This paper explores factors that influenced the academic help-seeking behavior of massive open online courses (MOOC) learners. The guiding questions were: 1) Is MOOC learners' academic help-seeking behavior is related to personal achievement goal and altitude about academic help-seeking. 2) What degree personal achievement goal and altitude about academic help-seeking influence MOOC learners' academic help-seeking behavior. The result shows that the MOOC learner's personal achievement goal influences the academic help-seeking behavior mediated by its attitude.
{"title":"Attitudes about Academic Help-Seeking Mediate the Relation between Personal Achievement Goal and Academic Help-Seeking Behavior in MOOC Learners","authors":"Xiaojuan Yang, Hualin Bi","doi":"10.1109/EITT.2017.28","DOIUrl":"https://doi.org/10.1109/EITT.2017.28","url":null,"abstract":"This paper explores factors that influenced the academic help-seeking behavior of massive open online courses (MOOC) learners. The guiding questions were: 1) Is MOOC learners' academic help-seeking behavior is related to personal achievement goal and altitude about academic help-seeking. 2) What degree personal achievement goal and altitude about academic help-seeking influence MOOC learners' academic help-seeking behavior. The result shows that the MOOC learner's personal achievement goal influences the academic help-seeking behavior mediated by its attitude.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125272533","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}
Teachers' Technological Pedagogical Content Knowledge (TPACK) makes appropriate selection and implementation of technology in instruction possible. The creation of the framework of TPACK has opened up a new research field for teachers' professional development (Mishra & Koehler, 2005). There is a certain relationship between science teachers' TPACK cognition level and their teaching experience, gender and age (Tsai, Chai, and et al., 2013). However, researches of science teachers' TPACK are not enough in China. This paper analyses classroom teaching structure and TRACK structure of science teachers in middle school and the relationship between the two structures through the three dimensions of classroom behavior, teaching media and TPACK elements. By taking high-quality science class practice at D middle school in Jilin Province in China as the research object, after analyzing and researching the video of high-quality class, the author develops an Educational Technology Interaction Analysis System (ETIAS) based on the existing analysis system (Flanders, 1970; Zhang & Wang, 2015). This new system makes a comprehensive and in-depth analysis of the various behaviors in an effective way, and visualizes the research data results and finally presents them.
教师的技术教学内容知识(TPACK)使技术在教学中的适当选择和实施成为可能。TPACK框架的创建为教师专业发展开辟了一个新的研究领域(Mishra & Koehler, 2005)。科学教师的TPACK认知水平与其教学经验、性别、年龄存在一定的关系(Tsai, Chai, and et al.， 2013)。然而，国内对科学教师TPACK的研究还不够。本文通过课堂行为、教学媒介和TPACK要素三个维度，分析了中学科学教师的课堂教学结构和TRACK结构，以及两者之间的关系。本文以中国吉林省D中学科学高质量课堂实践为研究对象，在对高质量课堂视频进行分析研究后，在现有分析系统(Flanders, 1970;Zhang & Wang, 2015)。该系统有效地对各种行为进行了全面深入的分析，并将研究数据结果可视化，最后呈现出来。
{"title":"Study of Relationship between Classroom Teaching Structure and TRACK Structure of Science Teachers in Middle Schools","authors":"Dongping Liu, Hai Zhang, Yining Wang, Baoshan Yan","doi":"10.1109/EITT.2017.12","DOIUrl":"https://doi.org/10.1109/EITT.2017.12","url":null,"abstract":"Teachers' Technological Pedagogical Content Knowledge (TPACK) makes appropriate selection and implementation of technology in instruction possible. The creation of the framework of TPACK has opened up a new research field for teachers' professional development (Mishra & Koehler, 2005). There is a certain relationship between science teachers' TPACK cognition level and their teaching experience, gender and age (Tsai, Chai, and et al., 2013). However, researches of science teachers' TPACK are not enough in China. This paper analyses classroom teaching structure and TRACK structure of science teachers in middle school and the relationship between the two structures through the three dimensions of classroom behavior, teaching media and TPACK elements. By taking high-quality science class practice at D middle school in Jilin Province in China as the research object, after analyzing and researching the video of high-quality class, the author develops an Educational Technology Interaction Analysis System (ETIAS) based on the existing analysis system (Flanders, 1970; Zhang & Wang, 2015). This new system makes a comprehensive and in-depth analysis of the various behaviors in an effective way, and visualizes the research data results and finally presents them.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"111 3S 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115841175","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 recent years, online learning course has been drawn much attention from educators and researchers through the world. Nowadays, some popular Massive Open Online Courses (MOOCs) in the world provide video courses for learning various subjects and have been successfully applied to many subjects. On the other hand, there are some researchers have indicated that attention state and learning are strongly correlated. However, despite their importance, it is a complicated procedure that when educators want to observe the attention state of each student in online learning course. To help educators effectively observe students' attention state in online learning environments. This study designed and implemented a real-time attention recognition and feedback system, for measuring changes in learner attention state. Finally, to achieve the goals as mentioned above, this study carried out the stability testing, usability testing, and expert evaluation of the real-time attention recognition and feedback system.
近年来，网络学习课程受到了世界各地教育工作者和研究人员的广泛关注。目前，国际上一些流行的大规模在线开放课程(Massive Open Online Courses, MOOCs)提供各种学科的视频学习课程，并已成功应用于许多学科。另一方面，也有一些研究者指出，注意状态与学习是密切相关的。然而，尽管它们很重要，当教育者想要观察在线学习课程中每个学生的注意力状态时，这是一个复杂的过程。帮助教育者在网络学习环境中有效观察学生的注意力状态。本研究设计并实现了一个实时注意力识别与反馈系统，用于测量学习者注意力状态的变化。最后，为实现上述目标，本研究对实时注意力识别与反馈系统进行了稳定性测试、可用性测试和专家评估。
{"title":"The Design and Implementation of a Real-Time Attention Recognition/Feedback System in Online Learning Course","authors":"Pei-Yu Cheng, Yu-Cheng Chien, Yueh-Min Huang","doi":"10.1109/EITT.2017.59","DOIUrl":"https://doi.org/10.1109/EITT.2017.59","url":null,"abstract":"In recent years, online learning course has been drawn much attention from educators and researchers through the world. Nowadays, some popular Massive Open Online Courses (MOOCs) in the world provide video courses for learning various subjects and have been successfully applied to many subjects. On the other hand, there are some researchers have indicated that attention state and learning are strongly correlated. However, despite their importance, it is a complicated procedure that when educators want to observe the attention state of each student in online learning course. To help educators effectively observe students' attention state in online learning environments. This study designed and implemented a real-time attention recognition and feedback system, for measuring changes in learner attention state. Finally, to achieve the goals as mentioned above, this study carried out the stability testing, usability testing, and expert evaluation of the real-time attention recognition and feedback system.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124082177","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}
This paper is to investigate which factors influence the implementation of ICT in education. The paper identifies multiple factors that influence the success and failure of ICT from the literature. 30 studies which had full-text access were coded and analyzed in this study. The results reveal 4 dimensions and 31 critical factors for ICT implementation in developed countries. The findings of this investigation would be of value to the further application of ICT in improving the teaching and learning.
{"title":"Investigating the Factors Influencing the Use of ICT in Education: A Content Analysis","authors":"Fei Wang, Rifa Guo, M. Hu, X. Gu","doi":"10.1109/EITT.2017.15","DOIUrl":"https://doi.org/10.1109/EITT.2017.15","url":null,"abstract":"This paper is to investigate which factors influence the implementation of ICT in education. The paper identifies multiple factors that influence the success and failure of ICT from the literature. 30 studies which had full-text access were coded and analyzed in this study. The results reveal 4 dimensions and 31 critical factors for ICT implementation in developed countries. The findings of this investigation would be of value to the further application of ICT in improving the teaching and learning.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129646001","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 purpose of this study was to investigate the relationship between college students' computer experience and digital citizenship. Data was collected with the Digital Citizenship Scale from 712 college students in central China. The results showed that college students' computer experience had no significant effect on the overall digital citizenship construct. However, college students' daily computer usage time had a significant effect on one dimension of digital citizenship: Respect Yourself/Respect Others. Based on the results of this study, the authors proposed several strategies be considered to improve college students' digital citizenship.
{"title":"The Relationship between Computer Experience and College Students' Digital Citizenship","authors":"Shun Xu, H. Yang, Sha Zhu, J. MacLeod","doi":"10.1109/EITT.2017.24","DOIUrl":"https://doi.org/10.1109/EITT.2017.24","url":null,"abstract":"The purpose of this study was to investigate the relationship between college students' computer experience and digital citizenship. Data was collected with the Digital Citizenship Scale from 712 college students in central China. The results showed that college students' computer experience had no significant effect on the overall digital citizenship construct. However, college students' daily computer usage time had a significant effect on one dimension of digital citizenship: Respect Yourself/Respect Others. Based on the results of this study, the authors proposed several strategies be considered to improve college students' digital citizenship.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125777637","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}
Y. Huang, Chengling Zhao, Fengfang Shu, Jin-Ju Huang
The purpose of this thesis was to examine teaching effect of distance course in senior school. In this study, the instruction was delivered to face-to-face and remote students simultaneously by synchronous video, mixed methods were used to execute the survey of teaching and learning. The final results showed that Blended synchronous classroom was full of great potential for integrating the strengths of teaching and learning, but there were challenges as well. In general, teachers and students will achieve good teaching and learning experience from the host class and the synchronous class.
{"title":"Investigating and Analyzing Teaching Effect of Blended Synchronous Classroom","authors":"Y. Huang, Chengling Zhao, Fengfang Shu, Jin-Ju Huang","doi":"10.1109/EITT.2017.40","DOIUrl":"https://doi.org/10.1109/EITT.2017.40","url":null,"abstract":"The purpose of this thesis was to examine teaching effect of distance course in senior school. In this study, the instruction was delivered to face-to-face and remote students simultaneously by synchronous video, mixed methods were used to execute the survey of teaching and learning. The final results showed that Blended synchronous classroom was full of great potential for integrating the strengths of teaching and learning, but there were challenges as well. In general, teachers and students will achieve good teaching and learning experience from the host class and the synchronous class.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133565742","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}
Zhen Chen, Yi Zhang, Qingyu Bai, Bei-Lei Chen, Yinghui Zhu, Ye Xiong
With the evolution of the mobile platform and the rapid adoption of mobile devices such as cell phones and other handheld devices, mobile devices are playing a huge role in education. The traditional teaching mode cannot meet the requirements of comprehensive quality cultivation for students in the information technology environment. The purpose of this study was to investigate the effects of different teaching model (PBL teaching model based on the mobile devices vs. traditional teaching model) on the meta-cognitive awareness of learners. One hundred and three primary school students enrolled in the "Movement of the Earth" course taught by the experienced professor. This study randomly selected one class as the experimental group and the other as the control group. The teacher used PBL teaching model based on the mobile devices in the experimental group and used traditional teaching mode in the control group. Quantitative analysis combined with qualitative analysis was used to examine the meta-cognitive awareness, learning achievement and students' work. The results showed that PBL teaching based on mobile devices has better effect on students' meta-cognitive awareness but there no significant difference with control group; Compared with the traditional teaching, PBL teaching based on mobile devices has a significant positive impact on students' learning achievement; During the whole teaching process, students in the experimental group played an active part in inquiry activities and did rich works.
{"title":"A PBL Teaching Model Based on Mobile Devices to Improve Primary School Students' Meta-Cognitive Awareness and Learning Achievement","authors":"Zhen Chen, Yi Zhang, Qingyu Bai, Bei-Lei Chen, Yinghui Zhu, Ye Xiong","doi":"10.1109/EITT.2017.27","DOIUrl":"https://doi.org/10.1109/EITT.2017.27","url":null,"abstract":"With the evolution of the mobile platform and the rapid adoption of mobile devices such as cell phones and other handheld devices, mobile devices are playing a huge role in education. The traditional teaching mode cannot meet the requirements of comprehensive quality cultivation for students in the information technology environment. The purpose of this study was to investigate the effects of different teaching model (PBL teaching model based on the mobile devices vs. traditional teaching model) on the meta-cognitive awareness of learners. One hundred and three primary school students enrolled in the \"Movement of the Earth\" course taught by the experienced professor. This study randomly selected one class as the experimental group and the other as the control group. The teacher used PBL teaching model based on the mobile devices in the experimental group and used traditional teaching mode in the control group. Quantitative analysis combined with qualitative analysis was used to examine the meta-cognitive awareness, learning achievement and students' work. The results showed that PBL teaching based on mobile devices has better effect on students' meta-cognitive awareness but there no significant difference with control group; Compared with the traditional teaching, PBL teaching based on mobile devices has a significant positive impact on students' learning achievement; During the whole teaching process, students in the experimental group played an active part in inquiry activities and did rich works.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"147 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131608924","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 traditional information technology course focuses on the learning of programming tools and ignores the development of students' Computational Thinking. The emergence of visual programming tools provides a new opportunity for the training of Computational Thinking. On the basis of studying the limitations of thinking training in the traditional information technology class and the advantages of visual programming in computational thinking, this paper proposes a computational thinking training model based on visual programming. The model based on project adopt the combination of teaching plan and learning plan to design teaching and cultivate Computational Thinking. Applying this model to the actual teaching process by designing a teaching case based on the visual programming tool App Inventor, the experimental results show that the Computational Thinking of students in this model is improved in formalization and modeling. Through proposing this model and verifying its validity, we can provide the feasibility and research ideas for further studies by using visual programming to cultivate students' Computational Thinking.
{"title":"A Model of Cultivating Computational Thinking Based on Visual Programming","authors":"Min Xiao, Xiaohua Yu","doi":"10.1109/EITT.2017.26","DOIUrl":"https://doi.org/10.1109/EITT.2017.26","url":null,"abstract":"The traditional information technology course focuses on the learning of programming tools and ignores the development of students' Computational Thinking. The emergence of visual programming tools provides a new opportunity for the training of Computational Thinking. On the basis of studying the limitations of thinking training in the traditional information technology class and the advantages of visual programming in computational thinking, this paper proposes a computational thinking training model based on visual programming. The model based on project adopt the combination of teaching plan and learning plan to design teaching and cultivate Computational Thinking. Applying this model to the actual teaching process by designing a teaching case based on the visual programming tool App Inventor, the experimental results show that the Computational Thinking of students in this model is improved in formalization and modeling. Through proposing this model and verifying its validity, we can provide the feasibility and research ideas for further studies by using visual programming to cultivate students' Computational Thinking.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132245447","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}
W. Guo, Yaofeng Xue, Huali Sun, Weiyun Chen, Shengna Long
Augmented reality is an emerging technology for the connection between the real world and the virtual world. The applications of the augmented reality technology in education field have profoundly changed the traditional education pattern. It is pointed out that utilizing augmented reality in class can increase the effectiveness and attractiveness of teaching and learning activities. In this paper, a case study of learning about dinosaurs in popular science courses of middle school based on the augmented reality technology is taken as an example. The samples of students' feedback show that this instructional design was conducive to resulting in a high-quality learning experience, active classroom atmosphere, and good learning performance.
{"title":"Utilizing Augmented Reality to Support Students' Learning in Popular Science Courses","authors":"W. Guo, Yaofeng Xue, Huali Sun, Weiyun Chen, Shengna Long","doi":"10.1109/EITT.2017.81","DOIUrl":"https://doi.org/10.1109/EITT.2017.81","url":null,"abstract":"Augmented reality is an emerging technology for the connection between the real world and the virtual world. The applications of the augmented reality technology in education field have profoundly changed the traditional education pattern. It is pointed out that utilizing augmented reality in class can increase the effectiveness and attractiveness of teaching and learning activities. In this paper, a case study of learning about dinosaurs in popular science courses of middle school based on the augmented reality technology is taken as an example. The samples of students' feedback show that this instructional design was conducive to resulting in a high-quality learning experience, active classroom atmosphere, and good learning performance.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"426 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133208572","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}
Z. Zhu, Chinyea Wang, Wei Jiang, Zixuan Wang, Jiazhen Xu
Web-based Science Inquiry tends to be a curriculum learning which learning steps are based on inquiry through Internet. In the existing research, Web-based Inquiry science Environment was widely used. Inquiry Environment provides scaffolds and cognitive tools in students' inquiry learning activities, thus to help students make their thinking visible and help teachers manage and evaluate students' learning actions and achievements in a better way. However, an assisted inquiry mechanism is needed in the existing inquiry environment, which can assist students to proceeds a consistent inquiring process including observing, analyzing, hypothesizing, experimenting, data processing, verifying hypothesis, and communicating introspection. This study aims to discuss how to design an assisted inquiry mechanism to optimize learners' Self-regulated inquiry space in Web-based Inquiry Environment, this mechanism helps learners to record data and information in learning notes, then form a mind map after analyzing, concluding and sorting, and helps learners to verify hypothesis, discuss and report in group in finally.
{"title":"Design for Assisted Inquiry Mechanism in Web-Based Inquiry Science Environment","authors":"Z. Zhu, Chinyea Wang, Wei Jiang, Zixuan Wang, Jiazhen Xu","doi":"10.1109/EITT.2017.45","DOIUrl":"https://doi.org/10.1109/EITT.2017.45","url":null,"abstract":"Web-based Science Inquiry tends to be a curriculum learning which learning steps are based on inquiry through Internet. In the existing research, Web-based Inquiry science Environment was widely used. Inquiry Environment provides scaffolds and cognitive tools in students' inquiry learning activities, thus to help students make their thinking visible and help teachers manage and evaluate students' learning actions and achievements in a better way. However, an assisted inquiry mechanism is needed in the existing inquiry environment, which can assist students to proceeds a consistent inquiring process including observing, analyzing, hypothesizing, experimenting, data processing, verifying hypothesis, and communicating introspection. This study aims to discuss how to design an assisted inquiry mechanism to optimize learners' Self-regulated inquiry space in Web-based Inquiry Environment, this mechanism helps learners to record data and information in learning notes, then form a mind map after analyzing, concluding and sorting, and helps learners to verify hypothesis, discuss and report in group in finally.","PeriodicalId":412662,"journal":{"name":"2017 International Conference of Educational Innovation through Technology (EITT)","volume":"35 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128606092","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：