Traditional approaches to teaching computer science often involve complex schedules of assignments, projects, and exams. Educators can struggle to balance this schedule while teaching students a course's required hard skills, using innovative pedagogy approaches, preparing students with interpersonal soft-skills, and still disincentivizing cheating. In an effort address these issues, this experience report details the author's work in developing a sprint-based teaching method. This method combines traditional lectures, self-directed learning, and learners as designers in a way that can simplify the scheduled demands on each student, allow the application of newer pedagogical practices, and better prepare students with both hard and soft skills. Described in this paper through four iterations of refinement, this approach allows students to choose their own projects, reduces cheating opportunities, increases instructor-student interaction time, and transitioned well to remote learning when required by the COVID-19 shutdown. Statistically significant survey results from four class sections across two semesters suggest that students prefer this approach to a traditional lecture-based teaching style.
{"title":"A Sprint-Based Approach to Teaching Computer Science","authors":"Brian C. Ricks","doi":"10.1145/3368308.3415384","DOIUrl":"https://doi.org/10.1145/3368308.3415384","url":null,"abstract":"Traditional approaches to teaching computer science often involve complex schedules of assignments, projects, and exams. Educators can struggle to balance this schedule while teaching students a course's required hard skills, using innovative pedagogy approaches, preparing students with interpersonal soft-skills, and still disincentivizing cheating. In an effort address these issues, this experience report details the author's work in developing a sprint-based teaching method. This method combines traditional lectures, self-directed learning, and learners as designers in a way that can simplify the scheduled demands on each student, allow the application of newer pedagogical practices, and better prepare students with both hard and soft skills. Described in this paper through four iterations of refinement, this approach allows students to choose their own projects, reduces cheating opportunities, increases instructor-student interaction time, and transitioned well to remote learning when required by the COVID-19 shutdown. Statistically significant survey results from four class sections across two semesters suggest that students prefer this approach to a traditional lecture-based teaching style.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116795678","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}
Cengiz Günay, Anca Doloc-Mihu, R. Barakat, Thomas Gluick, C. A. Moore
The software industry has been seeing a steady growth worldwide. However, the quality of the developed software is tightly related to the supply of skilled and capable software developers who are able to cope with many challenges and maintain a high level of critical thinking during the software development life cycle. Software skills are usually gained in upper level software development courses in undergraduate IT majors. We have been applying an active learning methodology for teaching critical thinking in the classroom. Our college is one of the most diverse colleges in the southeast region, which makes our classroom a good model of national diversity. In assessing critical thinking, the traditional and generic approach is to measure skills that are universal and subject-agnostic. In this study, we report that the universal skill assessment for software development is ineffective in measuring students? growth based on inconclusive testing results and a weak test-retest reliability score. We suspect that students were unmotivated by several factors, which includes students being passive listeners and the subject being unrelated to software. In addition, we report a significant potential for developing domain-specific critical thinking exercises and testing that could serve to train the students and to assess their skills at the same time. We would like to emphasize that our conclusion is independent of software development, and could be generalized to develop exercises for other subjects.
{"title":"Improving Critical Thinking in Software Development via Interdisciplinary Projects at a Most Diverse College","authors":"Cengiz Günay, Anca Doloc-Mihu, R. Barakat, Thomas Gluick, C. A. Moore","doi":"10.1145/3368308.3415411","DOIUrl":"https://doi.org/10.1145/3368308.3415411","url":null,"abstract":"The software industry has been seeing a steady growth worldwide. However, the quality of the developed software is tightly related to the supply of skilled and capable software developers who are able to cope with many challenges and maintain a high level of critical thinking during the software development life cycle. Software skills are usually gained in upper level software development courses in undergraduate IT majors. We have been applying an active learning methodology for teaching critical thinking in the classroom. Our college is one of the most diverse colleges in the southeast region, which makes our classroom a good model of national diversity. In assessing critical thinking, the traditional and generic approach is to measure skills that are universal and subject-agnostic. In this study, we report that the universal skill assessment for software development is ineffective in measuring students? growth based on inconclusive testing results and a weak test-retest reliability score. We suspect that students were unmotivated by several factors, which includes students being passive listeners and the subject being unrelated to software. In addition, we report a significant potential for developing domain-specific critical thinking exercises and testing that could serve to train the students and to assess their skills at the same time. We would like to emphasize that our conclusion is independent of software development, and could be generalized to develop exercises for other subjects.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117064999","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}
Technology can be both a bane and a boon to education. Social media apps and digital games offer rich and highly stimulating forms of engagement outside of the classroom. This level of stimulus has created challenges for traditional educational paradigms and approaches. A promising response is for educators to embrace technology through interactive apps and gamification. This workshop provides hands-on engagement with a collection of freely-available interactive web apps that focus on the development of visual, spatial, and computational thinking. The workshop concludes with participants playing a third-person Unity game in which the (interactive) standalone web apps presented in the workshop have been embedded. The game, inspired by Han Solo's Kessel run, involves a trek across a sequence of platforms located in a galaxy far far away. Teleportation from one platform to the next is enabled by correctly completing the activity contained in the embedded (and interactive) web apps and then having the player walk through a portal. The player game score is calculated based on the speed and accuracy of their engagement with the exercises present.
{"title":"The Kessel Run - A Gamification of Visual, Spatial, and Computational Thinking","authors":"V. Winter, Kate Sherwin","doi":"10.1145/3368308.3415450","DOIUrl":"https://doi.org/10.1145/3368308.3415450","url":null,"abstract":"Technology can be both a bane and a boon to education. Social media apps and digital games offer rich and highly stimulating forms of engagement outside of the classroom. This level of stimulus has created challenges for traditional educational paradigms and approaches. A promising response is for educators to embrace technology through interactive apps and gamification. This workshop provides hands-on engagement with a collection of freely-available interactive web apps that focus on the development of visual, spatial, and computational thinking. The workshop concludes with participants playing a third-person Unity game in which the (interactive) standalone web apps presented in the workshop have been embedded. The game, inspired by Han Solo's Kessel run, involves a trek across a sequence of platforms located in a galaxy far far away. Teleportation from one platform to the next is enabled by correctly completing the activity contained in the embedded (and interactive) web apps and then having the player walk through a portal. The player game score is calculated based on the speed and accuracy of their engagement with the exercises present.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"4 3","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120859110","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}
Ilenia Fronza, Luis Corral, C. Pahl, Gennaro Iaccarino
Initiatives to attract interest to software development are very popular, including coding camps for high schools. Camp's effectiveness is evaluated using different approaches: pre-and-post surveys usually analyze participant attitudes/interests in computing or self-efficacy; computing skills and learning are tested using surveys/tests, or by analyzing the final products. However, results on the camp's effectiveness are hardly generalizable due to the limited number of participants and the lack of repetition. Moreover, there is a lack of evaluation and evidence collected time after the end of the camp, to determine how participants capitalized on what they learned. To fill this gap, we organized a follow-up project to understand whether participants put in practice the foundational concepts and practices taught in one of our coding camps and recognized their impact on the characteristics of the delivered software product. Results show the camp's effectiveness in delivering technical foundations on basic aspects of Software Engineering, as well as concepts of product design and teamwork.
{"title":"Evaluating the Effectiveness of a Coding Camp through the Analysis of a Follow-up Project","authors":"Ilenia Fronza, Luis Corral, C. Pahl, Gennaro Iaccarino","doi":"10.1145/3368308.3415391","DOIUrl":"https://doi.org/10.1145/3368308.3415391","url":null,"abstract":"Initiatives to attract interest to software development are very popular, including coding camps for high schools. Camp's effectiveness is evaluated using different approaches: pre-and-post surveys usually analyze participant attitudes/interests in computing or self-efficacy; computing skills and learning are tested using surveys/tests, or by analyzing the final products. However, results on the camp's effectiveness are hardly generalizable due to the limited number of participants and the lack of repetition. Moreover, there is a lack of evaluation and evidence collected time after the end of the camp, to determine how participants capitalized on what they learned. To fill this gap, we organized a follow-up project to understand whether participants put in practice the foundational concepts and practices taught in one of our coding camps and recognized their impact on the characteristics of the delivered software product. Results show the camp's effectiveness in delivering technical foundations on basic aspects of Software Engineering, as well as concepts of product design and teamwork.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123435762","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}
Artificial intelligence (AI) is a demanding and important course for computer science education in the universities and open online courses (MOOCs). It includes various introductory and specialized courses for artificial intelligence like knowledge representation, machine learning, reasoning under uncertainty, natural language processing, robotics, and perception of computer vision, etc. We observed that mostly AI courses focus on the Computer Science (CS)-centric approach and lacks core explanation from their roots including philosophy, neuroscience, psychology, cognitive science, linguistics, economics, social science, etc. In this paper, we propose to engage the interdisciplinary approach along with CS-centric approach for teaching AI that includes the disciplines that have been established to tackle the age-old problem of understanding the science of thinking.
{"title":"An Interdisciplinary Approach for Teaching Artificial Intelligence to Computer Science Students","authors":"Anoop Mishra, Harvey P. Siy","doi":"10.1145/3368308.3415440","DOIUrl":"https://doi.org/10.1145/3368308.3415440","url":null,"abstract":"Artificial intelligence (AI) is a demanding and important course for computer science education in the universities and open online courses (MOOCs). It includes various introductory and specialized courses for artificial intelligence like knowledge representation, machine learning, reasoning under uncertainty, natural language processing, robotics, and perception of computer vision, etc. We observed that mostly AI courses focus on the Computer Science (CS)-centric approach and lacks core explanation from their roots including philosophy, neuroscience, psychology, cognitive science, linguistics, economics, social science, etc. In this paper, we propose to engage the interdisciplinary approach along with CS-centric approach for teaching AI that includes the disciplines that have been established to tackle the age-old problem of understanding the science of thinking.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123785118","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}
Jeremy Diederich, Xianping Wang, Niharika Dayyala, S. Inti, Ying Luo
The COVID-19 pandemic triggered the worldwide university closure, forcing the classroom instruction to be online. Unrehearsed online instruction challenges everyone, especially teaching lab courses. This study focuses on creating IT labs that provide the best learning experience with minimum investment during this pandemic. We build a portable and low-cost IT lab by directly installing Ubuntu and IT software on a USB 3.1 flash drive. The performance of this mini IT lab is tested and compared with a typical installation of the identical Linux on a solid-state drive with a single testing computer. The experiment results show that the proposed mini IT lab has acceptable performance and can be used by instructors and students to overcome challenges imposed by distance learning.
{"title":"USB Linux: An IT Lab Instruction Tool During COVID-19","authors":"Jeremy Diederich, Xianping Wang, Niharika Dayyala, S. Inti, Ying Luo","doi":"10.1145/3368308.3415372","DOIUrl":"https://doi.org/10.1145/3368308.3415372","url":null,"abstract":"The COVID-19 pandemic triggered the worldwide university closure, forcing the classroom instruction to be online. Unrehearsed online instruction challenges everyone, especially teaching lab courses. This study focuses on creating IT labs that provide the best learning experience with minimum investment during this pandemic. We build a portable and low-cost IT lab by directly installing Ubuntu and IT software on a USB 3.1 flash drive. The performance of this mini IT lab is tested and compared with a typical installation of the identical Linux on a solid-state drive with a single testing computer. The experiment results show that the proposed mini IT lab has acceptable performance and can be used by instructors and students to overcome challenges imposed by distance learning.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"92 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116566810","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}
Computer science is a practical discipline. It is always a great challenge to evaluate students' computer practice using computer-aided means for large scale students. We always need to address problems such as suspected plagiarism and deviation of the overall difficulty factor. In this paper, a multi-dimensional assessment model is designed for CS courses based on the detailed practice processing data in an E-learning system. The model comprehensively evaluates the students' learning process and results in three aspects of correctness, originality, and quality detection. Besides, the teacher can easily participate in the assessment according to their needs. The correctness is an essential requirement, and the originality is based on the clustering results of students' behaviors after clone detection to curb homework plagiarism. SonarQube is used to detect code quality and put forward higher requirements for codes. Manual participation intelligence has improved the flexibility and applicability of the model to a certain extent. We applied this model on the EduCoder online education platform and carried out a comprehensive analysis of 485 students in the Parallel Programming Principles and Practice Class of Huazhong University of Science and Technology. Experiment results confirm the distinction, rationality, and fairness of the model in assessing student performance. It not only gives students a credible, comprehensive score in large-scale online practical programming courses but also gives teachers and students corresponding suggestions based on the evaluation results. Furthermore, the model can be extended to other online education platforms.
{"title":"A Multi-Dimensional Assessment Model and Its Application in E-learning Courses of Computer Science","authors":"Jiwen Luo, Feng Lu, Tao Wang","doi":"10.1145/3368308.3415388","DOIUrl":"https://doi.org/10.1145/3368308.3415388","url":null,"abstract":"Computer science is a practical discipline. It is always a great challenge to evaluate students' computer practice using computer-aided means for large scale students. We always need to address problems such as suspected plagiarism and deviation of the overall difficulty factor. In this paper, a multi-dimensional assessment model is designed for CS courses based on the detailed practice processing data in an E-learning system. The model comprehensively evaluates the students' learning process and results in three aspects of correctness, originality, and quality detection. Besides, the teacher can easily participate in the assessment according to their needs. The correctness is an essential requirement, and the originality is based on the clustering results of students' behaviors after clone detection to curb homework plagiarism. SonarQube is used to detect code quality and put forward higher requirements for codes. Manual participation intelligence has improved the flexibility and applicability of the model to a certain extent. We applied this model on the EduCoder online education platform and carried out a comprehensive analysis of 485 students in the Parallel Programming Principles and Practice Class of Huazhong University of Science and Technology. Experiment results confirm the distinction, rationality, and fairness of the model in assessing student performance. It not only gives students a credible, comprehensive score in large-scale online practical programming courses but also gives teachers and students corresponding suggestions based on the evaluation results. Furthermore, the model can be extended to other online education platforms.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124626241","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}
To prepare for ABET accreditation in the Bachelor of Science in Information Technology program, educational objectives were updated with input from constituency groups and student learning outcomes were revised to align with those required by the ABET criteria. This paper describes the project and process that IT program faculty, in collaboration with an instructional developer, initiated to improve assessment and reporting under ABET criteria. This work-in-progress, although embedded within the university-wide learning management system, is of broader applicability, functioning as a semi-automated tool for standardizing evaluation of learning outcomes in other IT programs as well.
{"title":"Ethics Assessed: An Interdisciplinary Effort to Develop Standards for Automated Learning Assessment in IT Courses","authors":"Kayeleigh Sharp, Belle Woodward, Nancy L. Martin","doi":"10.1145/3368308.3415371","DOIUrl":"https://doi.org/10.1145/3368308.3415371","url":null,"abstract":"To prepare for ABET accreditation in the Bachelor of Science in Information Technology program, educational objectives were updated with input from constituency groups and student learning outcomes were revised to align with those required by the ABET criteria. This paper describes the project and process that IT program faculty, in collaboration with an instructional developer, initiated to improve assessment and reporting under ABET criteria. This work-in-progress, although embedded within the university-wide learning management system, is of broader applicability, functioning as a semi-automated tool for standardizing evaluation of learning outcomes in other IT programs as well.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134590112","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}
NCWIT advocates a systemic change approach to diversifying information technology education at all levels, from K-12 through graduate programs. Systemic change assumes that girls and women are not deficient and that piecemeal efforts are insufficient. Instead, change leaders should identify the social and cultural structures in place that can be modified to accomplish their gender diversity goals. A systemic change approach improves the climate for all students using research-based strategies. This talk will overview the research-based systemic change frameworks NCWIT uses at each level of education and highlight success stories of NCWIT members.
{"title":"Systemic Change in IT Education: Frameworks and Stories from the Field","authors":"L. Barker","doi":"10.1145/3368308.3416902","DOIUrl":"https://doi.org/10.1145/3368308.3416902","url":null,"abstract":"NCWIT advocates a systemic change approach to diversifying information technology education at all levels, from K-12 through graduate programs. Systemic change assumes that girls and women are not deficient and that piecemeal efforts are insufficient. Instead, change leaders should identify the social and cultural structures in place that can be modified to accomplish their gender diversity goals. A systemic change approach improves the climate for all students using research-based strategies. This talk will overview the research-based systemic change frameworks NCWIT uses at each level of education and highlight success stories of NCWIT members.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131795410","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}
As a practical discipline, there are increasing demand for IT curriculum to incorporate hands-on projects from multiple collaborators include but not limited to internal research collaborators and external industry partners. For data-driven analytic and modeling types of projects whose popularity have grown exponentially in recent years, a key success factor of the projects is gain access to real data from different domains or sources. Being able to share sensitive data among collaborators securely and preserve the privacy of the data, have become a major challenge to many IT educators. In this paper, we introduce a layered framework, including Data Security & Privacy Policy Layer and a Model Building Layer to solve this emerging challenge. Besides benefiting the IT education in project collaboration, the proposed framework could also be easily extended to other data sharing and exchanging projects involving multiple parties in real-life IT practices.
{"title":"A Novel Framework for Collaborated IT Project with the Consideration of Data Security and Privacy","authors":"Meng Han, Lei Li, Ying Xie","doi":"10.1145/3368308.3415441","DOIUrl":"https://doi.org/10.1145/3368308.3415441","url":null,"abstract":"As a practical discipline, there are increasing demand for IT curriculum to incorporate hands-on projects from multiple collaborators include but not limited to internal research collaborators and external industry partners. For data-driven analytic and modeling types of projects whose popularity have grown exponentially in recent years, a key success factor of the projects is gain access to real data from different domains or sources. Being able to share sensitive data among collaborators securely and preserve the privacy of the data, have become a major challenge to many IT educators. In this paper, we introduce a layered framework, including Data Security & Privacy Policy Layer and a Model Building Layer to solve this emerging challenge. Besides benefiting the IT education in project collaboration, the proposed framework could also be easily extended to other data sharing and exchanging projects involving multiple parties in real-life IT practices.","PeriodicalId":374890,"journal":{"name":"Proceedings of the 21st Annual Conference on Information Technology Education","volume":"115 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114592150","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：