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Personal and Social Education Carried out by Polish Primary Schools during the COVID-19 Pandemic – Two Insights into Early Childhood Education 新冠肺炎疫情期间波兰小学开展的个人教育和社会教育——对幼儿教育的两个认识
Pub Date : 2022-09-08 DOI: 10.12775/pbe.2022.002
Ewelina Zubala, Kamila Wichrowska, Paulina Marchlik
Remote education caused by the spread of SARS-CoV-2 virus proved to be a difficult experience for all of its participants. Teachers and parents faced logistical and organisational challenges in teaching young children, but were equally affected by educational and socio-emotional development issues. The aim of this article is to present how personal and social education (PSE) was carried out by Polish teachers of the first three grades of primary school during remote classes. The authors conducted an empirical qualitative study in early 2021, before the third school closures in Poland. The study involved 20 teachers and 20 parents of pupils in grades 1–3 of public primary schools from the Mazovian voivodeship. A semi-structured interview was used to explore the experiences of the respondents and obtain information to address the research question: “How was personal and social education carried out by teachers during remote education in grades 1–3 of Polish primary schools in the COVID-19 pandemic?”, which referred to the activities used by teachers to implement remote personal and social education, as well as the parents’ and teachers’ opinions as regards this process. The conclusion pointed out by the majority of respondents was the need to adapt to utterly new conditions, to focus on the emotional and social needs of the youngest pupils being the result of an unfamiliar, remote reality. The PSE with the youngest pupils during the pandemic was carried out in two ways: prevention and intervention. Prevention took place during everyday meetings, and took the form of a talk about their experiences from the previous day or anything that mattered to childrenwithin the time of the online classes. Intervention took place only when needed, and took such forms as an individual conversation with the pupil, a conversation with a parent or other.
由SARS-CoV-2病毒传播引起的远程教育对所有参与者来说都是一段艰难的经历。教师和家长在教育幼儿时面临着后勤和组织方面的挑战,但同样受到教育和社会情感发展问题的影响。本文的目的是展示波兰小学前三年级教师如何在远程课堂中进行个人和社会教育(PSE)。作者在2021年初进行了一项实证定性研究,当时波兰第三次关闭学校。这项研究涉及了马佐夫省公立小学1-3年级的20名教师和20名学生家长。采用半结构化访谈来探索受访者的经历并获取信息,以解决研究问题:“在COVID-19大流行期间,波兰小学1-3年级远程教育期间,教师如何开展个人和社会教育?”,指教师实施远程个人和社会教育的活动,以及家长和教师对这一过程的意见。大多数受访者指出的结论是,需要适应全新的条件,关注最年幼的学生的情感和社会需求,这是一个陌生的、遥远的现实的结果。在大流行期间,对最年幼的学生进行的安全教育以两种方式进行:预防和干预。预防是在每天的会议上进行的,并以谈论他们前一天的经历或在线课程期间对孩子们重要的任何事情的形式进行。只有在需要的时候才进行干预,干预的形式包括与学生的单独谈话、与家长或其他人的谈话。
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引用次数: 0
Post-Accession Economic Migration of Young Adults as Element of Changing Career Patterns in Poland 波兰加入欧盟后年轻人的经济移民是改变职业模式的因素
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.010
J. Kozielska, Magdalena Piorunek
The results presented in this paper were obtained as part of a research project (funded by the National Science Centre in Kraków – NN 106 348 140) entitled: Economic Migration andReturning Home as Experienced by Contemporary Poles. A Social Pedagogy Study. Quantitative research strategies were used (N-174) – a diagnostic survey, and the basic problem was – What experiences related to work (before, during and after emigration) do young Poles have? This article reviews how vocational career patterns changed against the background of the social and cultural transformations that took place in Poland; it also addresses economic migration as a part of these transformations and identifies career guidance in the context of migration experiences of young adults. Sampling studies of young adults (return migrants) revealed significance they assigned to their labour migration experiences that mainly involved 3D (dirty, dull, dangerous) jobs. A two-stage skill depreciation was found – brain waste (before and during migration) and the reasons for the waste as well as its consequences for the future career potential (post-migration “CV gaps” vs. the sense of agency, resourcefulness).
本文中提出的结果是作为一个研究项目的一部分获得的(由国家科学中心资助Kraków - NN 106 348 140),题为:当代波兰人经历的经济移民和回归家园。社会教育学研究。使用了定量研究策略(N-174) -一项诊断性调查,基本问题是-年轻的波兰人有哪些与工作相关的经历(移民之前,期间和之后)?本文回顾了波兰社会文化转型背景下职业生涯模式的变化;它还将经济移徙作为这些转变的一部分,并在青年移徙经历的背景下确定职业指导。对年轻人(返乡移民)的抽样研究显示,他们的劳动迁移经历主要涉及3D(肮脏、沉闷、危险)工作。我们发现了两个阶段的技能贬值——人才浪费(迁移前和迁移期间)、浪费的原因及其对未来职业潜力的影响(迁移后的“简历空白”vs能动性、智谋意识)。
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引用次数: 0
Resilience, Coping Strategies, and Stress Related to Online Diploma Exam in University Students in Poland 波兰大学生在线文凭考试的心理弹性、应对策略和压力
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.008
Stanisław Byra, Magdalena Boczkowska
The present study investigated the association between resilience, coping strategies and stress related to online diploma exam under COVID-19 pandemic conditions. Sample of Polish university students (n = 453) in the last year of their bachelor’s or master’s completed a questionnaire containing questions about stress related to online diploma exam and experiencing difficulties relatedto studying online and scales: Questionnaire (KOP-26) by Gąsior, Chodkiewicz, Ciechowski, the Polish version of COPE by Wrześniewski, Sense of Stress Questionnaire (KPS) by Plopa and Makarowski. The results showed that higher resilience was associated with lower levels of onlinediploma exam stress, more frequent use of adaptive coping strategies and less frequent use of maladaptive coping strategies. Lower levels of online diploma exam stress were associated with more frequent use of coping strategies such as focus on the problem, humour and alcohol/drugideation, and less frequent use of focus on/venting emotions. The relationship between resilience and online diploma exam stress was shown to be mediated by two coping strategies (focus on the problem and focus on/ venting of emotions). Generalized sense of stress was not a moderator of the mediating effect. The results of the study have shown that the relationship between resilience, coping strategies, online diploma exam stress and sense of stress was different in students who experienced online study difficulties and those who did not.
本研究调查了新冠肺炎大流行条件下网络文凭考试心理弹性、应对策略和压力之间的关系。样本为波兰大学生(n = 453),在本科或硕士的最后一年完成了一份调查问卷,包含与在线文凭考试相关的压力和与在线学习相关的困难的问题和量表:问卷(KOP-26)由Gąsior, Chodkiewicz, Ciechowski编写,波兰版COPE由Wrześniewski编写,压力感问卷(KPS)由Plopa和Makarowski编写。结果表明,较高的弹性与较低的在线文凭考试压力水平、更频繁地使用适应性应对策略和更少地使用非适应性应对策略有关。在线文凭考试压力水平较低的学生更频繁地使用应对策略,如专注于问题、幽默和酒精/药物,以及更少地关注/发泄情绪。心理弹性与网络文凭考试压力之间的关系被两种应对策略(关注问题和关注/发泄情绪)所中介。广义压力感并不是中介效应的调节因子。研究结果表明,在经历过网络学习困难的学生和没有经历过网络学习困难的学生中,弹性、应对策略、网络文凭考试压力和压力感之间的关系是不同的。
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引用次数: 0
Quality of Life in Schoolchildren, Their Parents and Teachers during the COVID-19 Pandemic: Psychosomatic Health, Teachers’ and Parents’ Burnout Along with the Prevalence of Depressive and Anxiety Symptoms COVID-19大流行期间学童、家长和教师的生活质量:心身健康、教师和家长的职业倦怠以及抑郁和焦虑症状的流行
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.004
K. Mudło-Głagolska, Paweł Larionow
The COVID-19 pandemic and the related changes in the implementation of educational activities affected three groups of the school community: schoolchildren, their parents and teachers. The purpose of this study is to assess psychological functioning in these groups in the period before returning to full-time face-to-face education. The study involved 88 schoolchildren, 99 parents and 36 teachers from Poland. Life satisfaction, subjective physical and mental health complaints as well as the quality of life were assessed in students. Anxiety and depressive symptoms, teachers’ and parental burnout were also studied. Additionally, the usage of such maladaptive coping strategies as rumination was assessed in teachers. The analysis revealed that lower levels of psychological well-being were shown by girls (compared to boys) and schoolchildren from grades 7 to 8 (compared to younger pupils). Teachers scored relatively high on the anxiety/depressive symptoms and work burnout scales. In contrast, parents had lower levels of anxiety/depressive symptoms and the level of parental burnout was average.Among the participants of the educational process, pupils in the higher grades (7–8), especially girls, as well as teachers had poorer well-being. We suggest that measures should be taken to provide psychological support to these risk groups.
2019冠状病毒病大流行和教育活动实施方面的相关变化影响了学校社区的三个群体:学生、家长和教师。本研究的目的是评估这些群体在回归全日制面对面教育之前的心理功能。这项研究涉及来自波兰的88名学童、99名家长和36名教师。评估学生的生活满意度、主观身心健康抱怨以及生活质量。焦虑和抑郁症状,教师和家长的倦怠也进行了研究。此外,对教师反刍等不适应应对策略的使用情况进行了评估。分析显示,女孩(与男孩相比)和七年级至八年级的学生(与低年级学生相比)的心理健康水平较低。教师在焦虑/抑郁症状和工作倦怠量表上得分相对较高。相比之下,父母的焦虑/抑郁症状水平较低,父母的倦怠水平为平均水平。在教育过程的参与者中,高年级(7-8年级)的学生,尤其是女孩,以及教师的幸福感较差。我们建议采取措施,为这些高危人群提供心理支持。
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引用次数: 2
Academic Malpractice in Tests and Exams from an International Perspective 从国际角度看考试中的学术不端行为
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.007
Agnieszka M. Sendur
Cheating in exams and other forms of academic dishonesty have been reported to be a serious issue in many countries. A lot of research has been conducted on the topic, but it focuses mainly on the US context. Studies pertaining to the problem in other countries are rather scarce. The existing research considers the issue from different perspectives. Some studies concentrate on the scope of the problem in a particular country, others choose to research individual and contextual factors in cheating, or students’ perceptions of and attitudes towards exam malpractice. The surveys are often restricted to selected nationalities, the questions arelimited to the frequency of cheating and they rarely include reference to the methods used. In reaction to the rarity of research on cheating methods among students from different cultural backgrounds, an international questionnaire survey was undertaken. Its aim, among others, was to answer two research questions: (1) What methods do students use to cheat in tests and exams? (2) Are there significant cultural differences in the way students cheat in tests and exams? Students from France, Germany, Italy, Spain, Ukraine, the USA and other countries were asked in an online questionnaire about the methods they have used to cheat in tests and exams. The results of the survey conducted on 1309 students show that there are similarities but also differences between the cultures with reference to the scope and to the methods used to cheat. The findings should be taken into consideration in classroom and high-stakes assessment, but also in any cross-national comparisons of students’ outcomes. Teachers, administrators and researchers ought to be aware that the differences in attitudes towards academic cheating between the nationalities may influence test validity.
据报道,在许多国家,考试作弊和其他形式的学术不诚实是一个严重的问题。关于这个话题已经进行了很多研究,但主要集中在美国的背景下。其他国家对这一问题的研究相当稀少。现有的研究从不同的角度考虑这个问题。一些研究集中于特定国家的问题范围,另一些研究则选择研究作弊中的个人和背景因素,或学生对考试舞弊的看法和态度。调查通常仅限于选定的国家,问题仅限于作弊的频率,而且很少提及所使用的方法。针对来自不同文化背景的学生中很少有关于作弊方法的研究,进行了一项国际问卷调查。它的目的是回答两个研究问题:(1)学生在考试中使用什么方法作弊?(2) 学生在考试和考试中作弊的方式是否存在显著的文化差异?来自法国、德国、意大利、西班牙、乌克兰、美国和其他国家的学生在一份在线问卷中被问及他们在考试中作弊的方法。对1309名学生进行的调查结果表明,在作弊的范围和方法方面,不同文化之间既有相似之处,也有差异。在课堂和高风险评估中,以及在任何对学生成绩的跨国比较中,都应该考虑这些发现。教师、管理人员和研究人员应该意识到,不同民族对学术作弊的态度差异可能会影响考试的有效性。
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引用次数: 0
The Implementation of Reflexive Methodology and a Storyline in Dual-Language Field Research 反身法与故事线在双语场域研究中的运用
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.012
B. Muszyńska
This article attempts to illustrate the process of incorporating a model of reflexivity into dual- language field research as an alternative method of scientific enquiry. It also contributes to the ongoing discussion regarding how to approach reflexivity in a methodologically consistentmanner. The study is rooted in classical grounded theory and therefore it did not attempt to test or expand upon any existing or preconceived theory. However, it began with a research question on how mainstream curricula address the nature of minority cultural diversity. The research was conducted in primary schools in Texas in the United States, where dual-language curricula incorporate cultural aspects of students’ backgrounds. An overt non-participantobservation research technique was applied. The researcher was observing in an unobtrusive manner and making notes within the study environment. The codes and concepts emerging from the data were “put into dialogue” with the researcher’s voice, existing concepts and knowledge. The dialogue took place before, during, and after data collection as part of a literature review, and later to discuss the concepts and categories that emerged from the data. A storyline is used here to present the findings and emerging theories. This study demonstrates that the use of the model of reflexivity in GT research strengthens the rigor of the research process and the development of the researcher.
本文试图说明将反身性模型作为科学探究的另一种方法纳入双语实地研究的过程。它还有助于正在进行的关于如何以方法论上一致的方式处理反身性的讨论。本研究以经典理论为基础,因此没有尝试检验或扩展任何现有的或先入为主的理论。然而,它始于一个关于主流课程如何解决少数民族文化多样性本质的研究问题。这项研究是在美国德克萨斯州的小学进行的,那里的双语课程包含了学生背景的文化方面。采用明显的非参与式观察研究技术。研究人员以一种不引人注目的方式观察并在研究环境中做笔记。从数据中产生的代码和概念与研究者的声音、现有的概念和知识“进行对话”。作为文献综述的一部分,对话在数据收集之前,期间和之后进行,然后讨论从数据中出现的概念和类别。这里使用一个故事线来呈现发现和新兴理论。本研究表明,在GT研究中使用反身性模型加强了研究过程的严谨性和研究者的发展性。
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引用次数: 0
How Do High and Low Burnout Students Cope with Stressful Situations? Examining Associations Between Coping Mechanism and School Burnout Syndrome 高倦怠和低倦怠学生如何应对压力情境?应对机制与学校倦怠综合症的关系研究
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.009
K. Tomaszek, Agnieszka Muchacka-Cymerman
Previous studies confirmed that maladaptive coping strategies are strongly connected to job burnout. However, little is known about the association between coping strategies and student burnout and the differences between high and low burnout adolescents in the frequency of using them. The purpose of this study was to examine the relationship between strategies of coping with stress and school burnout among Polish high school students. 230 adolescents from Poland (25.7% boys) aged 17–20 (M = 18.25, SD = 0.45) participated in the study. The Polish version of SSBS scale for assessment of the level of school burnout and the Brief Cope Inventory were used. School burnout was significantly associated with lower level of problem-focused coping strategies and higher level of emotion-focused maladaptive coping strategies. Statisticalanalysis confirmed the significant differences in the frequency of using maladaptive coping strategies between high and low burnout students. Regression analysis revealed that lower positive reframing and higher self-blame were the strongest predictors of school burnoutlevel. In the final regression model, 17% of variances in SSBS total score was explained by such coping strategies as: positive reframing, turning to religion, searching for emotional support and denial and venting. We confirmed the significant role of maladaptive coping strategies inincreasing burnout among young people. The findings also indicated that in preventing high school students’ burnout, more attention should be paid to enhancement of problem-focused coping strategies such as positive reframing, turning to religion and emotional support.
先前的研究证实,适应不良的应对策略与工作倦怠密切相关。然而,应对策略与学生倦怠之间的关系以及高、低倦怠青少年在使用策略频率上的差异却知之甚少。摘要本研究旨在探讨波兰高中生的压力应对策略与学校倦怠的关系。230名17-20岁的波兰青少年(25.7%为男孩)(M = 18.25, SD = 0.45)参与了本研究。使用波兰版SSBS学校倦怠量表和Brief Cope量表评估学校倦怠水平。学校倦怠与低水平的以问题为中心的应对策略和高水平的以情绪为中心的适应不良应对策略显著相关。统计分析证实了高、低倦怠学生在使用适应不良应对策略的频率上存在显著差异。回归分析显示,低正向重构和高自责是学业倦怠水平的最强预测因子。在最终的回归模型中,17%的SSBS总分方差可以用积极重构、转向宗教、寻找情感支持和否认与发泄等应对策略来解释。我们证实了适应不良的应对策略在增加年轻人的职业倦怠中所起的重要作用。研究结果还表明,在预防高中生职业倦怠方面,应注意加强以问题为中心的应对策略,如积极重构、转向宗教和情感支持。
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引用次数: 1
Relationships of the Big Five Personality with Self-Esteem and Emotion Understanding in Students from Visual Arts High Schools and General Education High Schools 视觉艺术高中与通识高中学生大五人格与自尊、情感理解的关系
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.006
M. Kuśpit, A. Tychmanowicz
The problem of the present study was defined as follows: What personality characteristics were predictors of emotion understanding and self-esteem in students of visual arts high schools and general education high schools. The  problems discussed in this article have important implications for the effective functioning of artistically gifted youth in the school environment and for the optimization of their development in various areas of activity. Students of visual arts and general education high schools (N = 440) aged 15–18 (M = 16.88, SD = 0.81) in Poland were surveyed. The participants completed Costa and McCrae’s NEO-FFI, Rosenberg’s Self-Esteem Scale (SES), and Matczak and Jaworowska’s Emotion Understanding Test (TRE). Enter regression analysis was conducted. The results showed that in the group of visualarts high school students neuroticism, extraversion, and conscientiousness were significant predictors of self-esteem, while neuroticism and openness to experience were predictors of emotion understanding. In the group of high school students who pursued a general educationcurriculum, self-esteem was statistically significantly predicted by neuroticism and conscientiousness. Significant predictors of emotion understanding in this group of students included neuroticism, extraversion, openness to experience, and agreeableness. These findings demonstrate that the students functioned differently in the school setting depending on the educational curriculum they were following. The results of the present study can be used to formulate practical educational guidelines.
本研究的问题定义如下:哪些人格特征是视觉艺术高中和通识高中学生情绪理解和自尊的预测因子?本文讨论的问题对于艺术天才青年在学校环境中的有效运作以及在各种活动领域中优化他们的发展具有重要意义。调查对象为波兰15-18岁的视觉艺术与通识教育高中学生440名(M = 16.88, SD = 0.81)。参与者完成Costa和mcrae的NEO-FFI, Rosenberg的自尊量表(SES)和Matczak和Jaworowska的情绪理解测试(TRE)。进行进入回归分析。结果表明,在视觉艺术类高中学生中,神经质、外向性和尽责性是自尊的显著预测因子,而神经质和经验开放性是情绪理解的显著预测因子。在修读通识教育课程的高中生中,神经质和尽责性对自尊有显著的预测作用。在这组学生中,情绪理解的重要预测因子包括神经质、外向性、经验开放性和亲和性。这些发现表明,学生在学校环境中的表现是不同的,这取决于他们所遵循的教育课程。本研究的结果可用于制定实用的教育指南。
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引用次数: 0
Regulating Math Anxiety and Improving Math Performance: A Review of Intervention Research 调节数学焦虑与提高数学成绩:干预研究综述
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.011
A. Shakmaeva
Math anxiety as a stressful reaction to interacting with mathematics is a common problem in education and is highly prevalent across the globe. Moreover, math anxiety is negatively correlated with math performance. Researchers are looking for promising ways to mitigateits negative association by designing and testing various interventions. This article presents a review of intervention research aiming at regulating students’ math anxiety. The findings revealed that interventions may be classified into two types: (1) behavioral interventions, and (2) interventions focusing on improving math knowledge and skills. The article further provides an overview of interventional studies that examined the effect on both math anxiety and math performance. It includes the identification of primary characteristics of the studies,and also the effects of interventions. The findings are discussed in terms of the present state in the field of math anxiety, particularly its potential regulation or treatment.
数学焦虑是一种与数学互动的压力反应,是教育中的一个常见问题,在全球范围内非常普遍。此外,数学焦虑与数学成绩呈负相关。研究人员正在寻找有希望的方法,通过设计和测试各种干预措施来减轻其负面影响。本文综述了旨在调节学生数学焦虑的干预研究。研究结果表明,干预措施可分为两类:(1)行为干预;(2)以提高数学知识和技能为重点的干预措施。本文进一步概述了干预研究对数学焦虑和数学成绩的影响。它包括确定研究的主要特征,以及干预措施的效果。研究结果讨论了数学焦虑领域的现状,特别是其潜在的调节或治疗。
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引用次数: 1
Improving Vocabulary Knowledge in Primary Education: An Analysis of an Intervention Programme for Polish-Speaking Children Aged 7–9 提高小学英语词汇知识:对7-9岁波兰语儿童的干预方案分析
Pub Date : 2022-07-31 DOI: 10.12775/pbe.2022.003
Małgorzata Rocławska-Daniluk, Maciej Rataj, Karolina Janczukowicz, Anna Gierusz
This paper discusses a vocabulary intervention programme for monolingual Polish children. Vocabulary instruction was conducted in a group of children aged 7–9 (N = 77) attending a primary school near Gdansk in Poland. Following a pre-test an intervention group (22 pupils receiving instruction over 10 weeks) and a control group (55 pupils) were selected. The taught vocabulary consisted of 20 Polish words. Additionally, another 20 words were carefully selected to form an untaught vocabulary list (control list). Although the intervention group did not achieve a higher mean post-test result in taught words than the control group, the mean increase was larger in the intervention group, confirmed by a test for two means (p = 0.036). The difference was not confirmed for untaught words (p = 0.236). A linear regression model was used to explain which factors influenced post-test results. For taught words only pre-test results had an impact. For untaught words pre-test results and interaction of pre-test results with groups had an impact. The number of sessions attended also influenced post-test results.The paper includes the results of a survey where teachers and parents provided feedback. Although the intervention programme increased children’s vocabulary, it raised some important questions concerning the size of the gain, word selection and conditions of the instruction.
本文探讨了一种针对波兰语儿童的词汇干预方案。对波兰格但斯克附近一所小学的77名7-9岁儿童进行词汇教学。在预测试之后,选择了干预组(22名学生接受10周的指导)和对照组(55名学生)。所教的词汇包括20个波兰语单词。此外,另外20个单词被精心挑选出来形成一个非教学词汇表(对照表)。虽然干预组在教词测试后的平均成绩并没有高于对照组,但通过双均值检验(p = 0.036)证实,干预组的平均成绩提高幅度更大。对于非教过的单词,这种差异没有得到证实(p = 0.236)。采用线性回归模型解释影响后验结果的因素。对于教过的单词,只有前测结果有影响。对于未教过的单词,前测结果和前测结果与小组的相互作用有影响。参加会议的次数也影响了测试后的结果。这篇论文包括了一项教师和家长提供反馈的调查结果。虽然干预方案增加了儿童的词汇量,但它提出了一些重要的问题,如增益的大小,单词的选择和教学条件。
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引用次数: 0
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Przeglad Badan Edukacyjnych
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