HELIOS最新文献

{"title":"CARTA AL DIRECTOR","authors":"Alberto Santiago Moya Obeso","doi":"10.22497/HELIOS.V3I2.1438","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1438","url":null,"abstract":"Hemos recibido una comunicacion acerca del articulo “Puno: Educacion rural y pensamiento critico. Hacia una educacion inclusiva”, de los autores Jesus Wiliam HuancaArohuanca y Franklin Americo Canaza-Choque, publicado en Helios Vol. 3 N° 1, enero-junio, 2019, paginas 97-108.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44124022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"INFLUENCIA DE LA EDUCACIÓN EMOCIONAL EN EL DESARROLLO INTEGRAL DE LOS NIÑOS DE CUATRO AÑOS DE LA I.E. Nº 253 “ISABEL HONORIO DE LAZARTE”, TRUJILLO – 2019","authors":"Sonia LLaquelín Quezada García, Jose Luis Otiniani Otiniano, Mayorie Cristell Poma Villegas","doi":"10.22497/HELIOS.V3I2.1422","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1422","url":null,"abstract":"RESUMEN El presente estudio tuvo por objetivo determinar la influencia de la educacion emocional en el desarrollo integral de los ninos de cuatro anos, aula azulino, de la I.E. No 253 “Isabel Honorio de Lazarte”, Trujillo – 2019. Es un estudio basico, de enfoque cuantitativo, con diseno correlacional; la  muestra fue no probabilistica y estuvo integrada por veintisiete ninos de cuatro anos. Para el recojo de informacion de ambas variables se utilizo como tecnica la observacion, y como instrumento para la variable educacion emocional se aplico escala de habilidades socioemocionales para preescolares (EHSE), la cual contiene cuarenta items, de acuerdo a sus dimensiones: adaptacion, seguridad, participacion y cooperacion. Y el instrumento para la variable desarrollo integral, fue una lista de cotejo, que contiene treintaisiete items, de acuerdo a sus dimensiones: emocional, comunicativa y cognitiva. Los resultados obtenidos demostraron que existe una relacion de dependencia muy significativa (p<.01) positiva entre educacion emocional, manifestada en habilidades emocionales y el desarrollo integral en los ninos de cuatro anos, aula azulino, de la I.E. No 253 “Isabel Honorio de Lazarte”, Trujillo – 2019, dado que el coeficiente de correlacion de Spearman presento un valor de .682, con nivel de significancia muy alto .000 Palabras clave: Inteligencia, emociones, desarrollo. ABSTRACT The objective of this study was to determine the relationship between emotional education and the integral development of 4-year-old children, Azulino classroom of the I.E. No 253 “Isabel Honorio de Lazarte”, Trujillo - 2019. It is a basic study, with a quantitative approach, with a correlational design; The sample was not probabilistic and consisted of 27 4-year-old children. For the collection of information on both variables, observation was used as a technique; As an instrument for the emotional education variable, the scale of socio-emotional skills for preschoolers (EHSE) was applied, which contains 40 items, according to its dimensions: Adaptation, security, participation and cooperation; and the instrument for the integral development variable was a checklist, which contains 37 items, according to its dimensions: emotional, communicative and cognitive. The results obtained showed that there is a very significant relationship (p <.01), positive between emotional education, manifested in emotional skills, and integral development in 4-year-old children, Azulino classroom, of the I.E. No 253 “Isabel Honorio de Lazarte”, Trujillo - 2019, given that the Spearman Correlation Coefficient presents a value of .682, with a very high level of significance of p = .000 Keywords: Intelligence, emotions, development.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43312883","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"USO DEL SOFTWARE “EL CONEJO LECTOR” PARA MEJORAR LOS NIVELES DE COMPRENSIÓN LECTORA EN EL SEGUNDO GRADO DE PRIMARIA DE LA I.E. “EL BUEN PASTOR” - TRUJILLO","authors":"Keyko Lessly Moreno Bobadilla","doi":"10.22497/HELIOS.V3I2.1420","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1420","url":null,"abstract":"RESUMEN El presente estudio tiene como objetivo general demostrar el nivel de eficacia del uso del software “El conejo lector” para mejorar los niveles de comprension lectora en los estudiantes del 2do grado de primaria de la I.E “El Buen Pastor – Trujillo, 2018. Es un estudio aplicado, de enfoque cuantitativo, con diseno cuasi experimental y responde a la linea de investigacion: procesos de ensenanza – aprendizaje, correspondiente al Programa de Educacion; la muestra de estudio es no probabilistica e intencional y estuvo integrada por 30 ninos del 2do grado “A”, que corresponden al grupo experimental. Para el recojo de informacion se utilizo como tecnica la observacion directa y como instrumento una prueba objetiva de comprension lectora, tanto en el pre como en el post test, el cual estuvo conformado por 20 items: 06 para el nivel literal, 07 para el nivel inferencial, 07 para el nivel critico. El instrumento fue validado a traves de juicio de expertos. Los resultados obtenidos demuestran que el software “El conejo lector” mejora significativamente los niveles de comprension lectora en los estudiantes del 2do grado de primaria de la I.E. “El Buen Pastor Trujillo, pues como se observa en la tabla 3, los resultados entre las variables tuvieron nivel de correlacion alta de p=0,000 muestra que p es menor a 0.05, permitiendo asi senalar que la relacion es significativa, por lo tanto, se rechazo la hipotesis nula y se acepto la hipotesis alternativa. Palabras clave: Comprension, lectora, software. ABSTRACT The purpose of this study is to demonstrate the level of effectiveness of the use of the software “the rabbit reader” to improve the levels of reading comprehension in the students of the 2nd grade of elementary school of EI “El Buen Pastor - Trujillo, 2018. It is a study applied, with a quantitative approach, with a quasi-experimental design and responding to the research line: Teaching - learning processes, corresponding to the Education Program; The study sample is non-probabilistic and intentional and is made up of 30 children from the 2nd grade “A”, who correspond to the experimental group. For the collection of information, direct observation was used as a technique and as an instrument an objective test of reading comprehension, both in the pre and in the post test, which was made up of 20 items: 06 for the literal level, 07 for the level inferential, 07 for the critical level. The instrument was validated through expert judgment. The results obtained demonstrate that the software “the rabbit reader” significantly improves the levels of reading comprehension in the students of the 2nd grade of primary of the I.E. “The Good Shepherd Trujillo, because as observed in table 3, the results among the variables had a high correlation level of p = 0.000 sample that p is less than 0.05, thus allowing to indicate that the relationship is significant, therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. Keywords: Com","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48950277","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"¿QUIÉN ESCRIBIÓ LA CENICIENTA? ALGUNAS RELACIONES ENTRE LITERATURA INFANTIL Y EDUCACIÓN","authors":"Teresa Luisa Nunura Maqui","doi":"10.22497/HELIOS.V3I2.1421","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1421","url":null,"abstract":"RESUMEN Existe un problema con los cuentos infantiles, se los ha desligado de su ambito natural: la literatura; es decir, han perdido su esencia y su objetivo primordial para convertirse solo en un negocio. Entonces, nuestro proposito radica en resaltar el valor formativo de dichos cuentos.  Palabras claves: Literatura infantil, cuentos, valores ABSTRACT There is a problem with children’s stories, they have been disconnected from their natural environment: literature; That is, they have lost their essence and their primary objective to become just a business. So, our purpose is to highlight the formative value of these stories. Key words: Children Literature, tales, values.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47932077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"LA FALACIA DE LA COMPRENSIÓN LECTORA","authors":"José Bruno Cépeda Ruiz","doi":"10.22497/HELIOS.V3I2.1424","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1424","url":null,"abstract":"RESUMEN La comprension lectora, tal como la conocemos en el sistema educativo, es un error que, por mas de cuarenta anos, ha limitado el desarrollo de la comprension lectora y la lectura critica. Con ello, el acto de comprender un texto quedo relegado al mero sistema de resolver preguntas objetivas con cinco alternativas. La lectura ha perdido criticidad porque se ve limitada al pensamiento de quien hace las preguntas en un cuestionario: se ha perdido el gusto por leer. Ademas, la mayoria de docentes han perdido tambien el sentido del acto lector: el gozo. Por ello, terminan condicionando el acto de pensar y comprender un texto, lo que convierte a la lectura en un proceso poco atractivo para las generaciones modernas. Debido a ello, es necesario que se gestione, primero, el habito de leer en los alumnos, para luego dar el paso de comprension lectora. No existen metodos infalibles para mejorar la comprension lectora; el unico metodo para mejorar la comprension lectora es leer. ABSTRACT Reading comprehension, as we know it in the educational system, is an error that, for more than forty years, has limited the development of reading comprehension and critical reading. With this, the act of understanding a text was relegated to the mere system of solving objective questions with five alternatives. The reading has lost criticality because it is limited to the thought of who asks the questions in a questionnaire: the taste for reading has been lost. In addition, most teachers have also lost the sense of the reading act: joy. Therefore, they end up conditioning the act of thinking and understanding a text, which makes reading an unattractive process for modern generations. Because of this, it is necessary to manage, first, the habit of reading in students, then take the step of reading comprehension. There are no infallible methods to improve reading comprehension; the only method to improve reading comprehension is to read.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47207694","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EDUCACIÓN POSITIVA PARA MEJORAR EL BIENESTAR PERSONAL DE ESTUDIANTES UNIVERSITARIAS","authors":"Ana Carranza Flores","doi":"10.22497/HELIOS.V3I2.1445","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1445","url":null,"abstract":"RESUMEN La presente investigacion tuvo como objetivo determinar el grado de influencia del taller de Educacion Positiva, en el bienestar personal de estudiantes universitarias de la carrera profesional de Educacion Inicial de la Universidad Catolica de Trujillo “Benedicto XVI”, matriculadas en el semestre academico 2015. La muestra estuvo compuesta por 20 estudiantes  que participaron del tratamiento. Para recoger datos sobre el bienestar personal, se uso una escala constituida por 29 itemes que cubren las tres dimensiones: autoconfianza, trascendencia y tranquilidad. Se aplico el instrumento acorde al diseno preexperimental, con un solo grupo; a uno se le administro dos pretest, despues se le aplico el tratamiento experimental y finalmente dos postest. Se obtuvo promedio de las dos mediciones anteriores al  taller, y promedio de las dos mediciones posteriores, permitiendose la  comparacion y analisis respectivo entre ambas, es decir entre el  promedio de pretest y promedio de postest.   El metodo utilizado fue el hipotetico deductivo. La aplicacion de este metodo permitio  formular la hipotesis como una propuesta  de solucion al problema, luego de la aplicacion del taller sobre Educacion Positiva, con la comparacion de los calificativos obtenidos  por las estudiantes, verificandose la mejora del nivel y sus  dimensiones  de bienestar personal, de grupo experimental  unico, lo que  posibilito establecer conclusiones y recomendaciones. Para el analisis de los datos se utilizo el metodo estadistico, utilizando la  prueba “t”-Student para datos emparejados (preexperimentales). Se determino que la aplicacion del taller de Educacion Positiva, influye significativamente en el nivel del bienestar personal de las estudiantes universitarias, existiendo un incremento de 24.35  puntos de un total de 87 puntos. La mejora fue en las tres dimensiones, en el caso de la autoconfianza, en los  pretest se obtuvo 13.2 puntos y en los postest de 21.95. En cuanto la dimension de  trascendencia, se mejoro significativamente pues hubo un incremento de 7.45 puntos. Respecto a la tercera dimension Tranquilidad, en el pretest el puntaje medio alcanzado por las estudiantes fue de 12.0 puntos y en el postest de 20.25, existiendo un incremento  promedio de 8.05  puntos.  El puntaje promedio de los postest supera significativamente al puntaje de los pretest, en el promedio de los pretest se obtuvo 12.1  puntos y en el postest de 20.25  puntos, hubo un incremento de 8.15 puntos. Por tanto, se concluye que antes de la intervencion la mayoria de estudiantes se ubican en el nivel moderado respecto a su bienestar personal, despues del tratamiento la mayoria se encuentra en el nivel alto. Palabras clave: Bienestar personal, Educacion Positiva, Felicidad, Psicologia Positiva. ABSTRACT This research aimed to determine the degree of influence of the workshop on Positive Education in the personal welfare of university students career Initial Education of the Catholic University of Truj","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45102028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EL NUEVO ENFOQUE COMUNICATIVO-TEXTUAL DEL CURSO DE LENGUAJE","authors":"Jorge Gustavo De La Torre Holguin","doi":"10.22497/HELIOS.V3I2.1423","DOIUrl":"https://doi.org/10.22497/HELIOS.V3I2.1423","url":null,"abstract":"RESUMEN Este articulo tiene el proposito de alcanzar un analisis del enfoque comunicativo- textual con el que se desarrolla, actualmente, el curso de Lenguaje. La empresa moderna, en los requisitos  de empleo exige habilidades comunicativas a los profesionales universitarios que van a trabajar en ella. Tambien esta exigencia es para los profesionales tecnicos. No evalua en definiciones y clasificaciones gramaticales. No evalua en conocimientos linguisticos. Evalua en habilidades comunicativas. Se presenta un breve panorama historico del antiguo enfoque gramatical o gramaticista  y linguistico con los que se desarrollaba el curso de Lenguaje. Enfoques que tienen mucha antiguedad, recusados desde hace mucho tiempo y hoy superados con el enfoque comunicativo-textual. La educacion superior tecnologica peruana, hace mas de una decada que opto por desarrollar habilidades comunicativas en sus futuros profesionales tecnicos. La educacion superior pedagogica peruana, tambien lo ha hecho. Algunas universidades ya optaron por el enfoque comunicativo-textual. Otras, todavia mantienen los tradicionales enfoques linguistico y gramaticista en el desarrollo de sus cursos de Lenguaje I y Lenguaje II. Palabras clave: enfoque, comunicativo-textual, competencias, curso, linguistico. ABSTRACT This article has the purpose of reaching an analysis of the communicative-textual approach with which the Language course is currently developed. The modern company, in the employment requirements requires communication skills to the university professionals who will work in it. This requirement is also for technical professionals. It does not evaluate in definitions and grammatical classifications. It does not evaluate in linguistic knowledge. Evaluate in communication skills. A brief historical overview of the old grammatical or grammar and linguistic approaches with which the Language course was developed is presented. Approaches that have a lot of antiquity, challenged for a long time and now overcome with the communicative-textual approach. Peruvian higher education technology, more than a decade ago, chose to develop communication skills in their future technical professionals. Peruvian pedagogical higher education, has also done so. Some universities have already opted for the communicative-textual approach. Others still maintain the traditional linguistic and gramaticist approaches in the development of their Language I and Language II courses. Keywords: focus, communicative-textual, competences, course, linguistic.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2020-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46593482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"RESEÑA DE PUBLICACIONES","authors":"Elmer Robles Ortíz","doi":"10.22497/HELIOS.V2I2.1322","DOIUrl":"https://doi.org/10.22497/HELIOS.V2I2.1322","url":null,"abstract":"Definicion de resena literaria. Una resena es una nota breve que examina y resume el contenido de un libro, una pelicula, un disco, una obra cientifica o un evento.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42927682","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Omen and the Dream: Helen's and Penelope's Visions of the Eagle and the Geese in Homer, Odyssey 15.160–178 and 19.535–555","authors":"Elizabeth Stockdale","doi":"10.1353/hel.2019.0005","DOIUrl":"https://doi.org/10.1353/hel.2019.0005","url":null,"abstract":"Abstract:In the Odyssey, Helen and Penelope experience similar portents in their respective omen and dream episodes. Both involve the actions of an eagle and a goose/geese. What the interpretations of these visions also have in common is the entrenched epic's thematic focus on Odysseus's pending homecoming and the restoration of his οἶκος. Recent scholarship on Helen has commented that Od. 15.172–178 is evidence of her divine nature (Blondell 2013 and Clader 1976) and her uncanny sixth sense (Suzuki 1989). In contrast, in the dream episode, Penelope does not believe what is said to her in the dream, nor her disguised husband's exact same interpretation. Russo (1982) has argued that there is ambivalence in Penelope's complex state of mind, while Austin (1994) and Bolmarcich (2001) have focused on the intense mental harmony and ὁμοφροσύνη between Penelope and Odysseus. Amory (1966), Rozokoki (2001), and Haller (2009) discuss the dream, and Penelope and Odysseus's relationship delving into the symbolic significance of the Gates of Horn and Ivory. This paper will argue that Helen's interpretation of the omen is supportive of the Homeric οἶκος, specifically Odysseus's οἶκος. Helen's interpretation also states that Odysseus will wreak vengeance on the suitors for their breach of ξενία. While Penelope's character is the loyal, supportive, long-suffering wife, it is actually Helen, traditionally seen as the antithesis of Penelope's qualities, who interprets the shared visions of the eagle and the goose/geese in favor of Odysseus. She 'divinely' interprets Odysseus's homecoming, the cleaning of his οἶκος, and his restoration with Penelope reclaiming his rulership of Ithaca.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/hel.2019.0005","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42696119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ritual and Closure in Sophocles' Ajax","authors":"Adriana Brook","doi":"10.1353/hel.2019.0000","DOIUrl":"https://doi.org/10.1353/hel.2019.0000","url":null,"abstract":"Abstract:While the burial at the end of Sophocles' Ajax is often interpreted as offering a form of ritual closure, this paper argues that the burial equally undermines closure. I use van Gennep's rite of passage model and Aristotle's Poetics to establish that both ritual and tragedy follow analogous, predictable tripartite progressions. On this foundation, I show that, as the Ajax's plot progresses from beginning to middle to end, the three principal ritual scenes in the play together depict a reverse ritual progression from end to middle to beginning or, in van Gennep's terms, from postliminal to liminal to preliminary. This clearly defined chiastic structure offers one explanation for the ambiguity of the play's exodos.","PeriodicalId":43032,"journal":{"name":"HELIOS","volume":null,"pages":null},"PeriodicalIF":0.2,"publicationDate":"2019-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1353/hel.2019.0000","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46974614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"历史学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}