they perceived suicidal behavior in students. Therefore, a field research was developed, with a qualitative approach and applied nature, with 12 permanent professors from a federal educational institution. Data were collected using an electronic form (Google Forms) and analyzed through content analysis. The findings revealed that teachers have a superficial view of suicide and difficulties in managing their students’ suicidal behavior; when they do so, they are based on personal values and experiences; hesitation and insecurity mark the conduct of professors. The study highlights the need for the school to become a space for dialogue and teacher training on suicidal behavior.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135702589","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
NOTES ON SCHOOL/EDUCATIONAL PSYCHOLOGIST TRAINING: A SYSTEMATIC REVIEW 2009-2019 关于学校/教育心理学家培训的说明:2009-2019年系统审查
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-243249-t
José Alves de Souza Filho, Tadeu Lucas de Lavor Filho, Andrezza Araújo Queiroz, Thaís Dias de Araújo, Luisa Carolina Holanda Pereira, Érica Atem Gonçalves de Araújo Costa, Luciana Lobo Miranda, João Paulo Pereira Barros
{"title":"NOTES ON SCHOOL/EDUCATIONAL PSYCHOLOGIST TRAINING: A SYSTEMATIC REVIEW 2009-2019","authors":"José Alves de Souza Filho, Tadeu Lucas de Lavor Filho, Andrezza Araújo Queiroz, Thaís Dias de Araújo, Luisa Carolina Holanda Pereira, Érica Atem Gonçalves de Araújo Costa, Luciana Lobo Miranda, João Paulo Pereira Barros","doi":"10.1590/2175-35392023-243249-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-243249-t","url":null,"abstract":"ABSTRACT This article aims to analyze scientific articles about School and Educational Psychology, specifically related to the training of psychologists. We carried out a systematic review of articles (2009-2019), using the Portal Periódicos CAPES platform, using the descriptors “school psychology AND psychologist training” and “educational psychology AND psychologist training”. After applying the inclusion and exclusion criteria and identifying repeated articles, we proceeded with the selection by reading the publications, resulting in a total of 26 articles, mostly published in the Revista de Psicologia Escolar e Educational. In the discussions, we identified the use of traditional practices, clinical instruments and clinical practices as a questioning point related to forms of stigmatization and the absence of theoretical references specific to School Psychology. As for training in the area, questions emerge about initial and continuing training, little curricular space for School Psychology and Historical-Cultural Psychology as a methodological alternative for action.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135104190","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
MENTAL HEALTH, ILLNESS AND TEACHING WORK 心理健康、疾病和教学工作
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-242262-t
Jerto Cardoso da Silva, Luiza Tamara Almeida Leal, Stefanie Schmidt, Maiara da Silva Fuhr, Eduardo Steindorf Saraiva
{"title":"MENTAL HEALTH, ILLNESS AND TEACHING WORK","authors":"Jerto Cardoso da Silva, Luiza Tamara Almeida Leal, Stefanie Schmidt, Maiara da Silva Fuhr, Eduardo Steindorf Saraiva","doi":"10.1590/2175-35392023-242262-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-242262-t","url":null,"abstract":"ABSTRACT The perception of Elementary School teachers about their mental health was the focus of this research. This is a quantitative research that seeks to understand the perceptions of mental health conditions in public schools in the interior of Rio Grande do Sul, Brazil. The data collection method used was a questionnaire adapted from the Mental Health and Work Protocol answered by 249 teachers. Data analysis was carried out using the Statistical Package for the Social Sciences - SPSS 18 software. It was found, as main results, that satisfaction, motivation and identity indices with the teaching activity are very significant. Teachers indicate commitment to work, value the profession, but complain that socially they are not valued, but paradoxically are heavily medicated.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135609972","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
RESIGNIFYING THE SCHOOL COMPLAINT: PARQUE’S CONTRIBUTIONS TO THE DEMEDICALIZATION OF EDUCATION 辞职学校投诉:帕克对教育去医学化的贡献
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-237290-t
Juliana Silva Lopes, R. Martins, Marivete Gesser
{"title":"RESIGNIFYING THE SCHOOL COMPLAINT: PARQUE’S CONTRIBUTIONS TO THE DEMEDICALIZATION OF EDUCATION","authors":"Juliana Silva Lopes, R. Martins, Marivete Gesser","doi":"10.1590/2175-35392023-237290-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-237290-t","url":null,"abstract":"ABSTRACT This research aimed to evaluate a program of attention and resignification of school complaints and its contributions to the confrontation of pathologization and medicalization of school phenomena. The theoretical framework guiding the entire research was based on the historical-cultural perspective of Psychology and Critical School Psychology. The information was obtained through individual semi-structured interviews, carried out with four elementary school teachers from a Basic Education school in the federal education network, and analyzed through qualitative thematic content analysis. The results showed that the Program studied contributed to the participants’ broadening their understanding of school complaints, starting to recognize the teaching activity and institutional relationships as constituents of it. The collective spaces of listening and dialogic exchange about the challenges present in the schooling process provided by the Program were fundamental to face the pathologization and medicalization of school phenomena.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67271564","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
PROGRAMA DE INTERVENÇÃO COM A TÉCNICA DE CLOZE: ELABORAÇÃO E SIGNIFICÂNCIA CLÍNICA 完形填空技术干预方案:详细阐述和临床意义
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-244124
Renata Graziele Morini Albrecht, Simone Aparecida Capellini
{"title":"PROGRAMA DE INTERVENÇÃO COM A TÉCNICA DE CLOZE: ELABORAÇÃO E SIGNIFICÂNCIA CLÍNICA","authors":"Renata Graziele Morini Albrecht, Simone Aparecida Capellini","doi":"10.1590/2175-35392023-244124","DOIUrl":"https://doi.org/10.1590/2175-35392023-244124","url":null,"abstract":"RESUMO A hipótese deste estudo está pautada no fato de que um programa de remediação com a Técnica de Cloze, nivelado por diferentes graus de dificuldades, pode contribuir para o desenvolvimento da compreensão leitora de escolares com dificuldades de compreensão leitora. Sendo assim, objetivou-se elaborar este programa e analisar a significância clínica. Para isto, elaborou-se um programa de intervenção por meio de uma revisão bibliográfica e após foi realizado um estudo piloto e aplicado em 28 escolares ensino fundamental I, divididos em Grupo I Estudo (escolares com dificuldade em texto narrativo submetidos à intervenção); Grupo I Controle (escolares com dificuldade em texto narrativo não submetidos à intervenção); Grupo II Estudo (escolares com dificuldade em texto expositivo submetidos à intervenção); Grupo II Controle (escolares com dificuldade em texto expositivo não submetidos à intervenção). Os resultados analisados pelo Método JT apontaram mudança confiável positiva e com significância clínica para escolares do Grupo I Estudo, e de forma significativa para escolares do Grupo II Estudo.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135060059","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
AUTISMO, NEURODIVERSIDADE E ESTIGMA: PERSPECTIVAS POLÍTICAS E DE INCLUSÃO 自闭症、神经多样性和耻辱:政治和包容视角
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-247367
Ana Gabriela Rocha Araujo, Mônia Aparecida da Silva, Regina Basso Zanon
{"title":"AUTISMO, NEURODIVERSIDADE E ESTIGMA: PERSPECTIVAS POLÍTICAS E DE INCLUSÃO","authors":"Ana Gabriela Rocha Araujo, Mônia Aparecida da Silva, Regina Basso Zanon","doi":"10.1590/2175-35392023-247367","DOIUrl":"https://doi.org/10.1590/2175-35392023-247367","url":null,"abstract":"RESUMO Os movimentos de pessoas com Transtorno do Espectro Autista (TEA) e de seus familiares vêm aumentando e ganhando força no Brasil e no mundo. O movimento da neurodiversidade entende que o autismo é parte da personalidade da pessoa, não se tratando de uma doença que deve ser curada. O estudo aborda o movimento da neurodiversidade no contexto do TEA, discutindo as suas relações com as evidências cientificas. A partir de um estudo teórico, vimos que o modelo médico parece ser ainda o mais adotado em pesquisas brasileiras sobre a inclusão, podendo influenciar no estigma e nas visões negativas e distorcidas sobre as diferenças apresentadas pelas pessoas com TEA. Entre outros aspectos, demarca-se a importância da participação de pessoas com TEA e/ou de seus familiares no desenvolvimento de pesquisas relacionadas a elas, buscando a promoção de práticas científicas e acadêmicas que escutem, respeitem e se inspirem na neurodiversidade.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135102040","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
AUTISM, NEURODIVERSITY AND STIGMA: POLITICAL AND INCLUSIVE PERSPECTIVES 自闭症、神经多样性和耻辱:政治和包容性观点
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-247367-t
Ana Gabriela Rocha Araujo, Mônia Aparecida da Silva, Regina Basso Zanon
{"title":"AUTISM, NEURODIVERSITY AND STIGMA: POLITICAL AND INCLUSIVE PERSPECTIVES","authors":"Ana Gabriela Rocha Araujo, Mônia Aparecida da Silva, Regina Basso Zanon","doi":"10.1590/2175-35392023-247367-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-247367-t","url":null,"abstract":"ABSTRACT Movements of people with Autism Spectrum Disorder (ASD) and their families have been increasing and gaining strength in Brazil and worldwide. The neurodiversity movement understands that autism is part of a person’s personality, not a disease that must be cured. The study addresses the neurodiversity movement in the context of ASD, discussing its relations with scientific evidence. From a theoretical study, we saw that the medical model still seems to be the most adopted in Brazilian research about inclusion, which may influence stigma and negative and distorted views about the differences presented by people with ASD. Among other aspects, the importance of the participation of people with ASD and/or their family members in the development of research related to them is highlighted, seeking to promote scientific and academic practices that listen, respect and be inspired by neurodiversity.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135102346","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
SELF-EFFICACY OF PRESCHOOL AND ELEMENTARY SCHOOL 1 TEACHERS FOR INCLUSIVE PRACTICES 学前与小学教师包容实践的自我效能感
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-235335-t
Emille Gomes Paganotti, Fabiana Cia
{"title":"SELF-EFFICACY OF PRESCHOOL AND ELEMENTARY SCHOOL 1 TEACHERS FOR INCLUSIVE PRACTICES","authors":"Emille Gomes Paganotti, Fabiana Cia","doi":"10.1590/2175-35392023-235335-t","DOIUrl":"https://doi.org/10.1590/2175-35392023-235335-t","url":null,"abstract":"ABSTRACT This article aimed to compare the sense of self-efficacy of Pre-School and Elementary School I teachers to teach students target audience of Special Education (PAEE) in the regular classroom of the municipal public network and to relate the sense of self-efficacy with demographic and professional performance. In the research, a total of 17 teachers from Pre-School and 27 from Elementary School 1 from a city in the interior of São Paulo participated. Data were obtained through a characterization questionnaire and the Teacher Effectiveness Scale for Inclusive Practices via central tendency, dispersion and correlations. When compared to Elementary 1 teachers, Pre-School teachers are older, have fewer students in the classroom and they feel more prepared to include. The self-efficacy values were similar between the two groups and the correlation data between the instruments are described. It was corroborated in the signaling of the potency and sensitivity of the EEDPI for the evaluation of teacher self-efficacy and the influence of the construct in the educational context.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135609769","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
SISTEMAS DE ENSINO EDUCACIONAL: EXIGÊNCIAS DE DISCIPLINA E DESEMPENHO DOS ALUNOS NA PERSPECTIVA PSICANALÍTICA 教育教学体系:精神分析视角下的纪律要求与学生表现
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-250816
Marina Silva Simões, Fuad Kyrillos Neto, Maria Gláucia Pires Calzavara
{"title":"SISTEMAS DE ENSINO EDUCACIONAL: EXIGÊNCIAS DE DISCIPLINA E DESEMPENHO DOS ALUNOS NA PERSPECTIVA PSICANALÍTICA","authors":"Marina Silva Simões, Fuad Kyrillos Neto, Maria Gláucia Pires Calzavara","doi":"10.1590/2175-35392023-250816","DOIUrl":"https://doi.org/10.1590/2175-35392023-250816","url":null,"abstract":"RESUMO O manuscrito se propõe a uma análise crítica da possibilidade do psicanalista na instituição escolar. Valendo-se da Psicanálise aplicada associada à pesquisa bibliográfica e a fragmentos de lembranças provenientes da prática no cotidiano escolar como eixo condutor, compreende-se a posição do psicanalista na instituição como aquela que visa à promoção do sujeito. Investigam-se sites de três sistemas de ensino em destaque no Brasil hoje. Localiza-se o significante desempenho vinculado à promessa de ingresso na universidade proveniente do uso do material didático de cada um deles. Percorre-se a teoria dos discursos de Lacan demonstrando os discursos capitalista, mestre contemporâneo e universitário como predominantes na escola atual. O psicanalista, ao operar com o discurso do analista em sua escuta, permite o bem dizer do sujeito, exercendo, assim, a função de desalienistas. Essa função se alicerça num distanciamento das identificações imaginárias e totalizantes, que expressam o sistema de ensino em nosso País.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135318067","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
MOTIVAÇÃO E AUTOCONCEITO DE ALUNOS COM SOBREPESO E OBESIDADE NO ENSINO FUNDAMENTAL 小学超重和肥胖学生的动机和自我概念
Psicologia Escolar e Educacional Pub Date : 2023-01-01 DOI: 10.1590/2175-35392023-242122
Flávia Gabriela Meserlian, Katya Luciane Oliveira, José Aloyseo Bzuneck, Amanda Lays Monteiro Inácio
{"title":"MOTIVAÇÃO E AUTOCONCEITO DE ALUNOS COM SOBREPESO E OBESIDADE NO ENSINO FUNDAMENTAL","authors":"Flávia Gabriela Meserlian, Katya Luciane Oliveira, José Aloyseo Bzuneck, Amanda Lays Monteiro Inácio","doi":"10.1590/2175-35392023-242122","DOIUrl":"https://doi.org/10.1590/2175-35392023-242122","url":null,"abstract":"RESUMO A presente pesquisa tem como objetivo geral verificar a motivação para aprender de alunos do Ensino Fundamental II e o autoconceito deles relacionados a um fator, crianças acima do peso ideal. Participaram 414 alunos entre 10 a 16 anos de idade, dentre eles 74 com sobrepeso, obesidade ou obesidade grave. Os instrumentos aplicados foram o Questionário de Percepção Corporal, Escala de Motivação e Escala de Autoconceito Infanto-Juvenil. Os resultados mostram que em relação à motivação escolar, prevaleceu a regulação identificada e em relação ao autoconceito, constatou-se que o autoconceito pessoal teve uma média alta e o autoconceito social obteve a menor média. A correlação de Pearson mostrou relação entre a desmotivação e o autoconceito familiar; a motivação intrínseca também se correlacionou com o autoconceito geral e social. Por fim, a análise de regressão evidenciou relação de dependência entre a motivação intrínseca ao se tratar de autoconceito geral e autoconceito social.","PeriodicalId":38541,"journal":{"name":"Psicologia Escolar e Educacional","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135101750","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信