European Physical Education Review最新文献

{"title":"‘It's already set in my mind’: Investigating the acculturation of secondary school pupils aspiring to teach physical education","authors":"Andrew Sprake, Alan Thomson, Jessica Louise Macbeth, Kevin Andrew Richards","doi":"10.1177/1356336x261420183","DOIUrl":"https://doi.org/10.1177/1356336x261420183","url":null,"abstract":"The occupational socialisation of physical education (PE) teachers has received limited scholarly attention in the UK, and even less is known about the influence of acculturation on their ideological preconceptions of PE teaching. Most research investigating PE teachers’ acculturation has relied on the retrospective accounts of PE teacher education (PETE) students or in-service teachers, what we call reflection- <jats:italic toggle=\"yes\">on</jats:italic> -acculturation. Understanding the pre-existing ideological orientations that prospective recruits bring to PETE is vital for the disruption of conservative practice. Given that PE in England exceeded recruitment targets for trainee teachers in 2023/24 and 2024/25, establishing how these preconceptions are formed is increasingly important. Therefore, this study aimed to investigate the acculturation of prospective pre-service PE teachers while they are still in secondary school, and how it has shaped their perceptions of PE before formal recruitment into PETE. We call this reflection- <jats:italic toggle=\"yes\">in</jats:italic> -acculturation. Data were generated through focus groups ( <jats:italic toggle=\"yes\">N</jats:italic> = 9) with secondary school pupils aspiring to become PE teachers ( <jats:italic toggle=\"yes\">N</jats:italic> = 62) from eight different secondary schools in the North of England. Data were analysed using reflexive thematic analysis and principles of collaborative qualitative analysis. Findings suggest that acculturation is profoundly influential to prospective recruits’ ideological preconceptions. Far from being ‘blank slates’, the prospective recruits had developed strong anticipatory ideas about, and fixed ideological preconceptions of, what PE teaching is or should be. We recommend that PETE programmes facilitate prolonged opportunities for recruits to critically reflect on their experiences, potentially disrupting and unlearning detrimental orientations developed during acculturation.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"95 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146215721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Gross motor coordination, motivation and attitudes towards traffic rules in primary school children: A quasi-experimental pre–post cycling intervention study","authors":"Guillermo Moreno-Rosa, Carlos Javier López-Gutiérrez, Manuel Castro-Sánchez","doi":"10.1177/1356336x251414358","DOIUrl":"https://doi.org/10.1177/1356336x251414358","url":null,"abstract":"Despite the extensive research on cycling as a form of active transport, studies examining this physical activity from motivational and motor development perspectives remain limited. The possibilities that school cycling offers for improving perceptual and motor skills, achieving greater student motivation and encouraging a better attitude towards traffic behaviour in children are lines of research that must be explored in physical education (PE). This study examines the effects of an eight-session cycling intervention in PE on Gross Motor Coordination (GMC), Motivation Towards PE (MTPE) and Attitudes Towards Traffic Rules (ATTR) among primary school students. A total of 236 students ( <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> = 11.30) were divided into an experimental group, which participated in the cycling programme, and a control group, which continued with regular PE. The ludo-technical methodology was applied to teach the technical skills of cycling from a comprehensive and playful approach. Pre- and post-evaluations included the Körperkoordinationstest für Kinder (KTK), the Motivation Questionnaire for PE in Primary Education (CMEF-EP) and the ATTR scale. Results indicated that after the application of the cycling intervention programme, participants in the experimental group showed higher effect sizes in GMC ( <jats:italic toggle=\"yes\">d</jats:italic> = 0.483 vs. <jats:italic toggle=\"yes\">d</jats:italic> = 0.320) and MTPE ( <jats:italic toggle=\"yes\">d</jats:italic> = 0.185 vs. <jats:italic toggle=\"yes\">d</jats:italic> = −0.175), while maintaining high levels of ATTR ( <jats:italic toggle=\"yes\">d</jats:italic> = 0.015 vs. <jats:italic toggle=\"yes\">d</jats:italic> = −0.150) compared to those in the control group. These findings suggest that integrating cycling into PE is associated with higher motor coordination and motivation, and with the maintenance of positive ATTR in primary school children.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"35 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146169529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Seeking a balance between ideal teaching and ‘what works’ in a physical education teacher education service learning programme","authors":"Celina Salvador-Garcia, Oscar Chiva-Bartoll, María Maravé-Vivas, Jesús Gil-Gomez","doi":"10.1177/1356336x261417122","DOIUrl":"https://doi.org/10.1177/1356336x261417122","url":null,"abstract":"Service learning (SL) is a widespread pedagogical approach in teacher education. In SL programmes, practice and theory are expected to be connected. However, as teacher educators, we acknowledge that they are not always completely aligned. To better understand this tension, in this collaborative self-study, four teacher educators examined the complexity of balancing ideal teaching and ‘what works’ in an SL programme carried out in the field of physical education teacher education in eastern Spain. The analysis identifies connections and disconnections between theoretical perfection – using the SL benchmark items ( <jats:xref ref-type=\"bibr\">Chiva-Bartoll and Fernández-Río, 2022</jats:xref> ) – and real practice. The findings suggest that straightforward theoretical principles cannot do justice to the complexities of SL and teacher educators must adapt them to their specific contexts. Such insights are important for helping teacher educators to navigate between theory and practice. In addition, we provide some concrete practical implications for each SL benchmark item to improve teaching practice.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"10 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146160337","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Significativo na Educação Física: How meaningful physical education is represented in curriculum and interpreted by teacher educators in Portuguese-speaking countries","authors":"Marcos Godoi, Evando Carlos Moreira, Pedro Pessula, Amândio Graça, Tim Fletcher, Paula Batista","doi":"10.1177/1356336x261417146","DOIUrl":"https://doi.org/10.1177/1356336x261417146","url":null,"abstract":"There has been a recent increase in attention to meaningful experiences in physical education (PE) in English-speaking countries. This has led to calls for greater attention to be paid to the role of meaningful experiences in other contexts, given the different interpretations of the term ‘meaningful’ alongside other contextual priorities in PE. Thus, we examined meaningful experiences in PE in the Portuguese-speaking countries of Brazil (BR), Mozambique (MZ), and Portugal (PT) through the lenses of (a) curriculum and (b) teacher educators. Data were gathered through interviews with 12 teacher educators (BR = 4, MZ = 4, PT = 4) and analysis of curriculum documents. The PE curriculum documents did not explicitly reference meaningful experiences, though they do contain principles that teachers could use to foster them. In order to facilitate meaningful experiences, teacher educators indicated that PE teachers should apply democratic and reflective principles to make PE relevant to students’ lives, foster positive social interactions, offer appropriate challenges, enhance motor competence, and provide enjoyable and fun classes. Additional features were noted including novelty, competition, outdoor physical activity, and teacher professionalism. Teacher educators emphasised that meaningful experiences in PE arise from quality pedagogical practices but precarious teaching conditions can hinder this potential. In such circumstances, it is essential to seek creative solutions and advocate for improvements in working conditions and PE teaching in schools, while also integrating pedagogies of meaningfulness and social justice.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"9 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146153575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The interplay between student-centred pedagogical strategies and preservice teachers’ epistemological development in physical education teacher education","authors":"Margarida Barros, Isabel Mesquita, Carla Valério, Paula Queirós","doi":"10.1177/1356336x251413438","DOIUrl":"https://doi.org/10.1177/1356336x251413438","url":null,"abstract":"Understanding how preservice teachers (PSTs) form their epistemological beliefs (EBs) is crucial for seeing how these beliefs influence teaching practices, particularly whether they encourage active learning or mere knowledge transmission. Building on this premise, this study aimed to examine the interplay between student-centred pedagogical strategies used in a 2-year physical education teacher education (PETE) programme and the development of PSTs’ EBs. Data were collected throughout the 2-year PETE programme using a longitudinal case study design, incorporating focus group interviews, reflexive logs, and participant observations with 11 PSTs. Findings revealed a non-linear trajectory across three phases: in the first year, peer-teaching, micro-teaching, questioning, and reflexive practices encouraged the development of more constructivist-aligned understandings. During the transition to school placements, PSTs experienced a ‘reality shock’ that led to temporary regressions towards control-oriented and authority-based beliefs. In the second year, however, PSTs re-engaged with earlier strategies, reconnecting with beliefs that emphasised student autonomy, collaboration, and active learning. These findings suggest that PETE programmes should deliberately design opportunities for autobiographical, experiential, and professional pedagogical strategies, while providing ongoing support to help PSTs navigate setbacks and progressively develop more sophisticated EBs.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"72 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beginning teachers’ reflections on the reproduction of ball games knowledge in Swedish physical education","authors":"Jan Mustell","doi":"10.1177/1356336x261416394","DOIUrl":"https://doi.org/10.1177/1356336x261416394","url":null,"abstract":"This paper focuses on beginning teachers’ reflections on the transformation and use of ball games knowledge in the transition from physical education teacher education (PETE) to physical education (PE) practice. The aim is to provide an understanding of the recontextualisation of ball games as pedagogic discourse in the transition from PETE to PE from the perspective of beginning teachers. Basil Bernstein's concept of pedagogic device comprised the theoretical framework. Semi-structured interviews were conducted with 12 beginning teachers. The participants had graduated from two PETE institutions in Sweden and had between 1 and 3 years’ teaching experience. The findings reveal that recontextualised elements of the pedagogic discourse of ball games were: (1) having a learning purpose with ball games in PE; (2) adapting teaching to all pupils; and (3) varying one's pedagogy based on a technical approach with concepts from game-based approaches. The findings also reveal that the teachers were missing knowledge about how to plan, implement and assess ball games. The findings further illustrate how contextual factors regulated the pedagogic practice of ball games teaching. These factors included: (1) the heterogeneous groups of pupils; (2) pupils’ expectations of specific content; and (3) material conditions and facilities. The conclusion from the study is that while PETE provides beginning teachers with some knowledge that is useful and relevant, other practical knowledge that would be useful is not addressed in PETE and some knowledge that is addressed proves difficult to put into practice.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"88 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-01-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146056135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cooperating teachers as facilitators of preservice teachers’ immersion in the educational community: A physical education teacher education case study","authors":"Joaquim Teixeira, Isabel Mesquita, Cláudio Farias","doi":"10.1177/1356336x251399869","DOIUrl":"https://doi.org/10.1177/1356336x251399869","url":null,"abstract":"In physical education teacher education (PETE), supporting preservice teachers’ (PSTs') immersion into school communities is critical to fostering their professional learning. However, this socially situated process, where PSTs must gain legitimacy, engage with institutional practices, and navigate professional identities, remains underexplored in the PETE literature. Drawing on social learning theories, this representative case study investigated how experienced cooperating teachers (CTs) enacted facilitation strategies to mediate PSTs’ immersion into the educational community. The study was framed by the concepts of legitimate peripheral participation, landscapes of practice, and the developmental stages of communities of practice (CoPs), including the PSTs-CT CoP and other CoPs within the broader school landscape. Participants included 15 PSTs placed in five schools, five CTs, one university supervisor, and one participant-observer. Data were collected over a full academic year through focus group interviews, the university supervisor's yearlong log, and field notes from the participant-observer. Findings suggest that CTs employed a phased and intentional approach to facilitation, aligned with the evolution of CoPs. Key strategies included (i) presenting the landscape, (ii) legitimising participation and creating perceived value, (iii) gradually expanding leadership roles, and (iv) supporting contributions that ‘give back’ to the school community. This study highlights how CTs’ facilitation supported not only immersion but also the development of PSTs’ knowledgeability (i.e. their capacity to be recognised across multiple professional contexts), thus reinforcing the CoP's role and visibility within the educational community.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"111 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring young children's enjoyment of physical education using the Write, Draw, and Tell method","authors":"Katie Fitton Davies, Emma Ball, Farid Bardid, Lawrence Foweather, James R Rudd, Zoe Knowles","doi":"10.1177/1356336x251388626","DOIUrl":"https://doi.org/10.1177/1356336x251388626","url":null,"abstract":"Although young children generally enjoy physical education (PE), little is known about what they enjoy and why. The aim of this study was to qualitatively explore what 5- to 6-year-old children like and dislike about PE. Seventy-seven children drew pictures of what they both liked and disliked about PE and were then interviewed to explore their reasons. Content analysis of the drawings and reflexive thematic analysis of their transcript data revealed common themes across both positive and negative perspectives, including movement skills, sports, playground-based games, use of equipment, and social interactions. Differences emerged in the sub-themes; for example, under the theme of sport, children expressed liking both individual and team sports, citing fun and perceived benefits, while team sport was only disliked most prevalently due to lack of competency. Children provided explanations of their likes and dislikes in PE, along with the reasons behind them, resulting in five recommendations for practice: (1) clearly and consistently outline the benefits of PE to children, (2) ensure activities provide an optimal level of challenge, (3) foster socially safe environments, (4) incorporate equipment within activities wherever possible, and (5) shift the focus away from sport and knock-out games to more inclusive and fundamental movement skill activities. Children's voices around their PE experiences revealed perceived facilitators and barriers to their enjoyment. A deeper understanding of young children's enjoyment in PE offers valuable guidance for researchers and practitioners to design high-quality, meaningful PE programmes that prioritise enjoyment and positive experiences to foster beneficial outcomes.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"65 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145545676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Feasibility, acceptability and preliminary effectiveness of a gamified physical education intervention on motor competence and emotional intelligence","authors":"Jenna Rice, Lawrence Foweather, Ceriann Magill, Jonathan Foulkes, An De Meester, Matthieu Lenoir, David Stodden, Katie Fitton Davies","doi":"10.1177/1356336x251388628","DOIUrl":"https://doi.org/10.1177/1356336x251388628","url":null,"abstract":"This study evaluated (a) the feasibility and acceptability of a gamified physical education (PE) intervention among 9- to 10-year-old children and (b) intervention effectiveness on emotional intelligence (EI), motor competence (MC), basic psychological needs (BPNs) and motivational regulations. A mixed-method, single-group, pre-post trial was conducted in three primary schools in North West England. Classroom teachers taught a 10-week gamified PE unit (one 60-minute lesson per week). Researcher logs recorded recruitment, retention, adherence and attrition; feasibility and acceptability were assessed via semi-structured teacher interviews ( <jats:italic toggle=\"yes\">n</jats:italic> = 3) and three focus groups with children ( <jats:italic toggle=\"yes\">n</jats:italic> = 18). Children completed questionnaires assessing EI, BPNs and motivational regulations. MC was measured with the Körperkoordinationtest für Kinder and the Motor Competence Assessment. Three teachers and 63 children were recruited. Adherence was good (26/30 lessons taught), and participant retention was excellent (0% attrition). Qualitative findings indicated the intervention was feasible and acceptable: lessons were easy to follow, well-structured, inclusive, fun, and promoted teamwork. Challenges were mainly logistical (set-up time and equipment). Improvements were observed from pre- to post-test in EI ( <jats:italic toggle=\"yes\">F</jats:italic> = 38.02, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001), MC ( <jats:italic toggle=\"yes\">p</jats:italic> <jats:italic toggle=\"yes\">&lt;</jats:italic> .05), intrinsic motivation in PE ( <jats:italic toggle=\"yes\">F</jats:italic> = 10.08, <jats:italic toggle=\"yes\">p</jats:italic> = .002), and identified ( <jats:italic toggle=\"yes\">F</jats:italic> = 11.84, <jats:italic toggle=\"yes\">p</jats:italic> &lt; .001) and external regulation ( <jats:italic toggle=\"yes\">F</jats:italic> = 4.15, <jats:italic toggle=\"yes\">p</jats:italic> = .046) for physical activity. However, EI outcome measurement posed challenges (child comprehension/scale structure), highlighting the need for child-appropriate tools. Overall, findings support trial feasibility and intervention acceptability, with promising effects, warranting a larger controlled trial.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"137 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145472971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Do pedagogical models alone have the same impact as integrating need-supportive strategies? An intervention study in secondary physical education","authors":"Ana Flores-Cidoncha, Alberto Moreno, Alexander Gil-Arias, Miguel A López-Gajardo, Francisco M Leo","doi":"10.1177/1356336x251387918","DOIUrl":"https://doi.org/10.1177/1356336x251387918","url":null,"abstract":"Interventions based on pedagogical models have been shown to improve various motivational variables in physical education (PE) students, but to date, need-supportive strategies grounded in self-determination theory (SDT) have not been implemented alongside these models to explore their potential added benefits. This study examines the effect of an educational project based on hybridizing the pedagogical models Sport Education (SE) and Teaching Games for Understanding (TGfU) with need-supportive strategies on PE students. The quasi-experimental design included 151 secondary PE students ( <jats:italic toggle=\"yes\">M</jats:italic> <jats:sub>age</jats:sub> = 13.75, <jats:italic toggle=\"yes\">SD</jats:italic> <jats:sub>age</jats:sub> = 0.81, 71 girls and 80 boys), divided into a control group (four classes; <jats:italic toggle=\"yes\">n</jats:italic> = 74, 33 girls and 41 boys), receiving the SE/TGfU hybridization alone, and an experimental group (four classes; <jats:italic toggle=\"yes\">n</jats:italic> = 77, 38 girls and 39 boys), receiving the SE/TGfU hybridization alongside need-supportive strategies. These strategies focused on fostering autonomy, competence, relatedness, and novelty. The intervention, conducted over 11 weeks, included 22 PE lessons. Repeated measures multivariate analysis of covariance assessed effects on motivational processes (need support/thwarting, need satisfaction/frustration, and types of motivation), and cognitive (perceived learning), behavioral (engagement and physical activity intentions), and affective (self-esteem) outcomes. Both groups improved significantly in need support, need satisfaction, perceived learning, and reduced need frustration. Moreover, the experimental group showed greater increases in autonomous motivation, emotional engagement, self-esteem, and physical activity intentions, alongside larger decreases in need frustration and amotivation. The combined intervention generated additional benefits compared to the exclusive use of the SE/TGfU hybridization, suggesting that integrating need-supportive strategies can enhance students’ educational outcomes in PE.","PeriodicalId":47681,"journal":{"name":"European Physical Education Review","volume":"1 1","pages":""},"PeriodicalIF":3.4,"publicationDate":"2025-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145435090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}