Learning Culture and Social Interaction最新文献_第2页

The accountability of movement in synchronous hybrid classroom interaction: managing mobility troubles in robot-mediated remote participation 同步混合课堂互动中的运动问责：管理机器人介导的远程参与中的移动问题

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-02-01 Epub Date: 2025-12-01 DOI: 10.1016/j.lcsi.2025.100956

Teppo Jakonen , Fredrik Rusk

{"title":"The accountability of movement in synchronous hybrid classroom interaction: managing mobility troubles in robot-mediated remote participation","authors":"Teppo Jakonen , Fredrik Rusk","doi":"10.1016/j.lcsi.2025.100956","DOIUrl":"10.1016/j.lcsi.2025.100956","url":null,"abstract":"<div><div>Telepresence robots enhance videoconferencing by enabling the user to ‘move around’ remotely, offering more embodied resources for interaction than speaker gallery-based videoconferencing tools. This study explores interactional troubles related to the affordance of mobility during robot-mediated remote participation in synchronous hybrid classroom interaction. Using multimodal conversation analysis, we analyse video-recorded higher education language teaching classes from Finland in which one student used a Double 3 telepresence robot for remote participation, focusing on how the participants managed activity transitions requiring mediated mobility during one L2 Swedish class. The analysis traces a micro-longitudinal interactional trajectory whereby initial troubles in operating the robot led participants to stop using the remote-controlled mobility feature and resort to carrying the robot from one place to another. We discuss how such a practice of human-assisted mobility emerges interactionally through geographically distributed coordination of the classroom space and what kinds of orientations to the accountability of remote student's action, autonomy and engagement are at stake. The findings illustrate challenges that emerging communication tools such as the telepresence robot can introduce for remote embodied participation and learning, and how teachers and students sometimes come up with unexpected ways of building action with the help of, or despite, technological affordances.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"56 ","pages":"Article 100956"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145645520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A cultural-historical study of how parents create conditions to facilitate children's transition to school in the Chinese context 在中国背景下，父母如何创造条件以促进孩子的学校过渡的文化历史研究

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-02-01 Epub Date: 2025-12-29 DOI: 10.1016/j.lcsi.2025.100969

Jianing Liu, Liang Li, Prabhat Rai

{"title":"A cultural-historical study of how parents create conditions to facilitate children's transition to school in the Chinese context","authors":"Jianing Liu, Liang Li, Prabhat Rai","doi":"10.1016/j.lcsi.2025.100969","DOIUrl":"10.1016/j.lcsi.2025.100969","url":null,"abstract":"<div><div>Transition to school marks a significant change in children's learning and development and is of particular interest to families. However, relatively few studies focused on parental perspectives and strategies to support children during their transition from preschool to primary school in the Chinese context. Following a dialectical-interactive approach (Hedegaard, 2008b), this paper uses concepts of motives, demands, and crisis to develop a cultural-historical analysis of transition as the focus child – a 6-year-old girl – moves from preschool to primary school. The study examines how Chinese parents create the conditions to support their children's transition. The data presented in this paper is part of the larger data set collected over 5 months through digital video observations, field notes, photographs, and stimulated-recall interviews to understand children's transition. Three Chinese preschool children (5 to 6 years old) were followed as they engaged in their everyday lives participating in practices of different institutions. The findings indicate that Chinese parental perceptions on what should be prioritized in supporting children's transition could vary, and peer pressure could become a challenge for children during their transitional period. It is argued that a wholistic approach should be taken to include families' perspectives in understanding children's transition, and parents can play an active role in creating responsive conditions by identifying and valuing children's motives and demands to support children's transition to school.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"56 ","pages":"Article 100969"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Digital in-text comments in video-mediated second language writing tutorials: A resource for linking in situ and ex situ engagement 视频媒介的第二语言写作教程中的数字文本评论：一种链接原位和非原位参与的资源

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-02-01 Epub Date: 2025-12-06 DOI: 10.1016/j.lcsi.2025.100960

Adam Brandt , Christopher Leyland

{"title":"Digital in-text comments in video-mediated second language writing tutorials: A resource for linking in situ and ex situ engagement","authors":"Adam Brandt , Christopher Leyland","doi":"10.1016/j.lcsi.2025.100960","DOIUrl":"10.1016/j.lcsi.2025.100960","url":null,"abstract":"<div><div>This paper examines the use of digital in-text comments on a shared screen in the delivery of feedback in video-mediated one–one writing tutorials. Data are seven cloud recordings of 1–1 writing tutorials between academic writing tutors and second language speaking internationals students at a university in the UK. Examples are taken from a corpus of 41 instances of tutor feedback, with a specific focus on advice-giving sequences, analysed using Multimodal Conversation Analysis. Our analysis shows how advice is constituted jointly of the tutor's talk, their pre-written in-text comments, and the digital work to establish joint attention to various referents on the shared screen. This complex digital gestalt serves to not only accomplish the production of advice, but to link what has been produced in the past, what is being produced in the moment, and (potentially) what will be engaged with by the student in the future. This, we argue, shows that in situ engagement can be informed by - and informing of – ex situ engagement. The study adds to existing research on video-mediated interaction, especially in educational and pedagogical settings, writing tutorial interaction, and engagement in interaction.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"56 ","pages":"Article 100960"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145692591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Decoding power dynamics in asynchronous online learning: Preservice teachers' perspectives and navigational strategies 解码异步在线学习中的权力动态：职前教师的视角和导航策略

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-02-01 Epub Date: 2025-12-29 DOI: 10.1016/j.lcsi.2025.100970

Allan M. Canonigo , Eva Aurora Callueng

{"title":"Decoding power dynamics in asynchronous online learning: Preservice teachers' perspectives and navigational strategies","authors":"Allan M. Canonigo , Eva Aurora Callueng","doi":"10.1016/j.lcsi.2025.100970","DOIUrl":"10.1016/j.lcsi.2025.100970","url":null,"abstract":"<div><div>Asynchronous online learning is increasingly prevalent in preservice teacher education, yet the power dynamics within these settings remain underexplored. This mixed-method study examines preservice teachers' perceptions of power dynamics and the strategies they use to navigate them in asynchronous environments. Involving 280 preservice teachers, the research combines quantitative data on engagement and reflective growth with thematic analysis of discussions about power dynamics. Findings reveal nuanced perceptions of authority, participation, and influence. Preservice teachers employ strategies such as proactive engagement, leveraging group dynamics, and utilizing platform features to shape interactions. The study highlights the transformative potential of discussion boards in fostering awareness of power dynamics, promoting inclusivity, and supporting personal growth. It advocates for optimizing asynchronous learning by crafting engaging prompts, fostering inclusive and intellectually stimulating dialogue, guiding reflective inquiry, and incorporating occasional synchronous elements. Additionally, the importance of vigilant moderation is emphasized to balance power dynamics and ensure equitable participation. These insights provide valuable guidance for educators in preservice teacher education, emphasizing the need to understand and address power dynamics within asynchronous virtual learning environments.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"56 ","pages":"Article 100970"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145884393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The collective mind: Exploring teachers' and parents' understanding of autism Spectrum disorder in an inclusive school setting 集体心理：探讨包容性学校环境下教师和家长对自闭症谱系障碍的理解

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2026-02-01 Epub Date: 2025-12-23 DOI: 10.1016/j.lcsi.2025.100968

Mahmut Serkan Yazıcı , Gamze Camcı

{"title":"The collective mind: Exploring teachers' and parents' understanding of autism Spectrum disorder in an inclusive school setting","authors":"Mahmut Serkan Yazıcı , Gamze Camcı","doi":"10.1016/j.lcsi.2025.100968","DOIUrl":"10.1016/j.lcsi.2025.100968","url":null,"abstract":"<div><div>The global prevalence of autism is increasing across different races, ethnicities, and backgrounds. Despite this rise, cultural factors which influence many areas of life play a key role in shaping how autism is understood. These factors also affect the school experiences of individuals with autism. Therefore, exploring how autism is perceived in various cultural settings is important for gaining a global perspective on inclusive education. This case study investigates how teachers and parents in a collectivist society understand autism and how cultural values shape their views. The study was conducted at a school in Türkiye, where collectivist culture is widely observed. A mixed-methods design was used: the qualitative part included 13 participants (nine teachers and four parents), while the quantitative part involved 51 participants (teachers and parents). Data were gathered using demographic forms, semi-structured interviews, and the Societal Attitudes Towards Autism Scale. Thematic analysis was applied to qualitative data, and SPSS was used for quantitative data. Findings showed limited understanding of autism among school stakeholders, largely influenced by cultural beliefs. While collectivist culture initially appeared supportive, it later posed barriers to inclusive education. These results highlight the need for culturally informed training programs to improve autism understanding.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"56 ","pages":"Article 100968"},"PeriodicalIF":1.8,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145840491","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Teachers at the crossroads: Culture, empathy, and emotional regulation in Palestinian society in Israel 十字路口的教师：以色列巴勒斯坦社会的文化、同理心和情绪调节

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-12-01 Epub Date: 2025-10-29 DOI: 10.1016/j.lcsi.2025.100955

Kholoud Shanbour , Tsafrir Goldberg , Jenny Kurman

{"title":"Teachers at the crossroads: Culture, empathy, and emotional regulation in Palestinian society in Israel","authors":"Kholoud Shanbour , Tsafrir Goldberg , Jenny Kurman","doi":"10.1016/j.lcsi.2025.100955","DOIUrl":"10.1016/j.lcsi.2025.100955","url":null,"abstract":"<div><div>This study explores how Palestinian Arab teachers in Israel navigate the intersection of cultural orientations, empathy, and emotion regulation in classroom management. Based on semi-structured interviews with 30 teachers from Arab public schools during the 2022–2023 school year, we used Epistemic Network Analysis (ENA) to examine how concepts like authority, care, and emotional control are linked in teachers' discourse.</div><div>Three main profiles emerged: (1) Vertical collectivism)VC(, marked by a focus on authority and conformity, where empathy was limited and emotion regulation relied mainly on suppression to maintain discipline. (2) Horizontal collectivism)HC(, emphasizing cooperation and social harmony, where empathy—both emotional and cognitive—was more prominent, and regulation was achieved through cognitive reappraisal. (3) A hybrid approach, combining hierarchical values with empathetic responsiveness, where teachers flexibly shifted between suppression and reappraisal based on context.</div><div>These patterns reflect how emotional processes are shaped by the tension between traditional norms and evolving pedagogical models. The findings highlight the need to support teachers in integrating empathy and emotion regulation within culturally grounded frameworks. Professional development programs using tools such as role-play and reflective dialogue can help teachers manage classroom dynamics effectively while respecting both authority and emotional connection.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100955"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145418194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education 通过Bee-Bots、Lego Mindstorms EV3和Minecraft education的机器人和编程练习，在高等教育中培养计算思维技能

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-12-01 Epub Date: 2025-10-06 DOI: 10.1016/j.lcsi.2025.100947

Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland

{"title":"Developing computational thinking skills in higher education through peer reflection on robotics and programming exercises with Bee-Bots, Lego Mindstorms EV3 and Minecraft Education","authors":"Satu-Maarit Korte , Minna Körkkö , Line Reichelt Føreland","doi":"10.1016/j.lcsi.2025.100947","DOIUrl":"10.1016/j.lcsi.2025.100947","url":null,"abstract":"<div><div>Computational thinking (CT) is one of the core components of 21st-century capabilities. By linking logical and mathematical thinking with computer science, CT develops problem-solving skills for today's digital world. Hence, competence in CT is significant for students in all fields of higher education to improve their future working lives. Earlier studies suggest that collaborative programming robots and games can especially enhance CT acquisition. However, research on CT in the humanities is still scarce. Therefore, this study investigates the CT development of university students majoring in humanities fields during a pilot elective introductory CT course with collaborative activities involving Bee-Bots, Lego Mindstorms EV3 and Microsoft's <em>Minecraft Education</em>. Working in pairs, 12 participants wrote reflective diaries after each lecture and during their game-making assignments, which were later assessed to validate the effects of interactive programming and collaborative reflection using thematic content analysis. The findings confirm the positive influence of collaborative robotics, programming activities and reflective writing. This research adds to the growing knowledge on teaching CT and also holds practical value for curriculum developers, teacher educators and classroom teachers, who can apply these findings to create curricula and classroom activities that emphasise a wide range of CT skills, extending beyond just programming.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100947"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145227857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children 朗读实践中知识的范式和叙事形式及其对儿童进一步学习和教育的影响

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-12-01 Epub Date: 2025-11-08 DOI: 10.1016/j.lcsi.2025.100957

Niklas Pramling , Maria Simonsson , Martina Norling

{"title":"Paradigmatic and narrative forms of knowledge in read-aloud practices and their implications for the further learning and education of children","authors":"Niklas Pramling , Maria Simonsson , Martina Norling","doi":"10.1016/j.lcsi.2025.100957","DOIUrl":"10.1016/j.lcsi.2025.100957","url":null,"abstract":"<div><div>This article investigates how different forms of knowledge are actualised during read-aloud activities in preschool. More specifically, informed by the distinction between two fundamental modes of knowledge or sensemaking, narrative and paradigmatic, we analyse how the latter (typified by scientific discourse) comes to the fore and is responded to during read-aloud activities when a book about a technological problem is read, discussed, and further followed up in a Swedish preschool setting. The empirical data consists of video observations. Theoretically, the study builds on a sociocultural perspective that conceptualises learning in terms of the appropriation of cultural tools and practices. What tools (e.g., forms of knowledge) and practices (e.g. read-aloud ones) children encounter and are supported in appropriating during their early education therefore emerge as critical to their development. This interest informs the overarching research project into read-aloud practices in preschool of which the present study forms a part. The results show that paradigmatic knowledge (here in the form of technology) is generally rendered and responded to in a narrative way. However, the ensuing talk can be characterised as a form of hybrid discourse between these modes. The pros and cons of such discourse mixing is discussed in terms of their implications for children's learning.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100957"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145526071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Two metaphors for learning revisited: What did the participation metaphor do for us in the last four decades? 关于学习的两个隐喻：在过去的四十年里，参与的隐喻为我们做了什么？

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-12-01 Epub Date: 2025-10-21 DOI: 10.1016/j.lcsi.2025.100946

Anna Sfard

{"title":"Two metaphors for learning revisited: What did the participation metaphor do for us in the last four decades?","authors":"Anna Sfard","doi":"10.1016/j.lcsi.2025.100946","DOIUrl":"10.1016/j.lcsi.2025.100946","url":null,"abstract":"<div><div>This paper explores some of the long-term effects of the four-decades-old controversies that stirred the sciences of learning in the aftermath of what is known today as <em>situativity</em> research. Two metaphors for learning around which these controversies evolved, known, respectively, as the metaphors of <em>acquisition</em> and of <em>participation</em>, are revisited. It is argued that while both these tropes are productive, the metaphor of participation has been helpful in addressing some quandaries that, as long as learning was conceptualized in acquisitionist terms, escaped resolution. Using the constructs of <em>routine</em> and <em>practice</em> as units of analysis, participationism combines biological and environmental considerations, offering a solution to the quandary of situatedness. This approach highlights the interplay between stories and machines as the key to the puzzle of our human uniqueness. By portraying our recursive verbal communication as the hitherto underestimated primary player, it accounts for the human ability to complexify their practices indefinitely, and to do it in timescales much shorter than in any other species.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100946"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145364805","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

“They don't really know what we're talking about” “他们真的不知道我们在说什么。”

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-12-01 Epub Date: 2025-11-28 DOI: 10.1016/j.lcsi.2025.100959

Jan Ole Størup , Jacob Klitmøller

{"title":"“They don't really know what we're talking about”","authors":"Jan Ole Størup , Jacob Klitmøller","doi":"10.1016/j.lcsi.2025.100959","DOIUrl":"10.1016/j.lcsi.2025.100959","url":null,"abstract":"<div><div>Teachers play a pivotal role in scaffolding pupils' learning, but scaffolding does not always unfold as intended. This study explores how pupils in Danish lower secondary school co-construct and navigate misaligned teacher scaffolding during project work. Drawing on Cultural-Historical Activity Theory, Positioning Theory, and research on classroom dialogue and scaffolding, we analyse how teachers shape pupils' information literacy practices, both through dialogic interactions and in pupils' negotiations of teachers' practices. Based on ethnographic fieldwork, including participant observations, audio-recorded classroom dialogue, and interviews with 8th grade pupils, our findings illustrate how attempted scaffolding can become misaligned due to the entanglement of teacher authority, pupils' motives, and positioning in (dialogic) practice. We identify three recurring teacher positions: the teacher as <em>blind guide</em>, <em>barrier</em>, and <em>auditor</em> – each influencing pupils' agency and learning trajectories in different ways. We argue that a nuanced understanding of these dynamics is crucial for understanding and fostering dialogic scaffolding practices in increasingly complex educational settings.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"55 ","pages":"Article 100959"},"PeriodicalIF":1.8,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145623921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0