Pub Date : 2021-12-01DOI: 10.15240/tul/006/2021-2-001
Kristína Liberčanová
In the period of socialism, career guidance is an important policy tool in meeting government policy goals. The state systematically intervenes in the choice of profession by determining the indicative numbers that is needed to be met when placing young people in individual spheres of the economy. The choice of profession is thus no longer part of the individual’s free private choice, but becomes a social obligation. The main mean in the professional orientation of the pupil should be the school and the counseling system serving for the right choice of profession. It is characterized by a sophisticated organization and synergy of services provided, the aim of which is to systematically influence the professional orientation and choice of profession in accordance with the needs of society.
{"title":"Poradenský systém pre voľbu povolania v období socializmu na území Čiech a Slovenska","authors":"Kristína Liberčanová","doi":"10.15240/tul/006/2021-2-001","DOIUrl":"https://doi.org/10.15240/tul/006/2021-2-001","url":null,"abstract":"In the period of socialism, career guidance is an important policy tool in meeting government policy goals. The state systematically intervenes in the choice of profession by determining the indicative numbers that is needed to be met when placing young people in individual spheres of the economy. The choice of profession is thus no longer part of the individual’s free private choice, but becomes a social obligation. The main mean in the professional orientation of the pupil should be the school and the counseling system serving for the right choice of profession. It is characterized by a sophisticated organization and synergy of services provided, the aim of which is to systematically influence the professional orientation and choice of profession in accordance with the needs of society.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47937268","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-12-01DOI: 10.15240/tul/006/2021-2-004
Karel Řeháček
Minority education after 1918 took a copletely different direction than it had before the establishment of Czechoslovakia. The new social reality, the new laws and the different approach to minority issues led to an equalization of minority (state national) schools with other schools, the removal of most of the obstacles to their establishment and, above all, the nationalization of the whole process of establishing and maintaining these schools. This also led to the need to put these schools under the state supervision. In terms of their pedagogical activities and the organization of teaching, inspectorates for Czech, German and Polish minority schools were established. The paper deals with the implementation of inspectors’ agendas, the performance of inspections, inspection districts and their transformations and the staffing of inspectorates in the interwar period.
{"title":"Inspektoráty menšinových škol v meziválečném Československu","authors":"Karel Řeháček","doi":"10.15240/tul/006/2021-2-004","DOIUrl":"https://doi.org/10.15240/tul/006/2021-2-004","url":null,"abstract":"Minority education after 1918 took a copletely different direction than it had before the establishment of Czechoslovakia. The new social reality, the new laws and the different approach to minority issues led to an equalization of minority (state national) schools with other schools, the removal of most of the obstacles to their establishment and, above all, the nationalization of the whole process of establishing and maintaining these schools. This also led to the need to put these schools under the state supervision. In terms of their pedagogical activities and the organization of teaching, inspectorates for Czech, German and Polish minority schools were established. The paper deals with the implementation of inspectors’ agendas, the performance of inspections, inspection districts and their transformations and the staffing of inspectorates in the interwar period.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49220884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-001
I. Ķestere, M. F. Fernández González
The New Soviet Man has been studied primarily from the perspective of its creators, propagators of Communist ideology, while the recipients of the New Soviet Man project and its immediate end users, namely pupils and teachers were largely ignored. Hence, the present research, while capturing and utilizing the experience of Soviet Latvia from 1945 to 1985, sets the research questions as to how the image of the New Soviet Man was presented and introduced at schools and how the concept of the New Soviet Man was perceived and utilised by the “objects” of this state contract – teachers and pupils. The research corpus includes 26 textbooks, 265 school photos and 367 student profile records. For the research purposes, four discursive domains of the New Soviet Man project were identified, namely, socio-biological discourse (gender, body, sexuality and health); social discourse (social class); spatial discourse (nationality) and discourse of individuality (personality, character traits). Given that the dictatorship unavoidably engenders the conflict of interests and resistance, the research corpus allowed to detect some tiny openings for the oppressed to express their views, some elements of pupils’ and teachers’ subtle resistance to the creation of the New Soviet Man, by using horizontal solidarity, avoidance, and slipping into the Grey Zone.
{"title":"Educating the New Soviet Man: Propagated Image and Hidden Resistance in Soviet Latvia","authors":"I. Ķestere, M. F. Fernández González","doi":"10.15240/tul/006/2021-1-001","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-001","url":null,"abstract":"The New Soviet Man has been studied primarily from the perspective of its creators, propagators of Communist ideology, while the recipients of the New Soviet Man project and its immediate end users, namely pupils and teachers were largely ignored. Hence, the present research, while capturing and utilizing the experience of Soviet Latvia from 1945 to 1985, sets the research questions as to how the image of the New Soviet Man was presented and introduced at schools and how the concept of the New Soviet Man was perceived and utilised by the “objects” of this state contract – teachers and pupils. The research corpus includes 26 textbooks, 265 school photos and 367 student profile records. For the research purposes, four discursive domains of the New Soviet Man project were identified, namely, socio-biological discourse (gender, body, sexuality and health); social discourse (social class); spatial discourse (nationality) and discourse of individuality (personality, character traits). Given that the dictatorship unavoidably engenders the conflict of interests and resistance, the research corpus allowed to detect some tiny openings for the oppressed to express their views, some elements of pupils’ and teachers’ subtle resistance to the creation of the New Soviet Man, by using horizontal solidarity, avoidance, and slipping into the Grey Zone.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":"33 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41286133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-014
Andreas Lischewski
{"title":"Johann Amos Comenius und Deutschland. Grundzüge einer Rezeptionsgeschichte nach 1945","authors":"Andreas Lischewski","doi":"10.15240/tul/006/2021-1-014","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-014","url":null,"abstract":"","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43866833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-007
Dominika Jagielska
The social pedagogy is an important, specific part of the Polish pedagogy, with a unique character – since it began to emerge at the end of the 19th century in Polish lands. Although it developed very dynamically in the interwar period, both theoretically and institutionally and in terms of practical activities, after 1945 it experienced some great difficulties in returning to normal functioning in the scientific world, as did all the social sciences, considered by the new communist authorities to be dangerous for the “new” man and the society. The purpose of this article is an attempt to describe the situation of social pedagogy in Poland at the beginning of introduction of political, economic and social changes inspired by the ideology of communism in the so-called Stalinist period, i.e. between 1945 and 1956, with reference to the two currents in which it functioned at that time – one focused around the person and the concept of Helena Radlińska and one created on the borderline of pedagogy and social teaching of the Catholic Church.
{"title":"Polish Social Pedagogy in the Stalinist Period (1945–1956)","authors":"Dominika Jagielska","doi":"10.15240/tul/006/2021-1-007","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-007","url":null,"abstract":"The social pedagogy is an important, specific part of the Polish pedagogy, with a unique character – since it began to emerge at the end of the 19th century in Polish lands. Although it developed very dynamically in the interwar period, both theoretically and institutionally and in terms of practical activities, after 1945 it experienced some great difficulties in returning to normal functioning in the scientific world, as did all the social sciences, considered by the new communist authorities to be dangerous for the “new” man and the society. The purpose of this article is an attempt to describe the situation of social pedagogy in Poland at the beginning of introduction of political, economic and social changes inspired by the ideology of communism in the so-called Stalinist period, i.e. between 1945 and 1956, with reference to the two currents in which it functioned at that time – one focused around the person and the concept of Helena Radlińska and one created on the borderline of pedagogy and social teaching of the Catholic Church.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46751412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-009
Ingrid Kodelja, Zdenko Kodelja
Slovenian schools were victims of the totalitarianism of Italian Fascism from the advent of fascist rule in 1922 until the capitulation of Italy in 1943 and of German Nazism during World War II (1941–1945). However, the question remains whether schools in Slovenia were victims of totalitarianism after the war, too. The answer depends on whether the socialist regime was merely undemocratic or also totalitarian. But even if the state at that time was not totalitarian, it violated human rights also in the field of education. According to the European Court of Human Rights, the State is forbidden to pursue an aim of indoctrination in public schools – as was the case in Slovenia – because indoctrination is considered to not respect parents’ religious and philosophical convictions. In this paper it will be shown that the state also violated two other human rights of their citizens which are in close connection to this parents’ right, namely, the right of parents to choose private schools based on specific moral, religious or secular values; and (if there are not such schools) the right to establish them. Both of these rights were violated because private schools, except religious schools for the education of priests, were forbidden. These rights were violated in the socialist republic of Slovenia even though ex-Yugoslavia (one of whose constitutive parts was at that time Slovenia) signed and ratified these international documents on human rights.
{"title":"Totalitarianism and the Violation of Human Rights in Education. The Case of Slovenia","authors":"Ingrid Kodelja, Zdenko Kodelja","doi":"10.15240/tul/006/2021-1-009","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-009","url":null,"abstract":"Slovenian schools were victims of the totalitarianism of Italian Fascism from the advent of fascist rule in 1922 until the capitulation of Italy in 1943 and of German Nazism during World War II (1941–1945). However, the question remains whether schools in Slovenia were victims of totalitarianism after the war, too. The answer depends on whether the socialist regime was merely undemocratic or also totalitarian. But even if the state at that time was not totalitarian, it violated human rights also in the field of education. According to the European Court of Human Rights, the State is forbidden to pursue an aim of indoctrination in public schools – as was the case in Slovenia – because indoctrination is considered to not respect parents’ religious and philosophical convictions. In this paper it will be shown that the state also violated two other human rights of their citizens which are in close connection to this parents’ right, namely, the right of parents to choose private schools based on specific moral, religious or secular values; and (if there are not such schools) the right to establish them. Both of these rights were violated because private schools, except religious schools for the education of priests, were forbidden. These rights were violated in the socialist republic of Slovenia even though ex-Yugoslavia (one of whose constitutive parts was at that time Slovenia) signed and ratified these international documents on human rights.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41501107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-008
Martin Holý
Journeys Undertaken by Children and Adolescents from Bohemia and Moravia to Attain Education in the 16th and Early 17th Century The presented synoptic study focuses on the question of the educational migration of children and adolescents in the early modern Czech state. Based on analysis of a variety of sources together with the results of previous research, the study looks at the gender, age, nationality, and social composition of these individuals as well as a number of other aspects of this topic, such as what institutions and regions children and adolescents set out for in order to seek education, what type of education they might have received, how such journeys were organized and paid for and how these nonadults viewed them, etc. Set within the broader context of the cultural, religious, and educational history of the early modern period, the study examines not only peregrination to attain university education but also the journeys undertaken in search of preuniversity education. Furthermore, the paper attempts to trace key developmental trends and, in closing, suggests areas for continued research on this topic.
{"title":"Frühneuzeitliche Bildungsmigration von Kindern und Jugendlichen aus Böhmen und Mähren im 16. und frühen 17. Jahrhundert","authors":"Martin Holý","doi":"10.15240/tul/006/2021-1-008","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-008","url":null,"abstract":"Journeys Undertaken by Children and Adolescents from Bohemia and Moravia to Attain Education in the 16th and Early 17th Century The presented synoptic study focuses on the question of the educational migration of children and adolescents in the early modern Czech state. Based on analysis of a variety of sources together with the results of previous research, the study looks at the gender, age, nationality, and social composition of these individuals as well as a number of other aspects of this topic, such as what institutions and regions children and adolescents set out for in order to seek education, what type of education they might have received, how such journeys were organized and paid for and how these nonadults viewed them, etc. Set within the broader context of the cultural, religious, and educational history of the early modern period, the study examines not only peregrination to attain university education but also the journeys undertaken in search of preuniversity education. Furthermore, the paper attempts to trace key developmental trends and, in closing, suggests areas for continued research on this topic.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45601440","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-010
K. Wrońska
In my paper, I would like to consider the problem of entanglement of philosophy of education in the communist ideology. I will show it on the example of one Polish concept, created by Karol Kotłowski. He was a disciple of Sergiusz Hessen and developed his own concept of philosophical pedagogy, presenting the philosophy of dialectical materialism, that is Marxism as a perspective in which the entire philosophical thought culminates. Reading Kotłowski, we can see, on the one hand, his rooting in broad philosophical thought, on the other hand – his adherence to the ideology of the socialist state, which demands that education serve the political system and prepare people to be the builders of the system. The theoretical basis for my analysis is Arendt’s concept of totalitarianism and Tischner’s view of homo sovieticus. The analysis is preceded with an historical overview of the situation in Poland in the first decade after World War II with reference to academic pedagogy.
{"title":"Philosophical Pedagogy in the Service of Ideology in the Times of the Polish People’s Republic","authors":"K. Wrońska","doi":"10.15240/tul/006/2021-1-010","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-010","url":null,"abstract":"In my paper, I would like to consider the problem of entanglement of philosophy of education in the communist ideology. I will show it on the example of one Polish concept, created by Karol Kotłowski. He was a disciple of Sergiusz Hessen and developed his own concept of philosophical pedagogy, presenting the philosophy of dialectical materialism, that is Marxism as a perspective in which the entire philosophical thought culminates. Reading Kotłowski, we can see, on the one hand, his rooting in broad philosophical thought, on the other hand – his adherence to the ideology of the socialist state, which demands that education serve the political system and prepare people to be the builders of the system. The theoretical basis for my analysis is Arendt’s concept of totalitarianism and Tischner’s view of homo sovieticus. The analysis is preceded with an historical overview of the situation in Poland in the first decade after World War II with reference to academic pedagogy.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42390638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-002
M. Devátá
The article deals with one of the key tools of forming a socialist-minded intelligentsia at universities, the teaching of Marxism-Leninism. The author summarizes results of her research in which she focused, apart from a factual account, also on constituent actors and their mutual interactions. On the Communist Party of Czechoslovakia and the objectives it had in the beginning of the project and which it was pursuing and adjusting for decades afterwards. On teachers of Marxism-Leninism, who kept the project going and were also looking for some space for their own concepts in it, and naturally also on students’ attitudes and approaches to the teaching of Marxism-Leninism.
{"title":"Teaching of Marxism-Leninism in Czechoslovakia 1948–1989","authors":"M. Devátá","doi":"10.15240/tul/006/2021-1-002","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-002","url":null,"abstract":"The article deals with one of the key tools of forming a socialist-minded intelligentsia at universities, the teaching of Marxism-Leninism. The author summarizes results of her research in which she focused, apart from a factual account, also on constituent actors and their mutual interactions. On the Communist Party of Czechoslovakia and the objectives it had in the beginning of the project and which it was pursuing and adjusting for decades afterwards. On teachers of Marxism-Leninism, who kept the project going and were also looking for some space for their own concepts in it, and naturally also on students’ attitudes and approaches to the teaching of Marxism-Leninism.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42000965","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.15240/tul/006/2021-1-006
Snježana Šušnjara
Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. After World War II, education became compulsory for all children and the state could have influenced easily all aspects of education. The state conception how to educate a new society and how to produce a common Yugoslav identity was in focus of the new ideology and those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. After the split of the Soviet model of pedagogy (1945–1949), the changes occurred in education when the communists established a new regime with universal characteristics of the Yugoslavian education which differentiated among the republics in accordance with their own specificities. Bosnia and Herzegovina with its multi-ethnic nature occupied a special place inside the common state as a model that served as a creation of possible, multiethnic, socialist Yugoslavia.
{"title":"Bosnia and Herzegovina under the Communist Regime: an Outlook on Educational Policy","authors":"Snježana Šušnjara","doi":"10.15240/tul/006/2021-1-006","DOIUrl":"https://doi.org/10.15240/tul/006/2021-1-006","url":null,"abstract":"Bosnia and Herzegovina as one of the nine republics of Yugoslavia was always among the poorest republics in the former state. However, the school system, as it was the case in the totalitarian regimes, was under direct control of the state. The state had the power to influence school programs and to decide who could apply for school profession. After World War II, education became compulsory for all children and the state could have influenced easily all aspects of education. The state conception how to educate a new society and how to produce a common Yugoslav identity was in focus of the new ideology and those who did not agree with this concept were exposed to negative connotations and even to persecution. Human rights of an individual were openly proclaimed but not respected. Totalitarian societies commonly expect the system of education to operate as a main transformational force that will facilitate the creation of the new man in the social order they have proclaimed. After the split of the Soviet model of pedagogy (1945–1949), the changes occurred in education when the communists established a new regime with universal characteristics of the Yugoslavian education which differentiated among the republics in accordance with their own specificities. Bosnia and Herzegovina with its multi-ethnic nature occupied a special place inside the common state as a model that served as a creation of possible, multiethnic, socialist Yugoslavia.","PeriodicalId":34354,"journal":{"name":"Historia Scholastica","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43254702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：