Pub Date : 2020-06-30DOI: 10.17239/l1esll-2020.20.02.05
Jeppe Bundsgaard, Bettina Buch, Simon Skov Fougt
{"title":"Danish L1 according to the learning materials used—a quantitative study","authors":"Jeppe Bundsgaard, Bettina Buch, Simon Skov Fougt","doi":"10.17239/l1esll-2020.20.02.05","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.02.05","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73515915","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 : 2020-06-01DOI: 10.17239/l1esll-2020.20.02.04
Simon Skov Fougt, Jesper Bremholm, Bettina Buch
The purpose of this article is to give a general presentation of a collaborative mixed methods study on pedagogical learning materials that teachers report using in L1 teaching in primary and lower secondary school in Denmark. The presentation consists of four parts: an introduction covering the background for conducting this mixed methods study, including a contextualisation to support non-Danish readers in un- derstanding the study, a brief description of other Nordic and international research on learning materials, a methodological section describing the mixed methods approach as an explanatory sequential design study, and, finally, a presentation and discussion of the main results of both the quantitative and the qualitative studies presented in this special issue. We conclude that the learning materials for Danish L1 generally have a formalistic approach to the subject matter, dominated by skills-based tasks, and that they are characterised by narrow text choices and decontextualised tasks. None of this is in accordance with the National Curriculum for Danish L1 in primary and lower secondary school.
{"title":"What learning materials reveal about Danish L1 as a school subject. Background, methods and results from a collaborative mixed methods study on learning materials in Danish L1 education","authors":"Simon Skov Fougt, Jesper Bremholm, Bettina Buch","doi":"10.17239/l1esll-2020.20.02.04","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.02.04","url":null,"abstract":"The purpose of this article is to give a general presentation of a collaborative mixed methods study on pedagogical learning materials that teachers report using in L1 teaching in primary and lower secondary school in Denmark. The presentation consists of four parts: an introduction covering the background for conducting this mixed methods study, including a contextualisation to support non-Danish readers in un- derstanding the study, a brief description of other Nordic and international research on learning materials, a methodological section describing the mixed methods approach as an explanatory sequential design study, and, finally, a presentation and discussion of the main results of both the quantitative and the qualitative studies presented in this special issue. We conclude that the learning materials for Danish L1 generally have a formalistic approach to the subject matter, dominated by skills-based tasks, and that they are characterised by narrow text choices and decontextualised tasks. None of this is in accordance with the National Curriculum for Danish L1 in primary and lower secondary school.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86030937","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 : 2020-06-01DOI: 10.17239/l1esll-2020.20.01.08
Michał Daszkiewicz, Otília Sousa, Marta Łockiewicz, D. Lino, Martyna Piechowska
The aim of our paper is to describe and examine the approach to oracy in core curricula in two European countries: Poland and Portugal. In the paper, we examine kindergarten and early education L1 curricula, identifying their strengths and weaknesses, similarities and differences, and discuss theoretical positions that support the guiding documents of the educational activities in the two countries. Though Polish and Portuguese early education recommendations and obligations include teaching oracy, the importance they put on its development is quite dissimilar. Polish legislation focuses on teaching literacy. The term “oracy” is not used, and oracy itself is treated as a sub-category with specific requirements concerning most elementary forms of expression, e. g. naming or answering questions. Portu- guese legislation lists orality among four main educational components, together with reading and writing, l iterary education, and grammar. The term “orality” corresponds to oracy, and is treated as a tool for both expression and comprehension, and a prerequisite for advanced cognitive skills. We think that the development of oracy in early education should be considered a priority, together with the development of literacy, taking into account its importance for the children’s future academic achievement and active citizenship.
{"title":"Comparative analysis of the approach to L1 oracy in Polish and Portuguese early education curricula","authors":"Michał Daszkiewicz, Otília Sousa, Marta Łockiewicz, D. Lino, Martyna Piechowska","doi":"10.17239/l1esll-2020.20.01.08","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.08","url":null,"abstract":"The aim of our paper is to describe and examine the approach to oracy in core curricula in two European countries: Poland and Portugal. In the paper, we examine kindergarten and early education L1 curricula, identifying their strengths and weaknesses, similarities and differences, and discuss theoretical positions that support the guiding documents of the educational activities in the two countries. Though Polish and Portuguese early education recommendations and obligations include teaching oracy, the importance they put on its development is quite dissimilar. Polish legislation focuses on teaching literacy. The term “oracy” is not used, and oracy itself is treated as a sub-category with specific requirements concerning most elementary forms of expression, e. g. naming or answering questions. Portu- guese legislation lists orality among four main educational components, together with reading and writing, l iterary education, and grammar. The term “orality” corresponds to oracy, and is treated as a tool for both expression and comprehension, and a prerequisite for advanced cognitive skills. We think that the development of oracy in early education should be considered a priority, together with the development of literacy, taking into account its importance for the children’s future academic achievement and active citizenship.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84514208","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 : 2020-05-25DOI: 10.17239/l1esll-2020.20.01.06
P. Bakshi
{"title":"‘It is a dialect, not a language!’—Investigating teachers’ beliefs about Mewati","authors":"P. Bakshi","doi":"10.17239/l1esll-2020.20.01.06","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.06","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72406768","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 : 2020-05-01DOI: 10.17239/l1esll-2019.19.04.06
M. Schrijvers, P. Murphy, Gert Rijlaarsdam
This study answers a call for more transparency in descriptions of literature interventions that might inform future work in professional development design as well as literary pedagogy. The study draws on design-based research models to describe how principles of literary pedagogy were enacted in two iterations of a professional development program for U.S. secondary Language Arts teachers. The first iteration of the PD focused on surfacing teachers’ beliefs about literature, helping them to leverage learners’ everyday interpretive practices, to use affect ive evaluation to build literary interpretations, and to ask questions born of genuine curiosity. The second iteration revised the enactment of some principles and integrated activities designed to build trust in the learning community and make time for reflection on and integration of new concepts into current practice. Along with description, the study presents a preliminary experimental finding: teachers in the second iteration reported greater satisfaction with their learning experience and were more likely to implement professional development practices in their classrooms. The study hypothesizes that these gains result from the integration of time and trust into the learning design. We describe the design and development of a technology-based inference-making intervention system that includes a set of interactive learning modules, each of which engages students to (a) view age- appropriate children’s videos, (b) learn vocabulary words that are central to main ideas in each video, (c) respond to inferential questions, (d) receive scaffolding and specific feedback for each ques-tion, and (e) engage in a set of read-aloud lessons implemented by the classroom teacher and designed to promote transfer of inferencing from non-reading to reading contexts. First, we present the design principles that guided development, drawing on an integrated language comprehension framework. Next, we describe the design process, drawing on a field test of the usability and feasibility of the intervention system. Findings revealed that students and teachers found the system to be usable and helpful for support inference-making, and that it was feasible for classroom use. Then, we provide evidence from a field trial that showed that children who used the intervention system made gains in language comprehension, and that a version with ‘offline’ questioning (questions asked after viewing videos) was slightly superior to an ‘online’ version (questions asked during viewing). Finally, we high-light lessons learned that are informing additional development. students in the Netherlands, which aimed to foster their insight into human nat ure―insight into themselves, fictional others, and real-world others. Starting from a model of transformative reading, an exploration of the educational context, and a review of previous intervention studies, we designed an intervention in an iterative process. We evaluated the validit
{"title":"Systematically designed literature classroom interventions: design principles, development and implementation: an introduction","authors":"M. Schrijvers, P. Murphy, Gert Rijlaarsdam","doi":"10.17239/l1esll-2019.19.04.06","DOIUrl":"https://doi.org/10.17239/l1esll-2019.19.04.06","url":null,"abstract":"This study answers a call for more transparency in descriptions of literature interventions that might inform future work in professional development design as well as literary pedagogy. The study draws on design-based research models to describe how principles of literary pedagogy were enacted in two iterations of a professional development program for U.S. secondary Language Arts teachers. The first iteration of the PD focused on surfacing teachers’ beliefs about literature, helping them to leverage learners’ everyday interpretive practices, to use affect ive evaluation to build literary interpretations, and to ask questions born of genuine curiosity. The second iteration revised the enactment of some principles and integrated activities designed to build trust in the learning community and make time for reflection on and integration of new concepts into current practice. Along with description, the study presents a preliminary experimental finding: teachers in the second iteration reported greater satisfaction with their learning experience and were more likely to implement professional development practices in their classrooms. The study hypothesizes that these gains result from the integration of time and trust into the learning design. We describe the design and development of a technology-based inference-making intervention system that includes a set of interactive learning modules, each of which engages students to (a) view age- appropriate children’s videos, (b) learn vocabulary words that are central to main ideas in each video, (c) respond to inferential questions, (d) receive scaffolding and specific feedback for each ques-tion, and (e) engage in a set of read-aloud lessons implemented by the classroom teacher and designed to promote transfer of inferencing from non-reading to reading contexts. First, we present the design principles that guided development, drawing on an integrated language comprehension framework. Next, we describe the design process, drawing on a field test of the usability and feasibility of the intervention system. Findings revealed that students and teachers found the system to be usable and helpful for support inference-making, and that it was feasible for classroom use. Then, we provide evidence from a field trial that showed that children who used the intervention system made gains in language comprehension, and that a version with ‘offline’ questioning (questions asked after viewing videos) was slightly superior to an ‘online’ version (questions asked during viewing). Finally, we high-light lessons learned that are informing additional development. students in the Netherlands, which aimed to foster their insight into human nat ure―insight into themselves, fictional others, and real-world others. Starting from a model of transformative reading, an exploration of the educational context, and a review of previous intervention studies, we designed an intervention in an iterative process. We evaluated the validit","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80969533","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 : 2020-03-06DOI: 10.17239/l1esll-2020.20.01.03
Iris Winkler
{"title":"Cognitive activation in L1 literature classes. A content-specific framework for the description of teaching quality","authors":"Iris Winkler","doi":"10.17239/l1esll-2020.20.01.03","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.01.03","url":null,"abstract":"","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83120180","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 : 2020-03-01DOI: 10.17239/l1esll-2020.20.02.02
K. Kabel
This article contributes new insights into grammar teaching in Danish L1 by examining the three most frequently used learning materials concerned with grammar in upper primary school in Danish L1. An analysis of the why, what and how in the three materials shows that they state a prescriptive purpose, pay particular attention to spelling and punctuation rules, and suggest a repetitive grammar teaching ap- proach. The analysis also shows that recent pedagogical trends such as process writing and genre pedagogy are not reflected in these popular upper primary Danish L1 grammar teaching materials. Thus, the article sheds light on an under-researched content area in L1 education in Denmark, and it aims to contribute to a qualified debate about the role of grammar teaching and grammar teaching materials in L1 education, in dialogue with existing empirical research.
{"title":"For what benefit? Grammar teaching materials in upper primary Danish L1","authors":"K. Kabel","doi":"10.17239/l1esll-2020.20.02.02","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.02.02","url":null,"abstract":"This article contributes new insights into grammar teaching in Danish L1 by examining the three most frequently used learning materials concerned with grammar in upper primary school in Danish L1. An analysis of the why, what and how in the three materials shows that they state a prescriptive purpose, pay particular attention to spelling and punctuation rules, and suggest a repetitive grammar teaching ap- proach. The analysis also shows that recent pedagogical trends such as process writing and genre pedagogy are not reflected in these popular upper primary Danish L1 grammar teaching materials. Thus, the article sheds light on an under-researched content area in L1 education in Denmark, and it aims to contribute to a qualified debate about the role of grammar teaching and grammar teaching materials in L1 education, in dialogue with existing empirical research.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82758880","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 : 2020-03-01DOI: 10.17239/L1ESLL-2020.20.01.05
S. Colognesi, Maurice Niwese
The present research aims to highlight the impact of effective writing instruction on 1) the progress that students can make in their written products and 2) the relationship that students have with writing. It is not yet known what influence such instruction can have on primary school students’ relationship with writing, particularly the emotional, conceptual and axiological dimensions of this relationship. Writing instruction that includes known effective practices was contrasted with a teacher’s usual practices. Two classes of 10- to 12-year-old students (a total of 40 students) were given instruction aimed at supporting their production of the same kind of text, but based on either usual practices or known effective practices. The results show that writing instruction that implements effective practices leads to greater progress by students than a teacher's usual practices. In addition, students who experienced the system combining effective principles for teaching writing reported an improvement in their relationship with writing.
{"title":"Do effective practices for teaching writing change students' relationship to writing? Exploratory study with students aged 10-12 years","authors":"S. Colognesi, Maurice Niwese","doi":"10.17239/L1ESLL-2020.20.01.05","DOIUrl":"https://doi.org/10.17239/L1ESLL-2020.20.01.05","url":null,"abstract":"The present research aims to highlight the impact of effective writing instruction on 1) the progress that students can make in their written products and 2) the relationship that students have with writing. It is not yet known what influence such instruction can have on primary school students’ relationship with writing, particularly the emotional, conceptual and axiological dimensions of this relationship. Writing instruction that includes known effective practices was contrasted with a teacher’s usual practices. Two classes of 10- to 12-year-old students (a total of 40 students) were given instruction aimed at supporting their production of the same kind of text, but based on either usual practices or known effective practices. The results show that writing instruction that implements effective practices leads to greater progress by students than a teacher's usual practices. In addition, students who experienced the system combining effective principles for teaching writing reported an improvement in their relationship with writing.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88580272","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 : 2020-03-01DOI: 10.17239/l1esll-2020.20.02.03
U. D. Berthelsen, M. Tannert
Due to the all-pervasive digital transformation of education, learning materials have developed considerably in terms of their form, function and content over recent decades. This development from print-based to digital formats carries with it a corresponding transformation of materiality that may not be apparent, yet plays an important role in shaping contemporary learning environments. Obviously, this transfor- mation is of relevance for the design of learning materials and has implications for how we assess and study digital learning materials. However, the process of designing learning materials with a view to uti- lizing the many possibilities of contemporary digital technologies is no trivial task. Consequently, a focal point in the study of learning materials must concern the utilization of these new possibilities. For that purpose, we develop a framework for analyzing digital learning materials based on the notion of affordance. We use this framework to study how six courses from a widely used digital form of Danish L1 learning material integrate different kinds of affordances into their learning designs. Based on the results of our analysis, we also discuss the implications of this material transformation.
{"title":"Utilizing the affordances of digital learning materials","authors":"U. D. Berthelsen, M. Tannert","doi":"10.17239/l1esll-2020.20.02.03","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.02.03","url":null,"abstract":"Due to the all-pervasive digital transformation of education, learning materials have developed considerably in terms of their form, function and content over recent decades. This development from print-based to digital formats carries with it a corresponding transformation of materiality that may not be apparent, yet plays an important role in shaping contemporary learning environments. Obviously, this transfor- mation is of relevance for the design of learning materials and has implications for how we assess and study digital learning materials. However, the process of designing learning materials with a view to uti- lizing the many possibilities of contemporary digital technologies is no trivial task. Consequently, a focal point in the study of learning materials must concern the utilization of these new possibilities. For that purpose, we develop a framework for analyzing digital learning materials based on the notion of affordance. We use this framework to study how six courses from a widely used digital form of Danish L1 learning material integrate different kinds of affordances into their learning designs. Based on the results of our analysis, we also discuss the implications of this material transformation.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80403782","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 : 2020-03-01DOI: 10.17239/l1esll-2020.20.02.01
Jesper Bremholm
Across a large number of countries, reading textbooks is widely used in primary grade reading instruction. In Denmark, a quantitative study has shown that one single reading textbook ( The first reading ) strongly dominates the primary grades classrooms. The first reading presents itself as a learning material that co-vers all aspects of reading instruction, and that is based on recent research on primary grade reading. This article presents a set of criteria for the analysis and evaluation of textbooks for primary grades reading instruction, based on an overview of recent research studies on reading instruction showing that a bal- anced approach is the most successful (i.e. a combination of technical and meaning-oriented elements). The criteria are exemplified by analysing The first reading with the purpose of answering the question of whether it is actually research based as claimed. The analysis shows that the technical elements are sys-tematically supported by The first reading , whereas the meaning-oriented elements are either left out or treated in an overridingly drill-based manner. In conclusion, it is argued that the set of evaluative criteria might constitute a helpful professional tool for teachers in relation to the challenging task of using text- books as part of a balanced reading instruction.
{"title":"Evaluating textbooks for primary grade reading instruction: A usable heuristic for L1 education","authors":"Jesper Bremholm","doi":"10.17239/l1esll-2020.20.02.01","DOIUrl":"https://doi.org/10.17239/l1esll-2020.20.02.01","url":null,"abstract":"Across a large number of countries, reading textbooks is widely used in primary grade reading instruction. In Denmark, a quantitative study has shown that one single reading textbook ( The first reading ) strongly dominates the primary grades classrooms. The first reading presents itself as a learning material that co-vers all aspects of reading instruction, and that is based on recent research on primary grade reading. This article presents a set of criteria for the analysis and evaluation of textbooks for primary grades reading instruction, based on an overview of recent research studies on reading instruction showing that a bal- anced approach is the most successful (i.e. a combination of technical and meaning-oriented elements). The criteria are exemplified by analysing The first reading with the purpose of answering the question of whether it is actually research based as claimed. The analysis shows that the technical elements are sys-tematically supported by The first reading , whereas the meaning-oriented elements are either left out or treated in an overridingly drill-based manner. In conclusion, it is argued that the set of evaluative criteria might constitute a helpful professional tool for teachers in relation to the challenging task of using text- books as part of a balanced reading instruction.","PeriodicalId":43406,"journal":{"name":"L1 Educational Studies in Language and Literature","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2020-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80099882","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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