Learning Culture and Social Interaction最新文献_第4页

From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course 从观察到进入对话：在视频介导的危机管理课程中，教师展示学习者小组活动参与度的实践

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-09-03 DOI: 10.1016/j.lcsi.2025.100942

Tuire Oittinen , Pentti Haddington

{"title":"From observation to entries into the conversation: Instructors' practices for displaying engagement in learners' small-group activities in a video-mediated crisis management course","authors":"Tuire Oittinen , Pentti Haddington","doi":"10.1016/j.lcsi.2025.100942","DOIUrl":"10.1016/j.lcsi.2025.100942","url":null,"abstract":"<div><div>This study investigates practices by which instructors guide and support learners' small-group activities in video-mediated environments. Drawing on data from screen-recordings of sessions in crisis management training and using conversation analysis (CA), our aim is to unravel the sequential and temporal organization of moments when an instructor who has turned off their camera and microphone enters the conversation (i.e., produces an ‘entry’) and thereby displays engagement in the ongoing activity. The analysis shows how the entries are prompted by the learners' actions and established via the instructor's utilization of verbal (i.e., spoken and written), embodied and screen-based resources. Furthermore, we illustrate how instructor entries may have diverse functions in the overall pedagogical activity. They can be produced to 1) support and affiliate with the learners' discussion, 2) guide them in their work, or 3) correct some aspect of the pedagogical activity. The study shows how instructors can use different affordances of video-mediated environments to produce an entry into the learners' ongoing conversation and support task accomplishment.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100942"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932040","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 Science of the Child: The lost Soviet pedology movement and its echoes today 《儿童科学：失落的苏联儿童学运动及其今天的回响》

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-08-14 DOI: 10.1016/j.lcsi.2025.100925

Peter Smagorinsky

{"title":"The Science of the Child: The lost Soviet pedology movement and its echoes today","authors":"Peter Smagorinsky","doi":"10.1016/j.lcsi.2025.100925","DOIUrl":"10.1016/j.lcsi.2025.100925","url":null,"abstract":"<div><div>This essay details the assumptions behind the field of pedology, also known as the “Science of the Child,” which originated in the U.S. and Europe in the late 1800s and was taken up in the new Soviet Union in the early 1920s. This field aspired to investigate all aspects of human biology and social life to inform the creation of schools, and from these disparate investigations produce a whole understanding of situated human development, especially in childhood and adolescence. This ambitious educational research program lasted from the launch of the Soviet Union through the Pedology Decree of 1936, when it was outlawed during Stalin's Great Terror or Great Purge, and its practitioners were banished or put to death. This essay situates the Science of the Child in the context of Soviet Marxism and Stalinist totalitarianism, outlines its tenets, and reviews the ferocious critiques that Soviet authorities, including leading psychologists, used to obliterate the movement. The essay concludes with lessons available from this effort to create a comprehensive program of developmental research, and a reflection on how political bureaucracies may control educational research and practice through the imposition of ideological imperatives.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100925"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144830868","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

Anonymous yet accountable: Investigating sociocultural dynamics in peer feedback among Vietnamese EFL students 匿名但可问责：调查越南英语学生同伴反馈中的社会文化动态

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-08-11 DOI: 10.1016/j.lcsi.2025.100939

Ha Van Le, The Bao Dang, Thien Phuc Vo, Mai Quoc Phu Nguyen, Ngoc Quynh Chi Nguyen

{"title":"Anonymous yet accountable: Investigating sociocultural dynamics in peer feedback among Vietnamese EFL students","authors":"Ha Van Le, The Bao Dang, Thien Phuc Vo, Mai Quoc Phu Nguyen, Ngoc Quynh Chi Nguyen","doi":"10.1016/j.lcsi.2025.100939","DOIUrl":"10.1016/j.lcsi.2025.100939","url":null,"abstract":"<div><div>Academic writing is a core component of English language programs, and peer feedback has emerged as a pedagogical strategy to enhance students' writing proficiency and engagement. This study investigates the attitudes of English major students toward peer feedback in academic writing classes, using Sociocultural Theory as the analytical framework. Employing an explanatory sequential mixed-methods design, the study first surveyed 142 students to quantify general trends in attitudes, followed by semi-structured interviews with 12 participants to explore the sociocultural dimensions underpinning those attitudes. Findings indicate that while students generally perceive peer feedback as beneficial for their academic development, their engagement is notably shaped by sociocultural factors including face-saving norms, perceived proficiency hierarchies, and interpersonal relationship dynamics. Significantly, students strongly preferred anonymity in peer feedback to mitigate emotional discomfort and enhance objectivity. The study concludes that incorporating anonymous feedback mechanisms in peer review activities substantially addresses sociocultural constraints and improves student engagement, thus representing a key strategy for effective writing instruction in EFL contexts. These insights underscore the importance of culturally responsive pedagogical practices and provide clear implications for instructional design in writing pedagogy.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100939"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144827542","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

Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding 促进儿童在课堂上的社交情感技能：探讨合作学习和教师脚手架的作用

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-08-06 DOI: 10.1016/j.lcsi.2025.100920

Sisilia Kusumaningsih, Jingjing Sun

{"title":"Promoting children's social-emotional skills in classrooms: Exploring the role of collaborative learning and teacher scaffolding","authors":"Sisilia Kusumaningsih, Jingjing Sun","doi":"10.1016/j.lcsi.2025.100920","DOIUrl":"10.1016/j.lcsi.2025.100920","url":null,"abstract":"<div><div>Social-Emotional Learning (SEL) has been shown to promote children's academic success and positive social experiences in schools. Less is known, however, about how teachers can integrate SEL into instruction. To fill this gap, we examined whether Collaborative Reasoning, a peer-led discussion approach to collaborative learning, can be used in classrooms to facilitate children's development of social-emotional skills. We also investigated the role of teacher scaffolding on the development of such skills. Seventy-six 4th grade students and three teachers participated in a series of eight Collaborative Reasoning discussions. Using mixed-methods, we first coded children's social-emotional skills through summative content analysis of discussion transcripts and post-discussion interviews. Quantitative results showed that, of the five categories of social-emotional skills, children demonstrated decision-making, relationship building, and social-awareness skills; and over time, there was a significant increase in the decision-making and social-awareness skills. Using Epistemic Network Analysis (ENA), we then identified the pattern of association between teachers' scaffolding types and students' social-emotional skills. The ENA model showed that teachers' cognitive scaffolding is associated with students' decision-making while teachers' metacognitive scaffolding is linked with students' social awareness. This study demonstrated the potential of integrating Collaborative Reasoning into classroom instruction to promote children's social-emotional skills.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100920"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144780017","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

Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge 学生在生活技能教育中的合作意义建构：个人经验与理论知识的整合

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-09-03 DOI: 10.1016/j.lcsi.2025.100943

Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth

{"title":"Students' collaborative meaning-making in life skills education: Integrating personal experiences with theoretical knowledge","authors":"Sigrid Ernstsen , Anniken Furberg , Hans Christian Arnseth","doi":"10.1016/j.lcsi.2025.100943","DOIUrl":"10.1016/j.lcsi.2025.100943","url":null,"abstract":"<div><div>Reflecting an international policy trend, several countries have incorporated life skills education (LSE) into their school curricula. While education has always transcended mere subject mastery, embedding life skills prompts schools to engage more closely with students' personal lives and experiences. The implications, and the opportunities and challenges that follow, remain relatively underexplored. Adopting a sociocultural and dialogic approach, this study examines students' collaborative meaning-making processes where their personal experiences intersect with more conventional theoretical knowledge resources. The empirical context is an LSE project where lower secondary school students engaged with the topic ‘youth, identity and belonging’. Microanalyses of student interaction reveal that personal experiences became important mediational means in the sense of enabling students to collectively explore and invoke a variety of perspectives, while simultaneously fostering engagement and peer support. Although theoretical resources introduced students to ‘authorised’ conceptualisations, personal experiences and theoretical knowledge remained disjointed rather than integrated. The findings underscore the significance of building on students' personal experiences within LSE, while also revealing challenges in integrating personal experiences with theoretical knowledge—an integral component for students' development of conceptual understanding. Thus, this study contributes insights that support LSE facilitation, or other educational settings where personal experiences take centre stage.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100943"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932042","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

Constructing interactional space across distant locations in a hybrid classroom 在混合教室中构建跨距离的互动空间

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-09-03 DOI: 10.1016/j.lcsi.2025.100940

Minttu Vänttinen

{"title":"Constructing interactional space across distant locations in a hybrid classroom","authors":"Minttu Vänttinen","doi":"10.1016/j.lcsi.2025.100940","DOIUrl":"10.1016/j.lcsi.2025.100940","url":null,"abstract":"<div><div>This single case analysis investigates how a geographically distributed dyad of pupils construct a shared interactional space during one of their first hybrid lessons, despite the constraints of the technological configuration, where the classroom and remote participants have no visual access to each other. The data come from a lesson in basic education during COVID-19, with participants both in a physical classroom and on a videoconferencing platform. The remote pupils only have aural access to (some) classroom interactions and visual access to materials shared by the teacher via videoconferencing and cannot be seen by the classroom participants. Drawing on multimodal conversation analysis, the study illustrates how a classroom pupil and a remote participant construct a hybrid interactional space despite the limited access to each other's embodied cues. This interactional accomplishment also draws the teacher's attention to the remote participants. The analysis demonstrates the asymmetric possibilities to participate in hybrid classrooms and highlights interactional spaces in these contexts as multimodal accomplishments. Furthermore, it reveals pupils' potential role in engaging remote participants. By focusing on the affordances and challenges for engagement in a hybrid classroom, the study offers timely insights into participation in changing educational environments.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100940"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144932041","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

Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy 超越二元：探索游戏世界教育学中的性别角色协商与教师调解

IF 1.8 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-10-01 Epub Date: 2025-08-22 DOI: 10.1016/j.lcsi.2025.100937

Ade Dwi Utami

{"title":"Beyond the binary: Exploring gendered role negotiation and teacher mediation in playworld pedagogy","authors":"Ade Dwi Utami","doi":"10.1016/j.lcsi.2025.100937","DOIUrl":"10.1016/j.lcsi.2025.100937","url":null,"abstract":"<div><div>While extensive research has examined gendered play in early childhood, much of it has concentrated on teachers' gender beliefs, pedagogical practices, and the representation of gender in toys, media, and play materials. However, fewer studies have explored how children themselves conceptualise and negotiate gender roles within the dynamics of play, particularly in non-Western contexts. Concurrently, ongoing discourse persists regarding the origins of observed gender differences, whether they stem from biological factors or are socially constructed. Despite this, there remains a paucity of research on how gender is conceptualized by children within gendered play. This study aims to investigate how children engage with and internalize diverse gendered roles within playworld, a play approach adopted as an activity setting. From a dataset of 40 h of nine teachers and 38 children video observations during play, 11 h of data were analyzed for children-teacher interactions. The findings reveal how imaginary play environments afford children opportunities to explore and challenge traditional gender roles, thereby contributing to their gender identity. Furthermore, the study underscores the importance of teachers' responsiveness to children's perspectives on gender role tensions encountered during play. In its facilitation of children's gender identity development through play, playworld emerges as a pedagogical approach that underscores teachers' active role, supporting motive development while children negotiate gender tensions.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"54 ","pages":"Article 100937"},"PeriodicalIF":1.8,"publicationDate":"2025-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144889176","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

Promoting active student participation in secondary schools with the ASPIRE intervention 透过ASPIRE计划，促进中学生积极参与中学活动

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-01 Epub Date: 2025-07-05 DOI: 10.1016/j.lcsi.2025.100921

Sara Berti, Valentina Grazia, Maddalena Vavassori, Luisa Molinari

{"title":"Promoting active student participation in secondary schools with the ASPIRE intervention","authors":"Sara Berti, Valentina Grazia, Maddalena Vavassori, Luisa Molinari","doi":"10.1016/j.lcsi.2025.100921","DOIUrl":"10.1016/j.lcsi.2025.100921","url":null,"abstract":"<div><div>Educational research consistently emphasizes the importance of creating favorable conditions for students to be active participants in their school life. However, evidence of interventions aimed at achieving this major educational goal is scarce. This work presents an overview of the first implementation of the ASPIRE (Active Student Participation to Improve the leaRning Environment) program, a whole-school intervention designed to enhance active student participation (ASP) in secondary schools. The program aims to actively engage students in a process based on reflective discussions and role-playing activities. In this paper, we describe the ASPIRE program and present the results of its implementation in eight 10th grade classes of two high schools located in Northern Italy, based on qualitative data. Focusing on students' voices concerning school climate improvement, the results underline the problems students felt as most pressing in their school life, the strategies they found for solving their problems and the challenges they expected to encounter. The role-playing process emerged as a particularly effective tool, helping students to strengthen interpersonal communication skills for exerting ASP in school. The feasibility and power of ASPIRE in the promotion of ASP are discussed in the light of the program's implications for research and practice.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100921"},"PeriodicalIF":2.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144563294","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

Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities 实现与调解：使残疾儿童能够在集体具体化活动中表达和互动

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-01 Epub Date: 2025-07-03 DOI: 10.1016/j.lcsi.2025.100919

Morgan Vickery, Joshua Danish

{"title":"Realizations & re-mediations: Enabling expression and interaction in collective embodied activities for children with disabilities","authors":"Morgan Vickery, Joshua Danish","doi":"10.1016/j.lcsi.2025.100919","DOIUrl":"10.1016/j.lcsi.2025.100919","url":null,"abstract":"<div><div>This study examines the design, implementation, and iterative refinement of a technology-facilitated embodied learning environment within Camp Expression, a reverse-inclusion summer camp for elementary-aged children with moderate-to-severe disabilities impacting communication. Drawing on sociocultural and critical disability perspectives, we identify how a series of embodied activity designs posed key barriers to campers' participation, including challenges related to abstraction between virtual and physical spaces, supporting campers' navigation of control, routine, and choice, and difficulties in fostering peer collaboration. Utilizing participatory co-design methodologies and insights from paraprofessional expertise, we rapidly and iteratively re-mediated our activity designs to serve the camp mission of fostering creative expression and opportunities for prosocial inter-camper interactions. Findings highlight how iterative co-design practices enabled rapid-iterative changes to the technology, environment, and facilitation of these activities to reduce disabling barriers to participation, be responsive to campers' needs and desires, and ultimately cultivate opportunities for more meaningful and rich expression and interaction. This work contributes to the learning sciences by demonstrating how designers of technology-facilitated embodied learning environments might center critiques and alterations around that which can (and should) be changed - the design without coming at the cost of learner dignity.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100919"},"PeriodicalIF":2.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144549785","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

Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten 疏离谈话的行为：幼儿园同伴谈话和幼儿-教师谈话的脱语境化

IF 2 3区教育学

Learning Culture and Social Interaction Pub Date : 2025-08-01 Epub Date: 2025-05-21 DOI: 10.1016/j.lcsi.2025.100909

Sara Zadunaisky Ehrlich

{"title":"Acts of distancing the talk: Decontextualization in peer talk and children-teacher talk at kindergarten","authors":"Sara Zadunaisky Ehrlich","doi":"10.1016/j.lcsi.2025.100909","DOIUrl":"10.1016/j.lcsi.2025.100909","url":null,"abstract":"<div><div>This study investigates how language is distanced from the immediate context in two interactional settings among kindergarten-aged children. Distancing acts involve shifts from concrete, immediate experiences to abstract discourse, using nominalizations and encompassing elements of decontextualized language such as metalinguistic talk. The study integrates ethnographic fieldwork and conversation analysis transcription methods. The dataset consists of recordings of two groups of 15 kindergarten children in secular education in Israel. The findings demonstrate that peer and teacher-child talk depict distancing and decontextualized language use. However, the function and mediation of distancing differ. In children-teacher talk, language is often examined as a goal in itself, with external framing such as the teacher's scaffolding and explicit questioning, promoting distanced language use. In peer talk, distancing is internally framed and naturally emerges, serving interpersonal and relational functions within the peer group. These findings suggest that both conversational contexts serve as complementary “opportunity spaces” (<span><span>Blum-Kulka, 2005</span></span>), and contribute to children's ability to engage in distancing acts, with each setting providing distinct and complementary opportunities. The study highlights that emergence of decontextualized language is not a binary skill but a gradual, context-sensitive process. It introduces the concept of “acts of distancing” as integral to the broader developmental trajectory of language decontextualization which becomes increasingly detached from immediate contexts through interaction shaped by the conversational partners.</div></div>","PeriodicalId":46850,"journal":{"name":"Learning Culture and Social Interaction","volume":"53 ","pages":"Article 100909"},"PeriodicalIF":2.0,"publicationDate":"2025-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144105243","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