Revista Electronica de Fuentes y Archivos最新文献

{"title":"Autorrevelación docente: una revisión de la literatura.","authors":"Facundo Froment, Alfonso Javier García González, M. R. B. Gómez-Millán","doi":"10.12795/REVISTAFUENTES.2021.V23.I1.11383","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.V23.I1.11383","url":null,"abstract":"espanolPara maximizar el aprendizaje de los estudiantes, los docentes exhiben intencionalmente determinados comportamientos para construir relaciones interpersonales con el alumnado. Una de las conductas que los docentes incorporan en su docencia para clarificar y mejorar la comprension de los estudiantes sobre el contenido del curso es la autorrevelacion. Sin embargo, cuando se emplea de forma inadecuada, esta puede perjudicar las oportunidades de aprendizaje de los estudiantes. Asi, el objetivo del presente estudio consistio en establecer el estado de la cuestion sobre la autorrevelacion docente a traves de una revision sistematica de la literatura existente, determinando su impacto en el proceso de ensenanza-aprendizaje. Se llevo a cabo una busqueda bibliografica en diferentes bases de datos nacionales e internacionales, seleccionandose para la revision un total de 39 articulos cientificos, publicados entre 1982 y 2019, que cumplieron con los criterios de inclusion establecidos. En relacion al impacto de la autorrevelacion docente en el proceso de ensenanza-aprendizaje, se identificaron 6 categorias: aprendizaje cognitivo, aprendizaje afectivo, motivacion academica, participacion e interes, comunicacion profesor-alumno fuera del aula y percepciones y evaluaciones sobre el docente, incluyendose en cada una de ellas las principales aportaciones de los estudios incluidos en el analisis. A partir de los resultados obtenidos, se destaca la necesidad de que, para que favorezca el aprendizaje de los estudiantes, las autorrevelaciones de los docentes deben ser moderadas, relevantes y positivas. EnglishTo maximize student learning, teachers intentionally exhibit certain behaviors to build interpersonal relationships with students. One of the behaviors that teachers incorporate in their teaching to clarify and improve students’ understanding of the course content is self-disclosure. However, when it is used inappropriately, it may damage student learning opportunities. Thus, the purpose of this research was to establish the state of the art on teacher self-disclosure through a systematic review of the existing literature, establishing on the teaching-learning process. A bibliographic search was carried out in different national and international databases, selecting 39 scientific articles for the revision, published between 1982 and 2019, that met the established inclusion criteria. Regarding the effect of teacher self-disclosure on the teaching-learning process, 6 categories : cognitive learning, learning, academic motivation, participation and interest, teacher-student out-of-class communication and perceptions and evaluations of the teacher, including in each of them the main results of the articles included in the analysis. Based on the obtained results, it is highlighted the need that, in order to promote student learning, teacher self-disclosure must be moderate, relevant and positive.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"23 1","pages":"13-26"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81017642","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}

{"title":"Caracterizando la construcción de espacios metodológicos-organizativos en Educación Infantil.","authors":"S. Vélez, Manuel Delgado García, F. G. Prieto","doi":"10.12795/REVISTAFUENTES.2021.V23.I1.12105","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.V23.I1.12105","url":null,"abstract":"Research focused on ECE (Early Childhood Education) stage teachers brings to light multiple models for classroom management associated with different didactic-pedagogical strategies, ranging from models close to management styles (predominant in the Spanish context) to others in which unplanned or free time predominates. Our investigation is based on the opinion of 1.350 ECE teachers in Andalusia (Spain) on positivist method principles, with an exploratory and correlational intention and the support of an ad hoc designed questionnaire, we try to identify and explore the possible correlations between methodological-organisational aspects, as well as their influence or degree of determination on the interactions that take place in the ECE classroom. The results obtained after a structural equations analysis confirmed the positive influence of some methodological-organisational aspects implemented by the teacher on the type of interactions that arise when working with learning corners in the ECE. We conclude that in order to dynamise the classroom environment it is necessary to diversify the methodological-organisational aspects that accompany teaching work, overcoming the reluctance detected in part of the teaching staff and inviting them to reflect upon training in positive attitudes towards change.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"6 1","pages":"125-137"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84036646","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}

{"title":"Competencia digital docente y el uso de la realidad aumentada en la enseñanza de ciencias en Educación Secundaria Obligatoria.","authors":"Antonio José Moreno Guerrero, Antonio Manuel Rodríguez García, Carmen Rodríguez Jiménez, Magdalena Ramos Navas-Parejo","doi":"10.12795/REVISTAFUENTES.2021.V23.I1.12050","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.V23.I1.12050","url":null,"abstract":"espanolHoy dia la tecnologia ocupa un lugar destacado en la sociedad, por lo que es fundamental para desenvolverse en ella con exito tener adquirida la competencia digital. Los docentes deben desarrollarla de forma adecuada para que su labor educativa sea eficaz y para poder transmitirla a su alumnado. Un ejemplo del uso de la tecnologia en educacion que se encuentra en auge es la utilizacion didactica de la Realidad Aumentada, que ofrece al area de las ciencias una gran cantidad de posibilidades para facilitar el proceso de ensenanza-aprendizaje. El objetivo que se plantea en el presente estudio es conocer la incidencia de la competencia digital en el empleo de la realidad aumentada como recurso didactico en la imparticion de clases relacionadas con las ciencias. El metodo utilizado es de tipo cuantitativo no experimental, de corte descriptivo, correlacional y con caracter predictivo. La recogida de datos se ha llevado a cabo mediante un cuestionario ad hoc sobre competencia digital docente y realidad aumentada, con diferentes niveles de respuesta. Los resultados muestran que la realidad aumentada es un recurso que ha sido usado por parte de los docentes que imparten ciencias, presentando estos un nivel de competencia digital medio. Se concluye afirmando que los docentes que utilizan la realidad aumentada presentan mas competencia digital que aquellos que no lo usan. EnglishToday, technology is a major issue in society, so it is essential to have acquired digital competence in order to be successful in it. An example of the growing use of technology in education is the didactic use of Augmented Reality, which offers the area of science a wealth of possibilities to facilitate the teaching-learning process. The aim of this study is to understand the impact of digital competence on the use of augmented reality as a teaching resource in science-related classes. The method used is quantitative, non-experimental, descriptive, correlational and predictive. The data collection has been carried out through an ad hoc questionnaire on digital teaching competence and augmented reality with different levels of response. The results show that augmented reality is a resource that has been used by teachers teaching science, presenting them with an average level of digital competence. We conclude by stating that teachers who use augmented reality are more digitally competent than those who do not.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"156 1","pages":"108-124"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74168544","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}

{"title":"Integración de las actividades STEM en libros de texto.","authors":"Cristian Ferrada, Danilo A. Díaz Levicoy, Francisco Javier Carrillo Rosúa","doi":"10.12795/REVISTAFUENTES.2021.V23.I1.8878","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.V23.I1.8878","url":null,"abstract":"The STEM educational perspective is rising and it s consistent with the competence approach incorporated in educational law. The aim of this work is to analyze to what extent the Primary Education Sciences textbooks in Spain and Chile are aligned with this STEM perspective. Following a content analysis methodology, in the 12 widely disseminated analyzed textbooks, 462 activities were identified. Among them, 164 (less than 50%) are related with, at least, one STEM area. These activities were classified according to the integrated curriculum analysis model, which proposes six ways to approach the integration of an activity.The “linked approach” shows a greater relevance in Spanish (50%) and Chilean textbooks (46%). In adition, the activities were classified according to an adaptation of the environmental education perspective approach. Among 5 existing approaches, the “experiential” (60) and the “praxique” (50) are the most prevalent approaches. The findings reveal the need to increase the relationship among disciplines to achieve a truly integrated STEM approach.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85502494","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}

{"title":"Análisis de conocimientos sobre aulas de comunicación y lenguaje de futuros/as maestros/as.","authors":"Irene Lacruz-Pérez, Pilar Sanz-Cervera, G. Pastor-Cerezuela, Raúl Tárraga-Mínguez","doi":"10.12795/REVISTAFUENTES.2021.V23.I1.12291","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.V23.I1.12291","url":null,"abstract":"One of the main resources to promote the inclusion of students with special educational needs in Valencian Community regular schools are the communication and language classrooms. The success of this resource depends, among other aspects, on the knowledge that both regular and special educational teachers have about its functioning. For this reason, the aim of this work is to analyze the knowledge, misconceptions, and gaps about the functioning of these classrooms that early childhood education and primary education pre-service teachers have in their final year at university. Likewise, the results obtained by special educational pre-service teachers are compared to the results obtained by regular pre-service teachers. To do this analysis, a quantitative assessment instrument has been used. Results indicate a lower knowledge of regular pre-service teachers compared to special educational pre-service teachers, which leads to unfavorable implications for educational inclusion. The results suggest the need to offer a broader and more equal training related to special education for all pre-service teachers in order to guarantee inclusive quality practices in schools.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"3-4 1","pages":"53-63"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74607475","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}

{"title":"La enseñanza de STEM en Educación Primaria desde una perspectiva de género.","authors":"Javier Arabit García, María Paz Prendes Espinosa, José Luis Serrano Sánchez","doi":"10.12795/REVISTAFUENTES.2021.V23.I1.12266","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.V23.I1.12266","url":null,"abstract":"The aim of this study is to identify the needs of 141 students and 67 teachers from seven Primary Education schools in relation to STEM teaching, detecting possible gender differences and similarities. This objective is part of the european CREATEskills project. On the basis of an exploratory and non-experimental research design, two validated questionnaires were used through a dual procedure (expert judgment and pilot study). The results indicate that teachers demand additional resources and training for STEM teaching, while students prefer to use digital resources and conduct experimental work. In relation to gender differences, female teachers adopted a more critical view of STEM teaching in comparison to male teachers, but no significant gender differences were identified among students.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"116 1","pages":"64-76"},"PeriodicalIF":0.0,"publicationDate":"2021-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86249688","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}

{"title":"Habits of use of social networks in adolescence: educational challenges.","authors":"Isabel Dans Álvarez-de-Sotomayor, P. M. Muñoz Carril, Mercedes González Sanmamed","doi":"10.12795/revistafuentes.2021.15691","DOIUrl":"https://doi.org/10.12795/revistafuentes.2021.15691","url":null,"abstract":"Esta investigación analiza los hábitos de uso de las redes sociales por parte del alumnado de cuarto curso de Educación Secundaria (14 a 16 años) con el propósito de vislumbrar las acciones educativas que conviene desarrollar para evitar los problemas que derivan de su empleo inadecuado. Para la recogida de datos se aplicó un cuestionario a 1144 estudiantes españoles en el que se incluían cuestiones relativas a cuánto, cuándo, dónde, con quién y para qué se conectan. Los resultados indicaron que los jóvenes se conectan fundamentalmente fuera de la escuela y administran con autonomía la duración de su conexión en su tiempo de ocio. Se demuestra una relación directa entre el tiempo de conexión a las redes sociales y el abandono de otras actividades de estudio, entretenimiento e, incluso, de relaciones de amistad. Se detectan efectos negativos generados por la desconexión, tales como el malestar emocional y psicológico. La mayoría de sus contactos se establecen con un número elevado de personas de su misma edad y entorno próximo. Además, se manifiestan como espectadores y partícipes de situaciones ofensivas en la red. Prefieren no compartir redes sociales con su profesorado y tienen opinión dispar respecto a la formación que pueden ofrecerle los docentes. Entre las conclusiones, se insiste en que identificar los perfiles de usuario y los problemas que pueden derivarse de las prácticas de uso de las redes sociales en la adolescencia, resulta de vital importancia para diseñar acciones educativas de prevención y educación en la era digital.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73295936","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}

{"title":"Estudio sobre la inteligencia emocional en educación primaria.","authors":"Ingrid Arely Godoy Rojas, Marita Sánchez Moreno","doi":"10.12795/REVISTAFUENTES.2021.12108","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.12108","url":null,"abstract":"espanolDada la relevancia de las competencias emocionales en el proceso de ensenanza-aprendizaje, se presenta este articulocuyo proposito es comparar, en funcion del genero, los niveles de inteligencia emocional del alumnado de 5to. basicode las escuelas de Temuco (Chile). La investigacion se enmarca en el paradigma positivista, nivel descriptivo, disenono experimental y transeccional. Para lograr el objetivo se aplico la escala Trait Meta Mood Scale-24 (TMMS-24) a unamuestra de 450 estudiantes de 12 escuelas de Temuco. La mayoria de los estudiantes presenta niveles adecuados deinteligencia emocional en las tres dimensiones de la escala: atencion, claridad y regulacion emocional. Respecto de losniveles de inteligencia emocional de hombres y mujeres, no se encontraron diferencias estadisticamente significativas enlas dimensiones de atencion y regulacion emocional; en cambio, en la dimension de claridad emocional las mujeres seubican en un nivel superior al de los hombres. En cuanto a la relacion entre inteligencia emocional y genero, existe relacionestadisticamente significativa entre genero y atencion y claridad emocional, pero en la dimension reparacion no se observotal relacion. En conclusion, como no se hallaron resultados concluyentes sobre la relacion entre los niveles de inteligenciaemocional y el genero, se sugiere realizar mas investigacion EnglishGiven the relevance of emotional competences in the teaching-learning process, the article is presented, to compare, interm of gender, the levels of emotional intelligence of students in the 5th grade of schools in Temuco (Chile). The designof the research is framed in the positivist paradigm, descriptive level, non-experimental and transactional. To achieve theobjective, the Trait Meta Mood Scale-24 (TMMS-24) was applied to a sample of 450 students from 12 schools in Temuco.Most of the students present adequate levels of emotional intelligence in the three dimensions of the scale: attention, clarity,and emotional regulation. Regarding the levels of emotional intelligence of men and women, no statistically significantdifferences were found in the dimensions of emotional attention and regulation; on the other hand, in the dimension ofemotional clarity, women are at a higher level than men. Regarding the relationship between emotional intelligence andgender, there are statistically significant differences in emotional attention and clarity, but no such relationship was observedin the emotional regulation. As no conclusive results were found on levels the relationship between emotional intelligenceand gender, further research is suggested","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"122 1","pages":"254-267"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78444884","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}

{"title":"El impacto de las tecnologías en el ocio de la primera infancia.","authors":"Laura Díaz-Herrera, Irina Salcines-Talledo, N. González-Fernández","doi":"10.12795/REVISTAFUENTES.2021.12753","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.12753","url":null,"abstract":"espanolEn los ultimos anos, se advierte un incremento considerable en la importancia que toman las Tecnologias de la Informaciony de la Comunicacion (TIC) dentro del tiempo de ocio de la primera infancia. En este contexto, es fundamental atenderal papel de las familias a la hora de regular su uso, convirtiendose asi en las responsables ultimas de orientar a losmenores para prevenir sus riesgos y beneficiarse de sus potencialidades. El objetivo de esta investigacion es reconocerel impacto de las TIC en las actividades de ocio durante el tiempo libre de los menores de 3-6 anos de una localidad deCantabria. Para ello, se emplea un cuestionario disenado ad hoc, el cual ha sido aplicado a 149 familias seleccionadasmediante muestreo no probabilistico de tipo incidental. Los resultados senalan que las actividades que recurren al soportetecnologico se configuran como un pilar fundamental del tiempo de ocio de los mas pequenos, constituyendo la diversiony el aprendizaje recreativo las principales intenciones que se plantean las familias a la hora de exponer a los ninos a lasTIC. Las conclusiones apuntan a la necesidad de concienciar a los progenitores de su importancia como modeladores deluso tecnologico desarrollado por sus hijos, dotandoles de algunas claves para emprender esta labor de manera eficaz. EnglishIn recent years, a great increase in the importance of Information and Communication Technology (ICT) during earlychildhood leisure time has been noted. In this context, it is necessary to pay attention to the role of families in order toregulate their use, becoming the main responsible for guiding children to prevent their risks and benefit from their potential.This project aims to recognize the impact of ICT in leisure activities during 3-6 years old children’s free time in a town ofCantabria. According to this aim, an ad hoc questionnaire is used to collect the information provided by 149 families selectedthrough a non-probabilistic sampling of an incidental type. The results show that activities which use the technologicalsupport are configured as a fundamental pillar of children’s leisure time, being enjoyment and recreational learning themain purposes considered by families when exposing their children to ICT. The conclusions point to the need of makingparents aware of their importance as modelers of the technological use developed by their children, providing them withsome keys to undertake this task effectively","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"71 1","pages":"138-149"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75656098","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}

{"title":"La democracia en los centros educativos españoles: concepciones de docentes y estudiantes.","authors":"Guillermina Belav, Carlos Flores-Sánchez, C. Guiral, Yasin Türk","doi":"10.12795/REVISTAFUENTES.2021.15375","DOIUrl":"https://doi.org/10.12795/REVISTAFUENTES.2021.15375","url":null,"abstract":"Teachers’ and students’ conceptions of democracy influence the attitudes, expectations, and possibilities of this form ofgovernment; therefore, it is essential to know them. This research aims to describe the conceptions of democracy in theschool held by teachers and secondary school students in Spain. With that purpose, a phenomenographic study wascarried out. Participants were 15 teachers and 15 students attending schools in Spain. Results indicate that there are threeconceptions of democracy in school, although with differences between groups. First, an elitist conception that reducesdemocracy to free competition and school choice. Discourses held under this conception are related to the neoliberalphilosophy. A representative conception that emphasizes voting as a decision mechanism. The main differences betweenteachers and students are found here. While teachers tend to underestimate the real power of students, the second groupclaims interference in the transcendental school decisions. Finally, a participatory conception characterized by horizontalityand consensus decision-making. To promote a participatory conception of democracy is essential to encourage criticalthinking and collective agency in common issues, thus advancing towards more just and equitable societies.","PeriodicalId":40575,"journal":{"name":"Revista Electronica de Fuentes y Archivos","volume":"91 1","pages":"244-253"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86271119","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}