Pub Date : 2019-12-17DOI: 10.17398/1695-288X.18.2.189
Elia Fernández Díaz, Carlos Rodríguez Hoyos, Adelina Calvo Salvador
espanolEn este trabajo se presentan los resultados de proceso de un proyecto deinvestigacion focalizado en mejorar la docencia en la universidad sobre las tecnologias enlos estudios de educacion a traves de los presupuestos del enfoque de la Educacion para laCiudadania Global Critica. Mediante un proceso de investigacion cualitativa, donde cadadocente es acompanado por un «amigo critico», se han recogido y analizado datos de unaexperiencia de formacion desarrollada en la asignatura «Las TIC aplicadas a la educacion» delGrado de Educacion Infantil, en la que el alumnado elabora una narrativa transmedia paradenunciar un problema social relevante. Los resultados muestran el nivel de significatividadque el alumnado otorga a las tematicas trabajadas en el marco de su formacion inicial y losprincipales facilitadores y barreras que han tenido durante el desarrollo de la experiencia. Apartir de los hallazgos, se identifican y discuten las principales lineas de trabajo paraintroducir mejoras en clase a nivel metodologico y pedagogico. Asimismo, se pone demanifiesto la necesidad de seguir trabajando desde una Educacion Critica que nos permitacomprender el mundo y pensar en la labor del docente como la de un intelectualcomprometido con el cambio social. EnglishThis paper presents the results of a research process developed in a projectfocused on improving university teaching in technologies in Education studies from anapproach based on Education for Critical Global Citizenship. Through a qualitative researchprocess, in which each teacher is accompanied by a «critical friend», data from the wholeprocess has been collected and analysed. The training experience was developed in thesubject «ICTs applied to education» in the Infant Education degree, where students areencouraged to produce a transmedia narrative to denounce a relevant social problem. Theresults show the level of significance that each student gave to the subjects studied withinthe framework of their initial training and the main facilitators and barriers they faced duringthe development of their work. Following analysis of these findings, lines of work forintroducing both pedagogical and methodological improvements in class have beenidentified as well as the need to continue working from a Critical Education approach whichallows us to understand the world from this perspective and view the work of teachers asthat of an intellectual committed to social change
本文介绍了一个研究项目的过程结果，该项目旨在通过批判性全球公民教育方法的预算来改善大学教育研究中的技术教学。质的调查的方式,在cadadocente是acompanado批评»«朋友,已收集和分析数据的unaexperiencia编队飞行课程开发的«信通技术应用到教育»delGrado和儿童教育,学生正在拟订叙述transmedia paradenunciar相关的社会问题。本研究的目的是评估学生在最初培训中对主题的重视程度，以及他们在经历发展过程中所经历的主要促进因素和障碍。在此基础上，确定并讨论了在方法论和教学层面引入课堂改进的主要工作路线。它还强调了继续进行批判性教育的必要性，使我们能够理解世界，并将教师的工作视为致力于社会变革的知识分子的工作。本文介绍了在一个项目中发展的研究过程的结果，该项目侧重于从基于关键全球公民教育的anach方法中改进大学教育技术研究。通过定性研究过程，每个教师都有一个“关键朋友”陪同，收集和分析了整个过程的数据。在幼儿教育学位的“信息通信技术应用于教育”项目中发展了培训经验，鼓励学生制作跨媒体叙事，揭露相关的社会问题。这些结果显示了每个学生在其最初培训框架内对所学习科目的重要性程度，以及他们在工作发展过程中所面临的主要促进因素和障碍。下列analysis of both pedagogical这些调查结果,lines of work forintroducing及方法的改善in class have beenidentified as well as the需要继续whichallows us to working from a Critical教育方法去理解the world from this perspective and the work of教师asthat view of an intellectual履行社会变革
{"title":"Educando para la ciudadanía global a través de las tecnologías. Análisis de una experiencia de formación de futuros docentes","authors":"Elia Fernández Díaz, Carlos Rodríguez Hoyos, Adelina Calvo Salvador","doi":"10.17398/1695-288X.18.2.189","DOIUrl":"https://doi.org/10.17398/1695-288X.18.2.189","url":null,"abstract":"espanolEn este trabajo se presentan los resultados de proceso de un proyecto deinvestigacion focalizado en mejorar la docencia en la universidad sobre las tecnologias enlos estudios de educacion a traves de los presupuestos del enfoque de la Educacion para laCiudadania Global Critica. Mediante un proceso de investigacion cualitativa, donde cadadocente es acompanado por un «amigo critico», se han recogido y analizado datos de unaexperiencia de formacion desarrollada en la asignatura «Las TIC aplicadas a la educacion» delGrado de Educacion Infantil, en la que el alumnado elabora una narrativa transmedia paradenunciar un problema social relevante. Los resultados muestran el nivel de significatividadque el alumnado otorga a las tematicas trabajadas en el marco de su formacion inicial y losprincipales facilitadores y barreras que han tenido durante el desarrollo de la experiencia. Apartir de los hallazgos, se identifican y discuten las principales lineas de trabajo paraintroducir mejoras en clase a nivel metodologico y pedagogico. Asimismo, se pone demanifiesto la necesidad de seguir trabajando desde una Educacion Critica que nos permitacomprender el mundo y pensar en la labor del docente como la de un intelectualcomprometido con el cambio social. EnglishThis paper presents the results of a research process developed in a projectfocused on improving university teaching in technologies in Education studies from anapproach based on Education for Critical Global Citizenship. Through a qualitative researchprocess, in which each teacher is accompanied by a «critical friend», data from the wholeprocess has been collected and analysed. The training experience was developed in thesubject «ICTs applied to education» in the Infant Education degree, where students areencouraged to produce a transmedia narrative to denounce a relevant social problem. Theresults show the level of significance that each student gave to the subjects studied withinthe framework of their initial training and the main facilitators and barriers they faced duringthe development of their work. Following analysis of these findings, lines of work forintroducing both pedagogical and methodological improvements in class have beenidentified as well as the need to continue working from a Critical Education approach whichallows us to understand the world from this perspective and view the work of teachers asthat of an intellectual committed to social change","PeriodicalId":43695,"journal":{"name":"Revista Latinoamericana de Tecnologia Educativa-RELATEC","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68168505","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 : 2019-06-29DOI: 10.17398/1695-288X.18.1.23
I. M. J. Abellán
espanolEn este articulo presentamos Rayuela 2.0, un marco teorico y una herramientaweb pensados para ayudar a investigadores noveles en educacion y ciencias sociales, en lageneracion de disenos de investigacion solidos y bien informados. Este trabajo muestra elproceso de evaluacion de la version 1.0 de Rayuela, los resultados formales obtenidos, y loscambios realizados en la propuesta inicial de Rayuela, que han permitido desarrollar unanueva version 2.0 mejorada. Esta constituye una herramienta al alcance de maestros ymaestras interesados en la propuesta de innovaciones fundamentadas en el analisissistematico y riguroso de sus practicas. Rayuela 2.0 ofrece una herramienta web para lageneracion interactiva de disenos de investigacion cualitativos, cuantitativos y de metodomixto, rigurosos y bien informados que permitan a educadores analizar, criticar y mejorar supractica. La nueva version mejorada de Rayuela es bilingue y ofrece espacios web para lacomparticion y discusion de los disenos de investigacion creados por sus usuarios EnglishIn this article we present Hopscotch 2.0, a theoretical framework and a Webtooldeveloped with the aim of helping novice researchers in the fields of education and socialsciences, to generate solid and well-informed research designs. The present work shows theevaluation process of Rayuela 1.0, the obtained formal results, and the changes made to theinitial version of Hopscotch that have helped de development of an enhanced 2.O version.Hopscotch is a tool available to teachers interested in the proposal of innovations based onthe systematic and rigorous analysis of their practices. The 2.0 offers a web tool for theinteractive generation of qualitative, quantitative and mixed method, rigorous and well-informed research designs that allow educators to analyze, criticize and improve theirpractice. The new improved version of Rayuela is bilingual and offers spaces for the sharingand discussion of the research designs created by its users.
在这篇文章中，我们提出了Rayuela 2.0，一个理论框架和网络工具，旨在帮助教育和社会科学的新研究人员生成可靠和消息灵通的研究设计。这项工作展示了Rayuela 1.0版本的评估过程，获得的正式结果，以及对最初Rayuela提案所做的更改，这些更改导致了新的改进版本2.0的开发。这是一个工具，教师有兴趣提出创新，基于系统和严格的分析他们的实践。Rayuela 2.0提供了一个网络工具，用于交互式生成定性、定量和方法学研究设计，严谨和知识渊博，允许教育工作者分析、批评和改进supractica。新的改进版本跳房子是双语和lacomparticion和网络提供了空间,讨论调查的设计在今天由用户EnglishIn this条we目前Hopscotch 2.0,理论框架和Webtooldeveloped with the aim of帮助novice研究in the fields of education and socialsciences to generate solid and well-informed research、。本文介绍了Rayuela 1.0的评价过程、取得的正式成果以及对最初版本的跳转器所作的改动，这些改动有助于开发增强版2。或版本。Hopscotch是一种工具，供有兴趣提出创新建议的教师使用，其基础是对其实践进行系统和严格的分析。2.0为交互式生成定性、定量和混合方法、严谨和信息充分的研究设计提供了一个网络工具，使教育工作者能够分析、批评和改进这种做法。The new改善version of跳房子is双语and offers spaces for The sharingand讨论of The research、created by its users。
{"title":"Rayuela 2.0: Una herramienta para promocionar la labor innovadora de maestros y maestras mediante la generación de diseños de investigación rigurosos","authors":"I. M. J. Abellán","doi":"10.17398/1695-288X.18.1.23","DOIUrl":"https://doi.org/10.17398/1695-288X.18.1.23","url":null,"abstract":"espanolEn este articulo presentamos Rayuela 2.0, un marco teorico y una herramientaweb pensados para ayudar a investigadores noveles en educacion y ciencias sociales, en lageneracion de disenos de investigacion solidos y bien informados. Este trabajo muestra elproceso de evaluacion de la version 1.0 de Rayuela, los resultados formales obtenidos, y loscambios realizados en la propuesta inicial de Rayuela, que han permitido desarrollar unanueva version 2.0 mejorada. Esta constituye una herramienta al alcance de maestros ymaestras interesados en la propuesta de innovaciones fundamentadas en el analisissistematico y riguroso de sus practicas. Rayuela 2.0 ofrece una herramienta web para lageneracion interactiva de disenos de investigacion cualitativos, cuantitativos y de metodomixto, rigurosos y bien informados que permitan a educadores analizar, criticar y mejorar supractica. La nueva version mejorada de Rayuela es bilingue y ofrece espacios web para lacomparticion y discusion de los disenos de investigacion creados por sus usuarios EnglishIn this article we present Hopscotch 2.0, a theoretical framework and a Webtooldeveloped with the aim of helping novice researchers in the fields of education and socialsciences, to generate solid and well-informed research designs. The present work shows theevaluation process of Rayuela 1.0, the obtained formal results, and the changes made to theinitial version of Hopscotch that have helped de development of an enhanced 2.O version.Hopscotch is a tool available to teachers interested in the proposal of innovations based onthe systematic and rigorous analysis of their practices. The 2.0 offers a web tool for theinteractive generation of qualitative, quantitative and mixed method, rigorous and well-informed research designs that allow educators to analyze, criticize and improve theirpractice. The new improved version of Rayuela is bilingual and offers spaces for the sharingand discussion of the research designs created by its users.","PeriodicalId":43695,"journal":{"name":"Revista Latinoamericana de Tecnologia Educativa-RELATEC","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2019-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68168362","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 : 2018-07-23DOI: 10.17398/1695-288X.17.1.41
Jorge Balladares-Burgos
espanolEste articulo analiza la incidencia de la educacion digital en la formacion del profesorado en las modalidades virtual (e-learning) y semipresencial (b-learning). Para este cometido se realizaron tres estudios. El primer estudio abordo el impacto de un curso de formacion TIC en modalidad semipresencial en la competencia digital del profesorado universitario en una universidad ecuatoriana. El segundo estudio identifico los componentes claves del diseno instruccional de un programa de posgrado en la modalidad e-learning de una universidad espanola. Mientras que el tercer estudio establecio una propuesta de rediseno instruccional de un curso de educacion digital a traves del desarrollo de competencias digitales e informacionales para el profesorado universitario ecuatoriano. Los resultados de los estudios nos demuestran que el diseno instruccional de los cursos de capacitacion no satisface las necesidades y expectativas sobre la competencia digital y tampoco se observa una mejora de las practicas con TIC en el aula; el posgrado analizado se considera como una propuesta valida, innovadora y actualizada para la formacion de profesionales e investigadores en Tecnologia Educativa y el diseno de las actividades es clave para el fomento de aprendizajes profundos en e-learning; y que el re-diseno instruccional realizado a partir de los resultados de los estudios previos contribuye a la calidad de la formacion digital del profesorado universitario. Estos tres estudios permiten tener una vision integral de los resultados de la investigacion en torno a la educacion digital y la formacion del profesorado universitario en las modalidades b-learning y e-learning EnglishThis article analyzes the incidence of digital education in teacher training in the modalities of b-learning and e-learning. The research proposed three case studies. The first study evaluates the efects of a TIC training course in b-learning mode in the digital competence of teachers in an Ecuadorian university. The second study identifed the key components of the instructional design of a postgraduate program in the e-learning modality of a Spanish university. The third study established a proposal for instructional re-design of a digital education course through development of digital and informational competencies for Ecuadorian higher education staf. The results showed that he instructional design of the training courses does not meet the needs and expectations of the digital competence, nor does it show an improvement in TIC practices in the classroom; the master degree analyzed is considered as a valid, innovative and updated proposal for the training of professionals and researchers in Educational Technology and the design of the activities is key to the promotion of deep learning in online education; and instructional re-design,based on the results of the previous studies, contributes to the quality of digital teacher training in the University. These three studies allow a comprehe
{"title":"Diseño pedagógico de la educación digital para la formación del profesorado","authors":"Jorge Balladares-Burgos","doi":"10.17398/1695-288X.17.1.41","DOIUrl":"https://doi.org/10.17398/1695-288X.17.1.41","url":null,"abstract":"espanolEste articulo analiza la incidencia de la educacion digital en la formacion del profesorado en las modalidades virtual (e-learning) y semipresencial (b-learning). Para este cometido se realizaron tres estudios. El primer estudio abordo el impacto de un curso de formacion TIC en modalidad semipresencial en la competencia digital del profesorado universitario en una universidad ecuatoriana. El segundo estudio identifico los componentes claves del diseno instruccional de un programa de posgrado en la modalidad e-learning de una universidad espanola. Mientras que el tercer estudio establecio una propuesta de rediseno instruccional de un curso de educacion digital a traves del desarrollo de competencias digitales e informacionales para el profesorado universitario ecuatoriano. Los resultados de los estudios nos demuestran que el diseno instruccional de los cursos de capacitacion no satisface las necesidades y expectativas sobre la competencia digital y tampoco se observa una mejora de las practicas con TIC en el aula; el posgrado analizado se considera como una propuesta valida, innovadora y actualizada para la formacion de profesionales e investigadores en Tecnologia Educativa y el diseno de las actividades es clave para el fomento de aprendizajes profundos en e-learning; y que el re-diseno instruccional realizado a partir de los resultados de los estudios previos contribuye a la calidad de la formacion digital del profesorado universitario. Estos tres estudios permiten tener una vision integral de los resultados de la investigacion en torno a la educacion digital y la formacion del profesorado universitario en las modalidades b-learning y e-learning EnglishThis article analyzes the incidence of digital education in teacher training in the modalities of b-learning and e-learning. The research proposed three case studies. The first study evaluates the efects of a TIC training course in b-learning mode in the digital competence of teachers in an Ecuadorian university. The second study identifed the key components of the instructional design of a postgraduate program in the e-learning modality of a Spanish university. The third study established a proposal for instructional re-design of a digital education course through development of digital and informational competencies for Ecuadorian higher education staf. The results showed that he instructional design of the training courses does not meet the needs and expectations of the digital competence, nor does it show an improvement in TIC practices in the classroom; the master degree analyzed is considered as a valid, innovative and updated proposal for the training of professionals and researchers in Educational Technology and the design of the activities is key to the promotion of deep learning in online education; and instructional re-design,based on the results of the previous studies, contributes to the quality of digital teacher training in the University. These three studies allow a comprehe","PeriodicalId":43695,"journal":{"name":"Revista Latinoamericana de Tecnologia Educativa-RELATEC","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2018-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418965","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 : 2017-12-01DOI: 10.17398/1695-288X.16.2.13
M. Moreira
This article is an essay that analyzes the changes or mutations that are taking place in the characteristics and functionalities of educational materials in the context of the digital society. It is based on the thesis that the hegemonic didactic material of the modern school (specifically textbooks) responded to the logic of printed culture characterized by packaging knowledge and a standardized and mass curriculum development model. In this S. XXI educational materials are affected by digital transformation whose mutation is described in terms of five dimensions or areas: artifactual or technological, pedagogical, teaching functionality, learning functionality, and production processes, distribution and consumption. It concludes by pointing out that the metamorphosis of the didactic material does not consist only in a change of the technological format, but it must be fundamentally of the cultural story and of the pedagogical functionality of the material.
{"title":"La metamorfosis digital del material didáctico tras el paréntesis Gutenberg","authors":"M. Moreira","doi":"10.17398/1695-288X.16.2.13","DOIUrl":"https://doi.org/10.17398/1695-288X.16.2.13","url":null,"abstract":"This article is an essay that analyzes the changes or mutations that are taking place in the characteristics and functionalities of educational materials in the context of the digital society. It is based on the thesis that the hegemonic didactic material of the modern school (specifically textbooks) responded to the logic of printed culture characterized by packaging knowledge and a standardized and mass curriculum development model. In this S. XXI educational materials are affected by digital transformation whose mutation is described in terms of five dimensions or areas: artifactual or technological, pedagogical, teaching functionality, learning functionality, and production processes, distribution and consumption. It concludes by pointing out that the metamorphosis of the didactic material does not consist only in a change of the technological format, but it must be fundamentally of the cultural story and of the pedagogical functionality of the material.","PeriodicalId":43695,"journal":{"name":"Revista Latinoamericana de Tecnologia Educativa-RELATEC","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2017-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47893860","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 : 2014-12-21DOI: 10.17398/1695-288X.13.2.77
J. González, Rocío Serrano Rodríguez
El dominio y manejo de las Tecnologias de la Informacion y Comunicacion (TIC) en el ambito educativo es considerado una de las principales destrezas que debe desarrollar, hoy dia, el profesorado durante su proceso de formacion, en sintonia con el desarrollo de la metacognicion, entre otras. Con el objetivo de dar respuesta al desarrollo de tales aspectos hemos llevado a cabo un proyecto de innovacion docente donde los estudiantes de magisterio aprenden a realizar mapas mentales individuales y grupales, con ayuda del programa Microsoft Powerpoint. Este software resulta una herramienta potente para integrar de forma practica las TIC en el proceso educativo, ya que permite desarrollar una metodologia activa, en la que se fomenta el aprendizaje reflexivo y la capacidad metacognitiva. Una vez analizados los datos de la investigacion hemos observado que los futuros docentes valoran positivamente la dinamica de aprendizaje y los recursos empleados en esta experiencia, apreciando especialmente la utilidad de los Mapas Mentales como estrategia de aprendizaje y su facil elaboracion a traves del citado software Abstract Nowadays, specific capabilities and use of Information and Communication Technology (ITC) in education are considered a part of main skills to be developed by teachers during their training along with the development of metacognition. In order to achieve the development of these aspects, we have carried out a teaching innovation project where teaching students learn to elaborate individual and group mind maps with Microsoft PowerPoint software. This software is a powerful tool as a practical way to integrate ICT in the educational process because it helps in development of an active methodology that improves reflective learning and metacognitive ability. Once research data has been analyzed, we have observed that future teachers found valuable and positive this learning dynamic and resources used in this experience, especially appreciating the usefulness of Mind Mapping as a learning strategy and its creation through this software.
{"title":"El uso de mapas mentales en la formación inicial docente / The use of mind maps in initial teacher training","authors":"J. González, Rocío Serrano Rodríguez","doi":"10.17398/1695-288X.13.2.77","DOIUrl":"https://doi.org/10.17398/1695-288X.13.2.77","url":null,"abstract":"El dominio y manejo de las Tecnologias de la Informacion y Comunicacion (TIC) en el ambito educativo es considerado una de las principales destrezas que debe desarrollar, hoy dia, el profesorado durante su proceso de formacion, en sintonia con el desarrollo de la metacognicion, entre otras. Con el objetivo de dar respuesta al desarrollo de tales aspectos hemos llevado a cabo un proyecto de innovacion docente donde los estudiantes de magisterio aprenden a realizar mapas mentales individuales y grupales, con ayuda del programa Microsoft Powerpoint. Este software resulta una herramienta potente para integrar de forma practica las TIC en el proceso educativo, ya que permite desarrollar una metodologia activa, en la que se fomenta el aprendizaje reflexivo y la capacidad metacognitiva. Una vez analizados los datos de la investigacion hemos observado que los futuros docentes valoran positivamente la dinamica de aprendizaje y los recursos empleados en esta experiencia, apreciando especialmente la utilidad de los Mapas Mentales como estrategia de aprendizaje y su facil elaboracion a traves del citado software Abstract Nowadays, specific capabilities and use of Information and Communication Technology (ITC) in education are considered a part of main skills to be developed by teachers during their training along with the development of metacognition. In order to achieve the development of these aspects, we have carried out a teaching innovation project where teaching students learn to elaborate individual and group mind maps with Microsoft PowerPoint software. This software is a powerful tool as a practical way to integrate ICT in the educational process because it helps in development of an active methodology that improves reflective learning and metacognitive ability. Once research data has been analyzed, we have observed that future teachers found valuable and positive this learning dynamic and resources used in this experience, especially appreciating the usefulness of Mind Mapping as a learning strategy and its creation through this software.","PeriodicalId":43695,"journal":{"name":"Revista Latinoamericana de Tecnologia Educativa-RELATEC","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2014-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68168252","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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