The study further analyzes the specifics of early childhood education with Down syndrome, which are directly related to genetics, health and factors affecting early childhood education, but also stimulation at home, family cooperation with professionals, personal growth of individual family members, influenced by their life experiences and their social environment.
{"title":"ANALYSIS OF EDUCATION SPECIFICATIONS FOR CHILDREN WITH DOWN SYNDROME AT EARLY AGE","authors":"J. Balazova","doi":"10.18355/pg.2023.12.1.6","DOIUrl":"https://doi.org/10.18355/pg.2023.12.1.6","url":null,"abstract":"The study further analyzes the specifics of early childhood education with Down syndrome, which are directly related to genetics, health and factors affecting early childhood education, but also stimulation at home, family cooperation with professionals, personal growth of individual family members, influenced by their life experiences and their social environment.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45589651","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}
V. Polackova, Barbora Sender, Katerina Benyrova, Pavla Hrabackova
The presented study compares theoretical and empirical starting points oriented toward the system of support for students with specific needs at universities in Slovakia and the Czech Republic. The topic is part of the solution of the project E+: Changing Our Story: The Pursuit of Inclusive Education, which focuses on supporting the inclusion of students with specific needs. In tertiary education, only mainstream education is available for students with specific needs, which means creating conditions in which they will be able to develop their potential with a strong, inclusive support system and with the participation of a collaborative team of experts who work directly and indirectly at universities in both countries.
{"title":"SUPPORT FOR STUDENTS WITH SPECIFIC NEEDS IN SLOVAKIA AND IN THE CZECH REPUBLIC","authors":"V. Polackova, Barbora Sender, Katerina Benyrova, Pavla Hrabackova","doi":"10.18355/pg.2023.12.1.1","DOIUrl":"https://doi.org/10.18355/pg.2023.12.1.1","url":null,"abstract":"The presented study compares theoretical and empirical starting points oriented toward the system of support for students with specific needs at universities in Slovakia and the Czech Republic. The topic is part of the solution of the project E+: Changing Our Story: The Pursuit of Inclusive Education, which focuses on supporting the inclusion of students with specific needs. In tertiary education, only mainstream education is available for students with specific needs, which means creating conditions in which they will be able to develop their potential with a strong, inclusive support system and with the participation of a collaborative team of experts who work directly and indirectly at universities in both countries.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41921556","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}
In education, the emphasis has been primarily on pupils' knowledge and skills. These were and even nowadays are considered crucial for a person's further application in life. In the literature, they are described as 'hard skills'. However, in view of the changing world, the manifestations and demands of social and working life, in which people enter into many contacts with each other, the demands of the times, which require not only knowledge but also social, communicative and other skills, it is necessary to pay attention to these aspects alongside knowledge and to prepare the growing generation for these new requirements. These are described as "soft skills". The paper describes them and also outlines ways to develop them.
{"title":"EDUCATING PUPILS IN SOFT SKILLS","authors":"Erich Petlák","doi":"10.18355/pg.2023.12.1.3","DOIUrl":"https://doi.org/10.18355/pg.2023.12.1.3","url":null,"abstract":"In education, the emphasis has been primarily on pupils' knowledge and skills. These were and even nowadays are considered crucial for a person's further application in life. In the literature, they are described as 'hard skills'. However, in view of the changing world, the manifestations and demands of social and working life, in which people enter into many contacts with each other, the demands of the times, which require not only knowledge but also social, communicative and other skills, it is necessary to pay attention to these aspects alongside knowledge and to prepare the growing generation for these new requirements. These are described as \"soft skills\". The paper describes them and also outlines ways to develop them.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49007566","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}
The publication analyzes research and studies on the preferred values of intellectually gifted students. Considering the obtained data, it defines four values, more significantly represented in gifted students than in children from the general population. The first value described concerns the aspect of justice. Gifted students show greater sensitivity in matters of justice and a higher level of moral judgment. The following one describes the value of the family and social relationships, whose preference stems from a quality parental relationship and supportive family background. The third area focuses on the ethical and virtuous values that we observe, such as prosocial behavior or positive environmental attitudes. The last value concerns the education obtained and the information obtained. The paper, in conclusion, states the relationship between above-average intellectual abilities and higher life values development.
{"title":"PREFERRED VALUES OF INTELLECTUALLY GIFT STUDENTS","authors":"Dušan Fábik","doi":"10.18355/pg.2022.11.2.9","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.9","url":null,"abstract":"The publication analyzes research and studies on the preferred values of intellectually gifted students. Considering the obtained data, it defines four values, more significantly represented in gifted students than in children from the general population. The first value described concerns the aspect of justice. Gifted students show greater sensitivity in matters of justice and a higher level of moral judgment. The following one describes the value of the family and social relationships, whose preference stems from a quality parental relationship and supportive family background. The third area focuses on the ethical and virtuous values that we observe, such as prosocial behavior or positive environmental attitudes. The last value concerns the education obtained and the information obtained. The paper, in conclusion, states the relationship between above-average intellectual abilities and higher life values development.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48984659","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}
Bojan D. Lazić, Sanja M. Maričić, Mia Marić, Mirela Mrđa
The aim of the paper is to examine the opinion of teachers about the representation and limitations of the application of collaborative learning in online teaching of mathematics. The survey conducted on a sample selected from the population of primary school teachers in R. Serbia (N=116), and data were collected about cooperative learning in online mathematics classes. The results showed that the majority of teachers apply group work, and less often online teaching. They believe that it is possible to organize collaborative learning in online mathematics classes in lower grades, but that there are certain limitations in the realization of this way of teaching. A small number of them have realized such activities through online classes.
{"title":"COOPERATIVE LEARNING IN ONLINE CLASS TEACHING OF MATHEMATICS","authors":"Bojan D. Lazić, Sanja M. Maričić, Mia Marić, Mirela Mrđa","doi":"10.18355/pg.2022.11.2.3","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.3","url":null,"abstract":"The aim of the paper is to examine the opinion of teachers about the representation and limitations of the application of collaborative learning in online teaching of mathematics. The survey conducted on a sample selected from the population of primary school teachers in R. Serbia (N=116), and data were collected about cooperative learning in online mathematics classes. The results showed that the majority of teachers apply group work, and less often online teaching. They believe that it is possible to organize collaborative learning in online mathematics classes in lower grades, but that there are certain limitations in the realization of this way of teaching. A small number of them have realized such activities through online classes.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":"22 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41298234","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 : 2022-09-01DOI: 10.18355/pg.2022.11.2.11
Peter Rajcak, Anna Bocková
History didactics tries to use various information channels, but these are the ones that are currently undergoing turbulent changes. This paper reports how the digital era has affected the distribution of knowledge from history and its impact on the behaviour of high school students. According to a 2020 survey, students between the ages of 16 and 19 spent an average of 5 hours and 15 minutes a day on their smartphones, which is almost the same as the time they spend in school. Thanks to research carried out by mobile operators, we have the chance to get to know Generation Z in the broader context and the opportunity to use its habits in history lessons. The article also includes some options for transforming modern technology into an ally of educators and what data captured in digital channels can be used for.
{"title":"DIDACTICS OF HISTORY IN THE MIDDLE OF THE DIGITAL REVOLUTION OR HOW TO MAKE TECHNOLOGY AN ALLY","authors":"Peter Rajcak, Anna Bocková","doi":"10.18355/pg.2022.11.2.11","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.11","url":null,"abstract":"History didactics tries to use various information channels, but these are the ones that are currently undergoing turbulent changes. This paper reports how the digital era has affected the distribution of knowledge from history and its impact on the behaviour of high school students. According to a 2020 survey, students between the ages of 16 and 19 spent an average of 5 hours and 15 minutes a day on their smartphones, which is almost the same as the time they spend in school. Thanks to research carried out by mobile operators, we have the chance to get to know Generation Z in the broader context and the opportunity to use its habits in history lessons. The article also includes some options for transforming modern technology into an ally of educators and what data captured in digital channels can be used for.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41666757","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 : 2022-09-01DOI: 10.18355/pg.2022.11.2.13
Yerzhan Yergeshov, G. Astemes, Assal Savabova, Zhanar Duisenbekova, Z. Bissenbayeva
The educational process in higher education is a very complex multicomponent structure. In this study, we will consider only one aspect - the research function of future teachers of historians. It should be noted that the educational process is based on methodological foundations and principles, then the methods and rules of teaching are subject to a certain system. If we consider the formation of the research competence of future teachers as a scientific and pedagogical problem, then first of all, it is necessary to determine the meaning of the word "science". "Science is the search for a system of continuous development of nature and society, as well as objective patterns of thinking as a result of special human activity. Therefore, the basis of science is search, that is, accumulated knowledge," D. Poshaev said. Laws, Basic concepts, and principle (theory), says that there should be an ideal (Poshaev, 2011). The basic, initial state of any theory or doctrine is interpreted as a principle. Researchers in the field of education are actively involved in the educational process. For example, such a study can be called a scientific and pedagogical study. ... Pring's research in education, which is also based on the social sciences, is closely related to education, which distinguishes research focused on knowledge gained through the sciences. That is, there are studies that can be called educational or scientific-pedagogical, pursuing different directions and goals [Kvitkina L.G. The impact of students' research work on improving the quality of specialist training: (Sociological consideration of problems)]. Knowledge of the principles, forms and methods of formation of scientific and cognitive activity is called "methodology". The methodology of pedagogical research is a process of formation of new pedagogical knowledge and cognitive activity aimed at identifying objective patterns of learning, education and development of students.
{"title":"METHODOLOGICAL FOUNDATIONS ON THE FORMATION OF RESEARCH COMPETENCE OF FUTURE TEACHERS OF PROFESSIONAL TRAINING","authors":"Yerzhan Yergeshov, G. Astemes, Assal Savabova, Zhanar Duisenbekova, Z. Bissenbayeva","doi":"10.18355/pg.2022.11.2.13","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.13","url":null,"abstract":"The educational process in higher education is a very complex multicomponent structure. In this study, we will consider only one aspect - the research function of future teachers of historians. It should be noted that the educational process is based on methodological foundations and principles, then the methods and rules of teaching are subject to a certain system. If we consider the formation of the research competence of future teachers as a scientific and pedagogical problem, then first of all, it is necessary to determine the meaning of the word \"science\". \"Science is the search for a system of continuous development of nature and society, as well as objective patterns of thinking as a result of special human activity. Therefore, the basis of science is search, that is, accumulated knowledge,\" D. Poshaev said. Laws, Basic concepts, and principle (theory), says that there should be an ideal (Poshaev, 2011). The basic, initial state of any theory or doctrine is interpreted as a principle. Researchers in the field of education are actively involved in the educational process. For example, such a study can be called a scientific and pedagogical study. ... Pring's research in education, which is also based on the social sciences, is closely related to education, which distinguishes research focused on knowledge gained through the sciences. That is, there are studies that can be called educational or scientific-pedagogical, pursuing different directions and goals [Kvitkina L.G. The impact of students' research work on improving the quality of specialist training: (Sociological consideration of problems)]. Knowledge of the principles, forms and methods of formation of scientific and cognitive activity is called \"methodology\". The methodology of pedagogical research is a process of formation of new pedagogical knowledge and cognitive activity aimed at identifying objective patterns of learning, education and development of students.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44793392","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 : 2022-09-01DOI: 10.18355/pg.2022.11.2.10
Monika Janicek Pavelova, Gabriela Erhardtova, Erik Žovinec
Impairment of mathematical abilities in terms of developmental dyscalculia/ developmental learning disorder with impairment in mathematics, we classify it as developmental learning disabilities. The prevalence of developmental dyscalculia is 5 - 6 % of the student population and is evenly distributed in both sexes (Shalev, 2004). Impairment of mathematical abilities may occur alone or in comorbidity with other developmental disorders. The purpose of this post is to clarify procedures of special pedagogical diagnostics mathematical skills using experimental test DISMA-SK (Pavelova, unpubl.). The diagnostic test is translated from the Czech original Diagnostics of the structure of mathematical abilities (DISMAS), authors Traspe and Skalková (2018). By applying the test, we assess several areas of mathematical ability disorders, whose results we compare with the values of the Slovak and Czech school population.
{"title":"APPLICATION OF THE DIAGNOSTIC TEST DISMAS - STRUCTURES OF MATHEMATICAL SKILLS AT THE STUDENTS SECOND AND THIRD YEARS IN SLOVAKIA AND CZECH REPUBLIC","authors":"Monika Janicek Pavelova, Gabriela Erhardtova, Erik Žovinec","doi":"10.18355/pg.2022.11.2.10","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.10","url":null,"abstract":"Impairment of mathematical abilities in terms of developmental dyscalculia/ developmental learning disorder with impairment in mathematics, we classify it as developmental learning disabilities. The prevalence of developmental dyscalculia is 5 - 6 % of the student population and is evenly distributed in both sexes (Shalev, 2004). Impairment of mathematical abilities may occur alone or in comorbidity with other developmental disorders. The purpose of this post is to clarify procedures of special pedagogical diagnostics mathematical skills using experimental test DISMA-SK (Pavelova, unpubl.). The diagnostic test is translated from the Czech original Diagnostics of the structure of mathematical abilities (DISMAS), authors Traspe and Skalková (2018). By applying the test, we assess several areas of mathematical ability disorders, whose results we compare with the values of the Slovak and Czech school population.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45804234","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}
Yerzhan Yergeshov, G. Astemes, Assal Savabova, K. Smagulov, Zhanar Duisenbekova, Z. Bissenbayeva
The education system, which provides for the development of the personal potential of future specialists as a special goal, needs a teacher with a high level of high-quality professional training. This is primarily due to the fact that the spiritual and personal potential of the teacher cannot otherwise fulfill the competence of the personal development of the educational process. Thus, the result of the process of preparing teachers for research activities can be defined as the personal and professional development of the student, which is formed in the existing system of knowledge about research professional and pedagogical activities, personal and professional and professional pedagogical development. Pedagogical activity is reflected in practical preparation for research activities. The principle of humanization means that the system of postgraduate training of teachers should be aimed at meeting the needs of the individual in professional development. The idea of recognizing a person as a person in the education system, his right to freedom and equality; the idea of observing the principles of justice and goodness, the norms of human relations; the idea of creating conditions for the free development of creative abilities and human abilities.
{"title":"METHODOLOGICAL FOUNDATIONS OF THE FORMATION OF RESEARCH COMPETENCE AMONG HISTORY TEACHERS","authors":"Yerzhan Yergeshov, G. Astemes, Assal Savabova, K. Smagulov, Zhanar Duisenbekova, Z. Bissenbayeva","doi":"10.18355/pg.2022.11.2.5","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.5","url":null,"abstract":"The education system, which provides for the development of the personal potential of future specialists as a special goal, needs a teacher with a high level of high-quality professional training. This is primarily due to the fact that the spiritual and personal potential of the teacher cannot otherwise fulfill the competence of the personal development of the educational process. Thus, the result of the process of preparing teachers for research activities can be defined as the personal and professional development of the student, which is formed in the existing system of knowledge about research professional and pedagogical activities, personal and professional and professional pedagogical development. Pedagogical activity is reflected in practical preparation for research activities. The principle of humanization means that the system of postgraduate training of teachers should be aimed at meeting the needs of the individual in professional development. The idea of recognizing a person as a person in the education system, his right to freedom and equality; the idea of observing the principles of justice and goodness, the norms of human relations; the idea of creating conditions for the free development of creative abilities and human abilities.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41892915","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}
Marija Stepanović Bošnjak, Olja Maričić, G. Kozoderović, Nataša Branković, Melinda Simić
During the pandemic of COVID-19, preschool teachers had to adapt to the novel teaching challenges of online communication with children and parents. In this study, the effect of pandemic to the preschool science teaching was evaluated from the perspective of preschool teachers in Serbia and Germany. The research was conducted from May to August 2021 and included 90 examinees. For the purpose of this survey, a questionnaire with 19 open- and closed-ended questions was constructed. The results showed that in the organization of educational practice in distant science activities there was no significant difference in kindergartens in Serbia and Germany. German preschool teachers had more postitive perception of their digital competencies compared to their colleagues from Serbia. The comparative analysis of parent engagement, as intermediaries in the realization of educational tasks, showed that in both countries the parents were equally willing to cooperate, but the tasks were more regularly completed with German parents. It was concluded that, although there were certain differences, preschool teachers in both countries shared similar experiences from the times of pandemic.
{"title":"EXPERIENCE IN PRESCHOOL SCIENCE TEACHING IN SERBIA AND GERMANY DURING PANDEMIC","authors":"Marija Stepanović Bošnjak, Olja Maričić, G. Kozoderović, Nataša Branković, Melinda Simić","doi":"10.18355/pg.2022.11.2.8","DOIUrl":"https://doi.org/10.18355/pg.2022.11.2.8","url":null,"abstract":"During the pandemic of COVID-19, preschool teachers had to adapt to the novel teaching challenges of online communication with children and parents. In this study, the effect of pandemic to the preschool science teaching was evaluated from the perspective of preschool teachers in Serbia and Germany. The research was conducted from May to August 2021 and included 90 examinees. For the purpose of this survey, a questionnaire with 19 open- and closed-ended questions was constructed. The results showed that in the organization of educational practice in distant science activities there was no significant difference in kindergartens in Serbia and Germany. German preschool teachers had more postitive perception of their digital competencies compared to their colleagues from Serbia. The comparative analysis of parent engagement, as intermediaries in the realization of educational tasks, showed that in both countries the parents were equally willing to cooperate, but the tasks were more regularly completed with German parents. It was concluded that, although there were certain differences, preschool teachers in both countries shared similar experiences from the times of pandemic.","PeriodicalId":34591,"journal":{"name":"Slavonic Pedagogical Studies Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42567261","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}
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