Thinking Skills and Creativity最新文献_第5页

Fostering creativity and collaboration in STEAM environments: A 3E cognition approach 在STEAM环境中培养创造力和协作：一种3E认知方法

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-13 DOI: 10.1016/j.tsc.2025.102109

Ronnie Videla , Wendy Ross , Simon Penny , Francisco Parada , Eduardo Sandoval-Obando , May Britt Aros , Leonie Kausel , Carola Cerpa , Paulina Veas , Héctor Valenzuela

{"title":"Fostering creativity and collaboration in STEAM environments: A 3E cognition approach","authors":"Ronnie Videla , Wendy Ross , Simon Penny , Francisco Parada , Eduardo Sandoval-Obando , May Britt Aros , Leonie Kausel , Carola Cerpa , Paulina Veas , Héctor Valenzuela","doi":"10.1016/j.tsc.2025.102109","DOIUrl":"10.1016/j.tsc.2025.102109","url":null,"abstract":"<div><div>This paper explores how creativity and collaboration emerge as embodied, enacted, and environmentally scaffolded (3E) cognitive processes within STEAM education. Drawing on two qualitative case studies conducted in Chile: Designing Fog Collectors and Designing a Smart Trash Bin, the research investigates how students’ learning unfolds through sensorimotor engagement, material manipulation, and technologically mediated collaboration. Using non-participant observation and micro-interviews, the study examines how cognition becomes distributed across bodies, artifacts, and environments in both analog and digital ecologies. Findings from the first case reveal that creativity was enacted through embodied interaction with materials, where students “thought with their hands,” transforming scientific ideas into tangible understanding through collective experimentation and environmental feedback. In contrast, the second case shows a technologically mediated embodiment, in which students extended their cognitive processes through digital tools such as 3D modeling, Arduino programming, and artificial intelligence. Across both contexts, cognition and creativity emerged as ecological and participatory phenomena, grounded in co-regulation and shared sense-making. The study advances the 3E cognition framework as a proof of concept for understanding and designing STEAM learning environments that integrate material, social, and technological dimensions. By operationalizing post-cognitivist theory, the 3E approach offers a transferable qualitative model that bridges theory and practice, demonstrating how creativity and collaboration can be cultivated through ecological, distributed, and relational forms of learning in 21st-century education.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102109"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797102","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}

引用次数: 0

How teachers’ creative pedagogies shape students’ creative thinking skills: a multilevel moderated mediation analysis from East Asia 教师的创造性教学法如何塑造学生的创造性思维能力：来自东亚的多层次调节中介分析

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-15 DOI: 10.1016/j.tsc.2025.102112

Chunjin Chen , Hongbiao Yin

{"title":"How teachers’ creative pedagogies shape students’ creative thinking skills: a multilevel moderated mediation analysis from East Asia","authors":"Chunjin Chen , Hongbiao Yin","doi":"10.1016/j.tsc.2025.102112","DOIUrl":"10.1016/j.tsc.2025.102112","url":null,"abstract":"<div><div>East Asian teachers’ pedagogical practices, rooted in Confucian heritage cultures, have sparked enduring debates about whether these pedagogies foster or impede creative thinking skills. This study addresses the debate by employing a multilevel moderated mediation model to examine how teachers’ creative pedagogies shape students’ creative thinking skills, with creative self-efficacy serving as the mediator and school openness to creativity as the moderator. Data were collected from 20,824 15-year-old students, who participated in PISA 2022, across 501 secondary schools in Hong Kong (China), Macao (China), Singapore, and South Korea. The results revealed some striking regional disparities. In Hong Kong (China) and Macao (China), creative pedagogies exhibited a significant positive direct effect on creative thinking skills, while negative effects were observed in Singapore and South Korea. Notably, creative self-efficacy consistently exerted a partial mediating role across all regions, with this mediating effect amplified in schools with higher openness to creativity in Hong Kong (China) and Singapore, but attenuated in Macao (China) and South Korea. The findings have implications for tailoring policies to reconcile creative pedagogies with regional norms and inspire future research on Confucian cultural variations in these mechanisms within East Asian educational contexts.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102112"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797149","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}

引用次数: 0

Body maps for feeling of creativity in musical chord progression 音乐和弦进行中创造感觉的身体映射

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-12-19 DOI: 10.1016/j.tsc.2025.102103

Tatsuya Daikoku , Masaki Tanaka

{"title":"Body maps for feeling of creativity in musical chord progression","authors":"Tatsuya Daikoku , Masaki Tanaka","doi":"10.1016/j.tsc.2025.102103","DOIUrl":"10.1016/j.tsc.2025.102103","url":null,"abstract":"<div><div>Creativity is a fundamental aspect of the human experience, enabling individuals to generate innovative ideas and artistic expressions including music. Although creativity is frequently framed as the ability to produce novel information, the mechanisms by which perceptions of creativity arise from this information—and their subsequent effects on our minds and bodies—remain inadequately understood.</div><div>This study investigates how musical stimuli evoke feelings of creativity through predictive mechanisms, while also examining the role of interoceptive bodily sensations, particularly those linked to the heart and stomach regions. Furthermore, we investigate the relationship between interoceptive sensibility and the intensity of the feeling of creativity.</div><div>By employing body-mapping assessments and emotional evaluations on 353 participants exposed to various chord progressions, we revealed the critical role of heart sensations in eliciting feelings of creativity. Our findings indicate that musical chord progressions characterized by high uncertainty and surprise generated heightened feelings of creativity alongside increased arousal. Notably, heart sensations correlated positively with the feeling of creativity, suggesting the crucial role of interoceptive bodily sensations in the experience of creativity. In contrast, the feelings of beauty and valence were more strongly influenced by predictable, low-uncertainty progressions, suggesting that the feelings of creativity may operate through a somewhat different cognitive mechanism than that of beauty and valence.</div><div>This study highlights the complex interplay between bodily sensations and feelings of creativity based on predictive processing. By framing creativity within the framework of interoception, our research contributes to a deeper understanding of the emotional and embodied processes that shape the experience of creativity. Future research should explore these relationships to enrich our comprehension of creativity in both artistic endeavors and everyday life.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102103"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145797150","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}

引用次数: 0

Becoming a designer-scientist: A designer’s journey into laboratory practice and material characterization as creative tools for biodesign with bacterial cellulose 成为一个设计师-科学家：一个设计师的旅程进入实验室实践和材料表征作为创造性工具的生物设计与细菌纤维素

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-01 DOI: 10.1016/j.tsc.2025.102125

Luis Quijano , Ziyuan Jing , Tiziana Ferrero-Regis , Laura Navone , Dmitri Golberg , Wenqing Zhang

{"title":"Becoming a designer-scientist: A designer’s journey into laboratory practice and material characterization as creative tools for biodesign with bacterial cellulose","authors":"Luis Quijano , Ziyuan Jing , Tiziana Ferrero-Regis , Laura Navone , Dmitri Golberg , Wenqing Zhang","doi":"10.1016/j.tsc.2025.102125","DOIUrl":"10.1016/j.tsc.2025.102125","url":null,"abstract":"<div><div>With the integration of biotechnology into design practices (biodesign), designers are learning to navigate between the interfaces of design and science. However, for designers, the laboratory often remains an unfamiliar environment: structured, procedural, and often perceived as incompatible with creative practice. This study attempts to demystify laboratory practice and explores how laboratory practice can function as a creative methodology for designers through the reflection of the primary author’s journey from designer to designer-scientist with an autoethnographic exploration of bacterial cellulose. Conducted within a chemistry laboratory, this study investigates how scientific protocols, tools, and material characterization techniques can inform design decisions and expand material design for designers. The findings show that engaging with laboratory methodologies allow designers to think through materials by observing transformation at both aesthetic and molecular levels, linking empirical data to creative decision-making. Reflecting on moments of uncertainty, adaption and learning, this study illustrates how laboratory practice reshapes the designer’s practice and identity, fostering confidence and fluency across disciplinary boundaries. Ultimately, this study argues that the act of “becoming a designer-scientist” reframes biodesign as both an empirical and reflective practice, while opening new pathways for sustainable and transdisciplinary futures.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102125"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938627","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}

引用次数: 0

Artistic and cultural education to improve creativity and motivation in students experiencing academic failure in secondary school 通过艺术和文化教育，提高中学学习失败学生的创造力和动力

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-10-13 DOI: 10.1016/j.tsc.2025.102026

Carmen Carpio de los Pinos , José Francisco Durán Medina , Daniel Rodriguez Arenas , Herminia Cid García

{"title":"Artistic and cultural education to improve creativity and motivation in students experiencing academic failure in secondary school","authors":"Carmen Carpio de los Pinos , José Francisco Durán Medina , Daniel Rodriguez Arenas , Herminia Cid García","doi":"10.1016/j.tsc.2025.102026","DOIUrl":"10.1016/j.tsc.2025.102026","url":null,"abstract":"<div><div>This study investigates the efficacy of an intervention using cultural and artistic activities to enhance creativity and motivation in adolescents experiencing academic failure. Under-performing students are typically removed from more holistic curriculums into groups that focus on a limited curriculum restricted to core subjects. Sixty-four adolescents experiencing academic failure were enrolled in a reduced academic curriculum as part of a professionally-led intervention programme. The intervention tested how a series of specifically-designed artistic-cultural activities, introduced as a didactic mechanism impacted on student motivation and creativity. Participants were divided into two groups: (1) the intervention group engaged in artistic-cultural activities within their reduced curriculum during school hours; (2) the control group that maintained their regular reduced curriculum with no additional activities.</div><div>The intervention group showed significant improvements in general creativity across the factors being assessed, including fluency, flexibility, originality, narrative creativity, elaboration, and graphic creativity. Student motivation also improved significantly, with differences between groups evident in metacognitive regulation, organisational strategies, relationship-building, learning assessment, intrinsic motivation, group work motivation, and self-efficacy.</div><div>The key educational implication demonstrated is that art and culture subjects should be included in programmes assigned to underperforming students. Such programmes enhance both creativity and motivation, potentially increasing student engagement and improving both individual and overall school attendance rates.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102026"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145527139","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}

引用次数: 0

Exploring the associations between STEM learning attitudes and scientific creativity among primary school students: a mediation model of metacognitive awareness and self-efficacy 小学生STEM学习态度与科学创造力的关系研究：元认知意识和自我效能感的中介模型

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-19 DOI: 10.1016/j.tsc.2025.102071

Linlin Hu , Hao Wang

{"title":"Exploring the associations between STEM learning attitudes and scientific creativity among primary school students: a mediation model of metacognitive awareness and self-efficacy","authors":"Linlin Hu , Hao Wang","doi":"10.1016/j.tsc.2025.102071","DOIUrl":"10.1016/j.tsc.2025.102071","url":null,"abstract":"<div><div>In the context of STEM education, scientific creativity has attracted much attention as a core literacy, but its underlying psychological mechanisms have not been fully elucidated. Grounded in social cognitive theory, this study examined the associations among STEM learning attitudes, metacognitive awareness, self-efficacy, and scientific creativity in a sample of 723 Chinese primary school students (Grades 3–6). Using structural equation modeling, the results indicated that STEM learning attitudes were positively associated with scientific creativity (β = 0.295, p < 0.001), as well as with metacognitive awareness (β = 0.189, p < 0.001) and self-efficacy (β = 0.099, p = 0.007). Both metacognitive awareness (β = 0.085, p = 0.014) and self-efficacy (β = 0.175, p < 0.001) were positively linked to scientific creativity, and a significant association was also observed between metacognitive awareness and self-efficacy (β = 0.338, p < 0.001). Indirect pathways were significant, including a sequential mediation path (β = 0.011, p = 0.001) consistent with theoretical expectations. A simulation-based sensitivity analysis confirmed the robustness of these mediation paths to moderate levels of unmeasured confounding. Additionally, scientific creativity showed moderate correlations with mathematics (r = 0.397) and science achievement (r = 0.266), while gender differences were not statistically significant. The study offers preliminary guidance for future research and educational interventions aiming to cultivate creative potential through the enhancement of attitudes and self-regulatory skills.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102071"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145624781","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}

引用次数: 0

A thematic analysis on the critical thinking performance of the first-year Chinese undergraduates 中国一年级大学生批判性思维表现的专题分析

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2025-11-15 DOI: 10.1016/j.tsc.2025.102065

Yan Sun

引用次数: 0

Fostering divergent thinking through a growth creative mindset: The mediating roles of multicultural attitudes and openness to experience 通过成长创造性思维培养发散性思维：多元文化态度和经验开放性的中介作用

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-01 DOI: 10.1016/j.tsc.2026.102129

Liang-Chen Su , Ju-Hui Wei , Hsueh-Hua Chuang

{"title":"Fostering divergent thinking through a growth creative mindset: The mediating roles of multicultural attitudes and openness to experience","authors":"Liang-Chen Su , Ju-Hui Wei , Hsueh-Hua Chuang","doi":"10.1016/j.tsc.2026.102129","DOIUrl":"10.1016/j.tsc.2026.102129","url":null,"abstract":"<div><div>Divergent thinking, a core aspect of creativity, involves generating diverse and original ideas. Previous research suggests that a growth creative mindset, defined as the belief that creativity can develop through effort and persistence, is a potential influential factor in divergent thinking, as it encourages deep engagement in creative tasks while fostering resilience and adaptability. However, the mechanisms linking a growth creative mindset to divergent thinking remain underexplored. This study posited that multicultural attitudes and openness to experience could serve as mediators in the relationship between a growth creative mindset and divergent thinking. A survey was conducted with 343 university students in Taiwan, and their divergent thinking was assessed using a newly refined and expanded coding scheme for the Alternative Uses Task. Structural equation modeling was employed to analyze the relationships among the variables. The results indicate that a growth creative mindset significantly enhances divergent thinking, with both multicultural attitudes and openness to experience serving as mediators. Notably, the impact of these mediators does not differ significantly from each other. These findings provide empirical evidence of the mechanisms through which a growth creative mindset fosters divergent thinking, highlighting the importance of cultivating multicultural attitudes and openness to experience in promoting creativity.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102129"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938630","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}

引用次数: 0

Design and verification of self-facilitation card-based toolset for complex problem-solving 设计和验证基于自简化卡的复杂问题解决工具集

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-01 DOI: 10.1016/j.tsc.2026.102130

Yingting Chen , Taro Kanno

{"title":"Design and verification of self-facilitation card-based toolset for complex problem-solving","authors":"Yingting Chen , Taro Kanno","doi":"10.1016/j.tsc.2026.102130","DOIUrl":"10.1016/j.tsc.2026.102130","url":null,"abstract":"<div><div>Although collaboration is essential for solving complex problems, many teams lack access to skilled facilitators who can structure effective discussions. In resource-constrained settings, such as collaborative business decision-making, external facilitation is often infeasible, placing the burden of coordination and reasoning on the participants themselves. While teams can often manage tasks and logistics, they frequently struggle with the deeper cognitive demands of collaboration including clarifying goals, articulating reasoning, and evaluating assumptions. Existing facilitation frameworks often overlook the real-time reasoning needed for high-quality problem solving. As a result, groups without trained facilitators are vulnerable to shallow framing, decision inertia, and missed opportunities for reflection. To address this gap, we propose a lightweight, portable solution comprising a set of theory-driven facilitation cards that guide users through key cognitive moves during discussion without requiring prior training. We developed a deck of 25 cognition-oriented prompts, grounded in cognitive psychology and triple-space interaction theory. In a study involving 30 self-facilitated dyads completing 12-session business simulations, the card format measurably enhanced participants’ ability to frame problems and sustain reflective reasoning. Utterance-level analysis of 6969 conversational turns revealed that specific cards triggered deeper reasoning in both immediate responses and delayed turns, suggesting lasting cognitive activation. Teams that engaged more with the cards showed greater task improvement over time. The findings of this study inform the design of cognitive prompts and suggest routes for future integration involving adaptive, real-time support for self-guided, cognitively demanding collaboration scenarios.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102130"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938626","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}

引用次数: 0

Exploring critical and reflective thinking in mathematical literacy through variable- and person-centered approaches 通过变量和以人为本的方法探索数学素养的批判性和反思性思维

IF 4.5 2区教育学

Thinking Skills and Creativity Pub Date : 2026-06-01 Epub Date: 2026-01-02 DOI: 10.1016/j.tsc.2026.102127

Kai-Lin Yang , Chien-Heng Chen , Wan-Rou Wu

{"title":"Exploring critical and reflective thinking in mathematical literacy through variable- and person-centered approaches","authors":"Kai-Lin Yang , Chien-Heng Chen , Wan-Rou Wu","doi":"10.1016/j.tsc.2026.102127","DOIUrl":"10.1016/j.tsc.2026.102127","url":null,"abstract":"<div><div>Critical and reflective thinking are essential 21st-century skills and play a pivotal role in mathematical literacy (ML). Prior research has neither clearly distinguished these skills nor developed tools to assess them as specific sub-skills rather than broad dispositions. This study addressed this gap by examining the relationship between critical thinking in ML (CT-ML) and reflective thinking in ML (RT-ML), identifying students’ performance profiles, and exploring gender differences using a two-dimensional framework for assessing CT-ML and RT-ML. Results indicate that CT-ML and RT-ML are two distinct but interconnected constructs, each comprising three sub-skills. While the overall structure was consistent across genders, boys and girls differed in the patterns of strengths and weaknesses across CT-ML and RT-ML sub-skills, reflected in their performance profiles. Theoretically, the findings clarify the distinction between CT-ML and RT-ML and establish their complementary nature, offering an innovative perspective on CT and RT as dual constructs. Methodologically, the design of sub-skill assessment items and the application of BSEM provide a rigorous approach to modeling cognitive structures of micro-level thinking skills. Practically, the study highlights the need for learning tasks that foster both CT-ML and RT-ML, while tailoring instruction to students’ distinct profiles and addressing gender-based differences in sub-skill development.</div></div>","PeriodicalId":47729,"journal":{"name":"Thinking Skills and Creativity","volume":"60 ","pages":"Article 102127"},"PeriodicalIF":4.5,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145938625","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}

引用次数: 0