Research in Science Education最新文献

Teachers’ Use of Generative Artificial Intelligence for Designing Science Lessons in Support of Environmental Science Agency 教师使用生成式人工智能设计科学课程以支持环境科学署

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-05-26 DOI: 10.1007/s11165-025-10262-0

Won Jung Kim

{"title":"Teachers’ Use of Generative Artificial Intelligence for Designing Science Lessons in Support of Environmental Science Agency","authors":"Won Jung Kim","doi":"10.1007/s11165-025-10262-0","DOIUrl":"https://doi.org/10.1007/s11165-025-10262-0","url":null,"abstract":"Generative Artificial Intelligence (GenAI) holds promise as a tool to assist teachers in addressing specific instructional design and implementation tasks. This study explores how teachers in a master’s-level elementary science methods course used Large Language Model AI, as one type of GenAI, to design lessons fostering students’ environmental science agency (ESA). The course introduced ESA as one of pedagogical constructs that emphasize the importance of science learning relevant and consequential to students’ lives, and encouraged teachers to use GenAI for their ESA-focused lesson design projects. Data sources included surveys, lesson design documents, GenAI chat logs, and field notes. Findings, derived through constant comparative analysis, highlight GenAI’s utility in three areas: (1) deepening teachers’ conceptual understanding; (2) developing detailed content of lesson components; and (3) integrating ESA into science instruction. Teachers also reported the challenges they encountered and addressed mainly in two ways: (1) ensuring the quality of GenAI-generated responses and (2) aligning these responses with their specific lesson visions. These findings were discussed in terms of teacher perspectives on ESA integration and their effort to take authorship and responsibility in their project process and outcomes. The study concludes by calling for follow-up teacher education practice and research focused on creating science learning opportunities, including those with proper and ethical use of GenAI, that go beyond knowledge enhancement to fostering civic participation aimed at justice-oriented and transformative changes, as envisioned by the concept and practices of ESA.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"45 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144137251","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

Secondary Students’ Reading of Socio-Scientific Image-Texts on Climate Change in a GPT-4 Scenario GPT-4情景下中学生对气候变化社会科学图像文本的阅读

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-05-17 DOI: 10.1007/s11165-025-10258-w

Jack Pun, Kason Ka Ching Cheung, Wangyin Kenneth-Li

{"title":"Secondary Students’ Reading of Socio-Scientific Image-Texts on Climate Change in a GPT-4 Scenario","authors":"Jack Pun, Kason Ka Ching Cheung, Wangyin Kenneth-Li","doi":"10.1007/s11165-025-10258-w","DOIUrl":"https://doi.org/10.1007/s11165-025-10258-w","url":null,"abstract":"The prominence of multimodal generative artificial intelligence (GenAI) facilitates students’ comprehension of scientific knowledge through linguistic and visual modes. However, there is a lack of research that investigates how students read image-text outputs created in GenAI. We conceptualize a model of image-text reading of GenAI scientific texts that comprises the interpretation, exchange, and evaluation domains. Based on this theoretical model, we explored how 68 junior secondary students read two image-text socio-scientific texts created by GPT-4 with DALL.E plugins, one focusing on cognitive-epistemic aspects and another focusing on social-institutional aspects of climate change. Our findings indicated that these domains did not exhibit a hierarchical structure, while students’ performance in the evaluation domain in the cognitive-epistemic text was better than that in the social-institutional text. More importantly, students expressed a range of uninformed ideas regarding the nature of GenAI when they read the two texts, including equating GenAI to an Internet search engine, picture creators, and human. We discussed how teaching and learning can foster students’ image-text and epistemic reading by targeting the three domains of our theoretical model.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"37 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-05-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144067192","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

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-05-14 DOI: 10.1007/s11165-025-10255-z

Jailton Correia Fraga Junior, Paulo Lima Junior

{"title":"Science-related professional aspirations and students’ social background: Developing and validating the Taste for Science Test (TaSTe)","authors":"Jailton Correia Fraga Junior, Paulo Lima Junior","doi":"10.1007/s11165-025-10255-z","DOIUrl":"https://doi.org/10.1007/s11165-025-10255-z","url":null,"abstract":"Students’ professional aspirations constitute an established area of research within the field of science education. To explore how students’ taste for science bridges the gap between their social background and professional aspirations, we developed the Taste for Science Test (TaSTe), which draws on Pierre Bourdieu’s theory of practice. We applied this test to a large sample of Brazilian students (n = 1582) for validation. Structural equation modelling (SEM) and analysis of variance (ANOVA) were the main data analytical tools utilized. The results indicated that the TaSTe is a reliable measure of students’ taste for science and mediates the relationship between social background and professional aspirations. Although the effects of family income and parental education on students’ taste for science are modest, their effects on students’ professional aspirations are notable. While parental education and family income modestly increase the taste for science, even most affluent middle-class families do not consistently demonstrate a positive relationship with science. These results highlight the importance of cultivating students’ taste for science to address denialism and the lack of STEM professionals in developing economies.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"121 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143945674","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

Building Chemistry Knowledge Through Images in Secondary School Chemistry Textbooks: A Legitimation Code Theory Perspective 中学化学教材形象建构化学知识：合法性符码理论视角

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-05-10 DOI: 10.1007/s11165-025-10256-y

Zhigang Yu

{"title":"Building Chemistry Knowledge Through Images in Secondary School Chemistry Textbooks: A Legitimation Code Theory Perspective","authors":"Zhigang Yu","doi":"10.1007/s11165-025-10256-y","DOIUrl":"https://doi.org/10.1007/s11165-025-10256-y","url":null,"abstract":"This study explores the knowledge-building of chemistry through images in secondary school chemistry textbooks, focusing on their changing abstraction and complexity across learning stages. Drawing on Semantics in Legitimation Code Theory, this study analyzes how these images develop across learning stages to cumulatively build chemistry knowledge in terms of their changing semantic gravity and semantic density and shifts of semantic codes in semantic planes. The findings reveal two typical patterns for the development of semantic gravity and semantic density of these images: (1) throughout the knowledge-building process, semantic gravity continuously weakens, while semantic density keeps strengthening; (2) semantic gravity weakens initially and then stabilizes at a certain level, while semantic density keeps strengthening throughout. These patterns correspond with two semantic pathways in semantic planes, respectively: 1) from a prosaic code through a worldly code to a rhizomatic code; (2) from a prosaic code to a rhizomatic code and then to a more right-positioned rhizomatic code. The first semantic pathway allows the images to present a concrete and everyday phenomenon, then provide an abstract and technical explanation for this phenomenon at the microscopic level, and finally develop a more abstract and complex theoretical explanation at the symbolic level. The second semantic pathway enables images to transition directly from a concrete and everyday phenomenon to an abstract and technical explanation of this phenomenon at the symbolic level and further to a more complex theoretical explanation at the symbolic level.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"50 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143930982","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

Conceptions of Curved Spacetime: Relating Students’ Mental Representations and Understanding of General Relativity 弯曲时空概念：学生的心理表征与广义相对论的理解

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-30 DOI: 10.1007/s11165-025-10254-0

Maira Giovana de Souza, Agostinho Serrano, David Treagust, Mihye Won

{"title":"Conceptions of Curved Spacetime: Relating Students’ Mental Representations and Understanding of General Relativity","authors":"Maira Giovana de Souza, Agostinho Serrano, David Treagust, Mihye Won","doi":"10.1007/s11165-025-10254-0","DOIUrl":"https://doi.org/10.1007/s11165-025-10254-0","url":null,"abstract":"This study explores the influence of external resources on students’ construction of mental representations of curved spacetime and their understanding of General Relativity (GR). Using the Cognitive Mediation Networks Theory (CMNT) as the theoretical framework, a short extracurricular course with Year-12 students was developed. Through the course, we investigated how interactions with various external resources support the development of mental representations that facilitate reasoning about relativistic phenomena. Using a case study with qualitative analysis, data from pre/post-tests, interviews, gesture analysis, and student artifacts revealed distinct patterns between students with satisfactory and limited understanding of curved spacetime; students expressed their understanding using multiple representations that reflected their mental representations. Students with accurate conceptions exhibited similar imagistic mental representations associated with the rubber-sheet analogy within psychophysical and hypercultural tools, applying them to explain various situations. Conversely, students with limited curved spacetime conceptions attributed spatial phenomena to forces and associated time dilation with being in ‘outer space’. The findings underscore the importance of carefully selecting external resources, considering students’ prior knowledge, and addressing misconceptions in GR instruction.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"61 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143889553","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

Risk Response Competencies in Science Education: A Delphi Study of Experts 科学教育中的风险应对能力：专家的德尔菲研究

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-28 DOI: 10.1007/s11165-025-10253-1

Oksu Hong, Jina Chang, Jinhee Kim

{"title":"Risk Response Competencies in Science Education: A Delphi Study of Experts","authors":"Oksu Hong, Jina Chang, Jinhee Kim","doi":"10.1007/s11165-025-10253-1","DOIUrl":"https://doi.org/10.1007/s11165-025-10253-1","url":null,"abstract":"Given the uncertain and complex challenges faced by the younger generation, it is essential to equip them with the competencies necessary to respond to these risks effectively. This study aimed to identify the Risk Response Competencies (RR-Competencies) that should be incorporated into science education for K-12 students. Using a three-round Delphi method, we gathered insights from 27 Korean experts across five professional domains: Science Education Research, School Science Teaching, Science and Engineering, Science/Risk Communication, and Science Education Policies. The research led to the development of a comprehensive framework comprising nine RR-Competencies, categorised into three primary contexts: (1) awareness of risk through scientific knowledge and thinking, (2) assessment of risk through scientific inquiry based on data, and (3) action on risk management through scientific problem solving and decision-making with collaborative, participatory, and resilient approaches. Clarifying these competencies can contribute to providing clear pedagogical goals for risk response in science education. This framework enhances our understanding of risk in science education and provides practical guidance for educators to develop tailored teaching strategies to cultivate these competencies among students.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"7 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143880652","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

Flipped Classroom As a Model for Improving Students’ Cognitive Performance and Reducing Misconceptions 翻转课堂：提高学生认知表现和减少误解的模式

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-23 DOI: 10.1007/s11165-025-10252-2

Vujadin Zdravković, Tihomir Lazarević, Marijana Momčilović, Dragana Gavrilović-Obradović

{"title":"Flipped Classroom As a Model for Improving Students’ Cognitive Performance and Reducing Misconceptions","authors":"Vujadin Zdravković, Tihomir Lazarević, Marijana Momčilović, Dragana Gavrilović-Obradović","doi":"10.1007/s11165-025-10252-2","DOIUrl":"https://doi.org/10.1007/s11165-025-10252-2","url":null,"abstract":"This study analyzes the effectiveness of implementing flipped classroom instruction in elementary school education, with a specific focus on biology lessons and reducing student misconceptions. A pedagogical experiment was conducted in elementary schools where students in the experimental group (E) participated in lessons using the flipped classroom model, while the control group (C) followed traditional teaching methods. The experimental model included individual student preparation through video lessons and online quizzes prior to class, allowing classroom time to be dedicated to interactive and cooperative activities aimed at forming a deeper understanding and applying the material. The research results revealed a statistically better performance by students in the experimental group on the final test and the retest, compared to the control group. Furthermore, the experimental group recorded a significantly lower frequency of misconceptions during the final testing, confirming the advantages of this approach in addressing incorrect conceptual understandings. The results suggest that this model can significantly improve the efficiency of learning in elementary schools. Future research should explore the long-term effects of this approach at various educational levels and in different subject areas, as well as the potential for developing hybrid models that combine elements of the traditional and flipped classrooms. This study contributes to expanding knowledge about innovative pedagogical methods and their application in modern education.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"52 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143867018","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

Gender-Specific Cognitive Skills and Moderating Role of Reading Comprehension in Shaping Science Literacy 性别认知技能与阅读理解在塑造科学素养中的调节作用

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-14 DOI: 10.1007/s11165-025-10251-3

Skylar Yuan-Ke Sun, Man-Ho Chan, Di Wang, Louie Lei Wang

{"title":"Gender-Specific Cognitive Skills and Moderating Role of Reading Comprehension in Shaping Science Literacy","authors":"Skylar Yuan-Ke Sun, Man-Ho Chan, Di Wang, Louie Lei Wang","doi":"10.1007/s11165-025-10251-3","DOIUrl":"https://doi.org/10.1007/s11165-025-10251-3","url":null,"abstract":"Children with advanced domain-general skills are associated with a better understanding of scientific concepts and articulation of scientific reasoning. However, research has found that not all individuals utilize these skills to respond to science literacy (SL) tasks, indicating the need for further identifying potential resources in early formal science education. Language-reading skills may help to enhance the informative analytic processes triggered by SL tasks, in which gender might be an important factor involved. Therefore, the present study explores the gendered relationships between domain-general skills (working memory, response inhibition) and language-reading skills (vocabulary, word reading (WR), and reading comprehension (RC)) in relation to SL in children. It aims to identify unique indicators of SL for both boys and girls and examines the moderating role of RC. Data from one hundred and ninety-three grade 2 learners (51% boys) show that both domain-general and language-reading skills are associated with boys’ SL, while only language-reading skills were associated with girls’ SL. Furthermore, in boys, response inhibition, WR, and interaction effect of response inhibition and RC can uniquely predict SL after considering vocabulary and RC as the control factors, implying that response inhibition becomes more favoured when coupled with a strong RC of the task-relevant materials. The findings of boys have not been disclosed in previous studies. Conversely, in girls, vocabulary is the only significant predictor. These findings provide insightful implications for tailored SL interventions, especially for enhancing girls’ engagement.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"33 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143827691","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

Physics, Talmud and Argumentation Skills Meet in Whole-Class Dialogic Discussions 物理、塔木德和论证技巧在全班对话讨论中相遇

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-11 DOI: 10.1007/s11165-025-10250-4

Alexander Volfson, Moshe Fisher, Haim Eshach, Yuval Ben-Abu

{"title":"Physics, Talmud and Argumentation Skills Meet in Whole-Class Dialogic Discussions","authors":"Alexander Volfson, Moshe Fisher, Haim Eshach, Yuval Ben-Abu","doi":"10.1007/s11165-025-10250-4","DOIUrl":"https://doi.org/10.1007/s11165-025-10250-4","url":null,"abstract":"Discussions and arguments are a central component of science and its development. Therefore, it is very important to integrate them into science teaching. Various studies show that the use of arguments and discussions in science classes significantly improves students’ conceptual understanding compared to other learning methods. Jewish literature has for many centuries been a tradition of learning through the approach of discussions and arguments. This approach is the central guiding principle in learning the Talmud and designs the authentic structure of Talmudic texts. In the present study, we bring the Talmud to physics class. Since, students frequently misconceptualize the nature of heat we chose to respond the challenge and developed a unique Physics Talmud Page (PTP) about the concept of heat. We examined how learning physics by Whole-Class Dialogic Discussions (WCDD) based on the PTP was expressed in students’ argumentation skills. The participants in this study included 101 first-degree engineering students who studied a course in mechanics and heat in two respective groups: the experimental group (N = 51) and the control group (N = 50). In this work we conclude that students in the experimental group demonstrated remarkable improvement in their overall argumentation abilities, showing enhanced capacity to construct compelling arguments, develop thoughtful counter-arguments, and effectively utilize textual evidence to support their reasoning—clear evidence that the Talmudic learning approach significantly strengthens critical scientific discourse skills.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"108 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143819256","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

Wicked Problems: Graduate Students’ Experiences in A Convergent Research Environment 邪恶的问题：研究生在趋同研究环境中的经验

IF 2.3 3区教育学

Research in Science Education Pub Date : 2025-04-09 DOI: 10.1007/s11165-025-10249-x

M. Gail Jones, Julianna Nieuwsma, Kathleen Bordewieck, Gina Childers, Steve McDonald, Kimberly Bourne, Maude Cuchiara, Anna-Maria Marshall, Brooke K. Mayer, Christine Ogilvie Hendren, John Classen

{"title":"Wicked Problems: Graduate Students’ Experiences in A Convergent Research Environment","authors":"M. Gail Jones, Julianna Nieuwsma, Kathleen Bordewieck, Gina Childers, Steve McDonald, Kimberly Bourne, Maude Cuchiara, Anna-Maria Marshall, Brooke K. Mayer, Christine Ogilvie Hendren, John Classen","doi":"10.1007/s11165-025-10249-x","DOIUrl":"https://doi.org/10.1007/s11165-025-10249-x","url":null,"abstract":"This exploratory study examined the experiences, expectancy value, academic identity, sense of impostorism, and social networks of graduate students in a large convergence science research center established with the goal of increasing phosphorus sustainability. There were two components to the study: a survey that explored expectancy value factors pre and post to the academic year and a social network analysis to examine student social networks pre and post to the academic year. Participants included 25 students in the treatment group (who participated in convergence research), and 28 students in a control group (who participated in traditional research). The social network analyses showed the convergence research students moved into more integrated social networks with increased connections to faculty and students across different Center institutions. The results of the survey found there was a drop in overall expectancy value scores for graduate research for the treatment group students. The survey results showed no significant differences in the treatment and control group students for impostorism on the survey. Students in both groups reported there were times when they felt unprepared for the classes; however, the treatment group students were more likely to describe having to take classes or study topics that were outside of their discipline and experienced difficulties with their research.","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":"14 1","pages":""},"PeriodicalIF":2.3,"publicationDate":"2025-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143805928","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