Interdisciplinary Journal of Education Research最新文献

English as a language of preference in mathematics learning: perspectives from high school learners in township contexts 英语作为数学学习的首选语言：来自乡镇高中学习者的观点

Interdisciplinary Journal of Education Research Pub Date : 2024-07-24 DOI: 10.38140/ijer-2024.vol6.24

Michael Allie Makupe, M. Machaba

{"title":"English as a language of preference in mathematics learning: perspectives from high school learners in township contexts","authors":"Michael Allie Makupe, M. Machaba","doi":"10.38140/ijer-2024.vol6.24","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.24","url":null,"abstract":"The exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners' indigenous African languages are inadequate as a medium of instruction in mathematics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners' English language competence by implementing intense and enriched language programmes.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"6 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141808810","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

Exploring causes of bullying among grade eight and nine learners in a South African education district 探究南非某教育区八、九年级学生遭受欺凌的原因

Interdisciplinary Journal of Education Research Pub Date : 2024-07-24 DOI: 10.38140/ijer-2024.vol6.25

Nizibone Juliet Mguye

{"title":"Exploring causes of bullying among grade eight and nine learners in a South African education district","authors":"Nizibone Juliet Mguye","doi":"10.38140/ijer-2024.vol6.25","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.25","url":null,"abstract":"Bullying is a social phenomenon that has become a complex problem worldwide due to the complications that arise from its persistence among school-going adolescents. This study explored the causes of bullying among grades 8 and 9 in one secondary school in Amatole East District, Eastern Cape Province, South Africa. This qualitative study employed constructivist paradigm and a case study design. It utilised interviews to elicit data from 15 purposefully sampled participants. This study was informed by Travis Hirschi's 1968 Social Control Theory, and I used Braun and Clark's thematic analysis steps to analyse and interpret the data. The study found that bullying is triggered by jealousy and envy among learners, inadequate school furniture, family environment, physical attributes, lack of moral education, lack of sexual orientation education, and age differences among learners. Therefore, the study concluded that in order to detect the causes of bullying among grade 8 and 9 learners, teachers must apply Social Control Theory in the school environment by establishing consistent and supportive teacher-learner relationships to easily identify learners' behavioural changes and promote support, peer relationships, and unity among learners. This will reduce internal motivation that leads them to initiate bullying and violate other learners' rights. Additionally, the findings of this study will enable school stakeholders to develop intervention strategies, including disciplinary measures for learners, providing sexual orientation education, and involving parents in their efforts to manage bullying among grades 8 and 9 learners.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141809042","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

Impact of cooperative learning on teaching mensuration to senior secondary students 合作学习对高中数学教学的影响

Interdisciplinary Journal of Education Research Pub Date : 2024-06-05 DOI: 10.38140/ijer-2024.vol6.18

Olajumoke Olayemi Salami, E. D. Spangenberg

{"title":"Impact of cooperative learning on teaching mensuration to senior secondary students","authors":"Olajumoke Olayemi Salami, E. D. Spangenberg","doi":"10.38140/ijer-2024.vol6.18","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.18","url":null,"abstract":"Scientific and technological developments rely strongly on mathematical skills. However, mensuration is a challenging topic in school mathematics, leading to poor performance by many students. Various factors are responsible for the unsatisfactory performance, including inappropriate teaching methods where students passively absorb knowledge transmitted through reading and explanations of textbook contents. Thus, this study examined how a cooperative learning method affected students' performance in mensuration. A quasi-experimental research design was used in the study. The sample comprised two intact classes of 80 students assigned to experimental and control groups selected from one senior secondary school in Ogun State. Data were collected using an adopted standardised mensuration achievement test (MAT), which takes an analytical approach that includes problem-solving, geometric reasoning, formula application, and conceptual comprehension. The results showed a statistically significant difference between the mean score (M=11.18, SD=3.09) of students taught mensuration using the cooperative learning method and the mean score (M=7.66, SD=3.32) of students taught mensuration without using the learning method of teaching (t (78)=9.50, p=0.00). Also, the mean score varied statistically significantly (M=7.66, SD=2.63) of male students taught mensuration using the cooperative learning method and the mean score (M=8.73, SD=3.08) of female students taught mensuration without using the learning method of teaching (t (78) = 6.58, p=0.00). Therefore, cooperative learning in mathematics classrooms fosters students' ability to create and achieve learning objectives.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"49 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141381783","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

Evaluation of feedback as an assessment for learning strategy in accounting education 评估反馈作为会计教育中的学习评估策略

Interdisciplinary Journal of Education Research Pub Date : 2024-06-02 DOI: 10.38140/ijer-2024.vol6.17

Thabiso Jonah Motsoeneng, B. Moreeng

{"title":"Evaluation of feedback as an assessment for learning strategy in accounting education","authors":"Thabiso Jonah Motsoeneng, B. Moreeng","doi":"10.38140/ijer-2024.vol6.17","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.17","url":null,"abstract":"Feedback is essential for the development and progress of learners in subjects like accounting. Teachers provide the necessary information about completed work and an opportunity for learners to improve. However, the literature indicates that teachers often struggle to provide effective feedback due to a lack of knowledge in feedback practices that facilitate learning. This study utilised critical pedagogy as a theoretical framework to create a meaningful, just, and conducive learning environment that can change and improve the educational conditions of accounting teachers. Furthermore, the study employed a qualitative research approach with Participatory Action Research (PAR) as the research design, allowing participants to take action to create a transformed teaching and learning environment that provides effective feedback. The study included five participants, selected using purposeful sampling, and data was generated from focus group meetings and workshops. Thematic analysis was employed to analyse the qualitative data. The findings indicated that accounting teachers used procedural and evaluative feedback methods to provide feedback, which was found to be ineffective, discouraging, and unclear to learners. However, as PAR was used as a research design, the subsequent findings after the workshop revealed that accounting teachers found descriptive feedback to be an effective method to improve learning. Learners found it to be specific and provide guidance and support.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"40 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141274257","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

Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges 研究生指导中的有效沟通：塑造经验和克服挑战

Interdisciplinary Journal of Education Research Pub Date : 2024-03-23 DOI: 10.38140/ijer-2024.vol6.13

T. Mncina, Hlompho Letsie, Sekoai Elliot Nkhi, Mongali Mofana

{"title":"Effective communication in postgraduate supervision: Shaping experiences and overcoming challenges","authors":"T. Mncina, Hlompho Letsie, Sekoai Elliot Nkhi, Mongali Mofana","doi":"10.38140/ijer-2024.vol6.13","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.13","url":null,"abstract":"Although postgraduate supervision relies on effective communication, it has become increasingly challenging due to various factors, including the cultural, ethnic, and educational backgrounds of both the supervisors and supervisees. As a result, institutions of higher learning are struggling to attract and retain these students. In addition, students often feel frustrated by the pressure to balance their academic and social lives during their studies. Therefore, this study explores the impact of effective communication on postgraduate supervision in higher learning institutions in Lesotho and South Africa. The study adopts an interpretive paradigm and uses a qualitative approach rooted in a case study design. Face-to-face interviews were employed as the data collection tool, and latent thematic analysis was used to analyse emergent themes. The findings reveal several factors that hinder effective communication in postgraduate supervision, including cultural dominance, lack of mutual respect, insufficient training, and a lack of professionalism, among others. Based on these findings, the study recommends that experienced supervisors be assigned to students and that there be a focus on two-way communication and training to develop the necessary skills for a respectful supervisor-student relationship.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":" 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140210792","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

Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring 增强教师的能力：通过技术同伴指导提高商业研究教师的技术整合技能

Interdisciplinary Journal of Education Research Pub Date : 2024-03-21 DOI: 10.38140/ijer-2024.vol6.12

N. B. Gcabashe

{"title":"Empowering teachers: Enhancing Business Studies teachers' technology integration skills through technology peer mentoring","authors":"N. B. Gcabashe","doi":"10.38140/ijer-2024.vol6.12","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.12","url":null,"abstract":"Schools worldwide are continually seeking out various strategies to improve teachers' skills in integrating technology. One strategy that some schools adopt to enhance teachers' technology integration skills is technology peer mentoring. This qualitative study investigates how technology peer mentoring is used to enhance the technology integration skills of business studies teachers in selected schools in South Africa. Interpretivism was adopted as the research paradigm, and an exploratory case study was used as the research design for this study. Purposive sampling was used to select six business studies teachers from six secondary schools located in the Kwa-Zulu Natal province. Thematic analysis was used to analyse the data collected through semi-structured interviews. The study revealed that business studies teachers benefited immensely from their colleagues in the fields of Computer Application Technology and Information Technology during technology peer mentoring. This is because IT and CAT teachers possess both pedagogical and technological knowledge, which makes it easier for them to mentor business studies teachers in integrating technology into their instructional practices. The study concluded that technology peer mentoring helps enhance teachers' technology integration skills. Therefore, the study recommends that technology peer mentoring be adopted in South African schools as part of the strategies to enhance teachers' technology integration skills.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":" 40","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140222337","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 nexus between Geography teachers’ code-switching perceptions and practices: A case study 地理教师的代码转换观念与实践之间的联系：案例研究

Interdisciplinary Journal of Education Research Pub Date : 2024-03-18 DOI: 10.38140/ijer-2024.vol6.11

Ditiro Leruele, J. Sibanda

{"title":"The nexus between Geography teachers’ code-switching perceptions and practices: A case study","authors":"Ditiro Leruele, J. Sibanda","doi":"10.38140/ijer-2024.vol6.11","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.11","url":null,"abstract":"The study investigated the intersection between teachers' perceptions of code-switching and their actual code-switching practices. The research focused on four Grade 10-12 Geography teachers who were selected purposefully based on their qualifications, teaching experience, fluency in, or familiarity with, the two languages involved, and the grade level they taught. Following the interpretive paradigm and qualitative approach, the study employed semi-structured interviews to gather the participants' perceptions of code-switching as a teaching practice, as well as their implementation of it in the classroom. Additionally, classroom observations were conducted to observe the teachers' actual code-switching practices during Geography lessons. The study then compared the teachers' perceptions and practices to determine the extent of their intersection. Thematic data analysis was used to analyse the data. The results revealed a discrepancy between the teachers' perceptions and practices, particularly in terms of the purposes, types, and frequency of code-switching, among other aspects. The study concludes that classroom code-switching was not a deliberate and conscious activity guided by a well-informed and equally conscious understanding of the practice, but rather a largely habitual behaviour. As a recommendation, the study suggests conducting in-service workshops to enhance teachers' comprehension of code-switching and provide them with effective strategies for its application in the classroom.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"25 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140232892","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

Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives 重新认识南非的初始师范教育：寻求变革和可持续的替代方案

Interdisciplinary Journal of Education Research Pub Date : 2024-03-10 DOI: 10.38140/ijer-2024.vol6.07

C. Ndebele, Newlin Marongwe, T. Ncanywa, Samson Matope, Zanele Ginyigazi, Grasia Chisango, Phumla Nomatolo Msindwana, R. Garidzirai

{"title":"Reconceptualising initial teacher education in South Africa: A quest for transformative and sustainable alternatives","authors":"C. Ndebele, Newlin Marongwe, T. Ncanywa, Samson Matope, Zanele Ginyigazi, Grasia Chisango, Phumla Nomatolo Msindwana, R. Garidzirai","doi":"10.38140/ijer-2024.vol6.07","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.07","url":null,"abstract":"Education serves as a catalyst for achieving Sustainable Development Goals (SDGs), and it is essential for education to keep pace with societal dynamics. This paper argues for the reconceptualisation of initial teacher education in South Africa to promote an alternative transformative and sustainable pedagogy. Questions arose regarding the compatibility of the current teacher education program in South Africa with the needs of today's learners. Therefore, it is important to assess whether South African higher education institutions provide adequate training for future teachers. The current teacher education programme has remained unchanged for many years, failing to adapt to the evolving educational landscape and instead adhering to traditional methods that were relevant in the past. Incorporating flexible, transformative pedagogies and technologies can enhance student learning and engage learners of the 21st century. Using a typological methodological design, this conceptual explanatory paper identifies six themes: program content, pedagogy, technological advancements, preparing teachers for inclusion, school-based experiences, and addressing anxiety. This paper contributes to existing knowledge by advocating for the reconceptualisation of teacher education programs, aiming to produce graduates who are equipped to address global challenges. Furthermore, it emphasises the need for an alternative transformative sustainable initiative to overhaul teacher education programs to align with modern societies' complexities and dynamics. Therefore, this paper calls for the reformulation of South Africa's initial teacher training to align with SDG 4 (quality education) and Agenda 2023, which underpin Africa's transformational aspirations for a better future for all. ","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"3 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140255454","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

Physics difficulty and problem-solving: Exploring the role of mathematics and mathematical symbols 物理难点与问题解决：探索数学和数学符号的作用

Interdisciplinary Journal of Education Research Pub Date : 2024-03-09 DOI: 10.38140/ijer-2024.vol6.08

O. Badmus, L. Jita

{"title":"Physics difficulty and problem-solving: Exploring the role of mathematics and mathematical symbols","authors":"O. Badmus, L. Jita","doi":"10.38140/ijer-2024.vol6.08","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.08","url":null,"abstract":"Reports of difficulty in physics has been documented over the years, especially at the senior secondary level. The application of mathematics as a tool for understanding physical phenomena and problem-solving is well-established. The use of symbols and mathematical rigour is essential for effective problem-solving in physics. However, the teaching and learning of physics have encountered barriers, as highlighted in the literature on competencies in this field. This study focuses on exploring the interlink, context, and associated barriers in the teaching and learning of physics by reviewing existing literature on the application of mathematics and mathematical symbols. Through a theory synthesis design, the study examined the current state of literature on mathematical problem-solving in physics, as well as the differences between mathematising and the application of mathematics in physics. The competencies required of teachers and students were also highlighted in order to better equip physical sciences teachers to address the challenges faced by students in learning physics. The literature suggests that a well-sequenced approach to topics by both mathematics and physics teachers can facilitate knowledge transfer among students. Teachers are encouraged to provide step-by-step guidance to address students' mathematical deficiencies, particularly in the physics aspect of the physical sciences curriculum at the further education and training (FET) phase. It is recommended that topics between physics and mathematics be aligned and mathematical concepts be pre-teach to enhance students' contextual knowledge transfer.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"138 S241","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140256783","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

Dynamics of teaching practice in South Africa: A nexus between theory and practice 南非教学实践的动态：理论与实践的联系

Interdisciplinary Journal of Education Research Pub Date : 2024-03-02 DOI: 10.38140/ijer-2024.vol6.06

S. Zondo, E. Adu

{"title":"Dynamics of teaching practice in South Africa: A nexus between theory and practice","authors":"S. Zondo, E. Adu","doi":"10.38140/ijer-2024.vol6.06","DOIUrl":"https://doi.org/10.38140/ijer-2024.vol6.06","url":null,"abstract":"Teaching practice is organized to prepare student-teachers by providing skilled supervision, practical experience, mentoring and support, collaborative learning, and insightful practice. However, it has been found that when student teachers embark on teaching practice, they find it hard to put into practice the theoretical knowledge they have acquired in teacher training institutions. The study aimed to explore how this program is organized to equip student-teachers with skills for handling learners' academic needs in schools, the challenges encountered by student-teachers during teaching practice and possible solutions. For this interpretive, qualitative case study research, two universities were purposively sampled and in each of the universities, three university supervisors and four student teachers were selected. Semi-structured interviews and observations were used as data collection tools. The findings indicated that even though teaching practice is a well-organized programme, challenges were noted. The findings indicated that to a certain degree, teaching practice appears to be fragmented, thus ineffective in assisting student-teachers, and this was evident from the student-teacher’s inability to cope with teaching tasks. Conflicts between teachers and school managers, overcrowded classrooms, misbehaving learners, and unavailability of resources emerged as challenges. The study also reported a gap between theory and practice as student teachers failed to integrate theoretical knowledge with practice. The study recommended a close relationship between teacher training institutions and schools so that when students embark on teaching practice, they can relate to the real complexities of teaching in schools, thus this will bring about the implementation of theory to practical teaching experience.","PeriodicalId":410322,"journal":{"name":"Interdisciplinary Journal of Education Research","volume":"50 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140082646","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