Pub Date : 2023-06-06DOI: 10.1080/00309230.2023.2213165
María Eugenia Chaoul
{"title":"¿Pizarra o papel? La lenta transformación de las escuelas en México, 1880–1920","authors":"María Eugenia Chaoul","doi":"10.1080/00309230.2023.2213165","DOIUrl":"https://doi.org/10.1080/00309230.2023.2213165","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"78 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83901684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-05DOI: 10.1080/00309230.2023.2218806
Thong M. Trinh
{"title":"A new moral vision: gender, religion, and the changing purposes of American higher education, 1837–1917","authors":"Thong M. Trinh","doi":"10.1080/00309230.2023.2218806","DOIUrl":"https://doi.org/10.1080/00309230.2023.2218806","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"37 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73167804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-30DOI: 10.1080/00309230.2023.2205546
Patricia Delgado-Granados, Gonzalo Ramírez-Macías
ABSTRACTOne of the primary goals of Franco’s education policy was to train the working class in the doctrinal principles of the regime. Labour Universities were one of the education institutions created for this purpose; there were three for women (Zaragoza, Cáceres and Huesca). This article focuses on analysing the purposes sought by these macro-institutions when training working-class women, using diverse primary sources: documentary, audiovisual, archive and legal. Findings indicate that Women’s Labour Universities aimed to provide specialised vocational training and also to impose the doctrine of the ideological principles advocated by the regime in relation to the model of women. However, these goals were somewhat incompatible as providing women with vocational training promoted their emancipation, contrary to the female ideal mainly advocated.KEYWORDS: History of educationSpaindictatorshipworking classwomanvocational training Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The Spanish Falange and JONS programme comprised a total of twenty-six points. See: Boletín Oficial del Estado [Spanish Official State Gazette] (1937) Decree 255 of 19 April. BOE, 20 April.2 Patricia Delgado-Granados and Gonzalo Ramírez-Macías, “¿Conveniencia o necesidad? La formación de la clase obrera en las Universidades Laborales franquistas (1955–1978)”, Historia Crítica 63 (2017): 117–136.3 Matilde Peinado, Enseñando a señoritas y sirvientas. Formación femenina y clasismo en el franquismo (Madrid: Catarata, 2012).4 Boletín Oficial del Estado [Spanish Official State Gazette] (1937) Decree 255 of 19 April. BOE, 20 April.5 Stanley Payne, El régimen de Franco: 1936–1975 (Madrid: Alianza,1987).6 Enrique Moradiellos, Las caras de Franco: una revisión histórica del caudillo y su régimen (Madrid: Siglo XXI, 2017).7 Paul Preston, Franco: caudillo de España (Madrid: Debate, 2015).8 Antonio Cañellas, “La tecnocracia franquista: el sentido ideológico del desarrollo económico”, Studia histórica. Historia Contemporánea 24 (2006): 257–288.9 Anna Catharina Hormann, “1959. El Plan de Estabilizacion”, in Historia Mundial de España, dir. Xosé M. Nuñez Seixas (Barcelona: Destino, 2018), 830–836.10 Cañellas, “La tecnocracia franquista”, 258.11 Hormann, “1959. El Plan de Estabilizacion”, 832.12 José Luis García and José Carlos Jiménez, Un siglo de España: la economía (Madrid: Marcial Pons, 2003).13 Enrique Berzal de la Rosa, “Clérigos y fieles ante el franquismo: La evolución de las actitudes políticas de los católicos durante el Desarrollismo”, in No sólo miedo. Actitudes políticas y opinión popular bajo la dictadura franquista (1936–1977), eds. Miguel Ángel Del Arco Blanco, Carlos Fuertes Muñoz, Claudio Hernández Burgos and Jorge Marco (Granada: Comares, 2016), 177–194.14 José Vidal Beneyto, Memoria democrática (Madrid: Foca, 2007), 51.15 Óscar Martín García, “La polis paralela. Espacios de participación política en el franquismo final”, in No
Curiously,开设was not as newsworthy training for women in the NO-DO (first tool for新闻宣传的by the Franco制度)as指出by Carmen Sanchidrián and maria Dolores Molina”职业培训通过NO-DO视图(1943年—1981年):意识形态宣传在最近的过去,空间、时间和教育”7,不。2 (2020): 135 - 156.25 boletin Official del Estado(1972) 7月21日第2061/1972号法令，将劳工大学纳入普通教育法的学术体系。杰拉尔丁·斯坎伦，《佛朗哥主义下的女人》，《历史》第27期(1977):4 - 28;jarne modol，“Models formals i sentimentals al Server de la feninaitat: la postwar a Lleida(1939 - 1945)”，Ilerda 49 (1991): 189 - 207;和Inbal Ofer，女士们在蓝色。《法国西班牙女性政治精英的形成》(伊斯特本:苏塞克斯学术出版社，2009)奥罗拉·莫西洛，身体和灵魂。《佛朗哥时代的女性》(马德里:Siglo XXI, 2015)Gerardo Meil，“La politica familiar espuna durante el franquismo”，Revista international de sociologia 11 (1995): 47 - 87.29 Carme Molinero，“Mujer, franquismo，法西斯主义”。《小世界的被迫关闭》，《社会历史》30 (1998):97 - 117.30 Meil，“佛朗哥时期的西班牙家庭政策”31卡门agullo diaz，“从被忽视到必要:佛朗哥时期妇女的职业培训(1936 - 1975)”，在国内和公共之间。萨拉·拉莫斯·萨莫拉(马德里:新图书馆，2016)，45 - 72.32 Pilar Folguera Crespo，“El franquismo”。曲目到私人领域(1939年—1975年)”,妇女在西班牙的故事编,Elisa优雅,1997年),第527(马德里:合成—548.33莫妮卡莫雷诺,“妇女和文化政策在佛朗哥时期和去年antifranquismo”,和7(2008)内存:165—185.34 maria concepcion Borreguero Sierra女性职业培训”,Revista 188(1967)教育:72.35 Carmen Sarasúa and Carme米勒”,工作和生活水平在佛朗哥时期。状态in从性别观点问题,”妇女的经历:目前,编辑Cristina Borderías(巴塞罗那展望:Icaria, 2009), 309—354.36莎拉Ramos和Teresa Rabazas”妇女和农村教育西班牙Desarrollismo、历史教育”(2007年):221—26 256.37 maria concepcion Borreguero Sierra女性职业培训”,教育杂志188 (1967):74.38 Sara Ramos Zamora和Carmen Colmenar Orzaes，“通过女性媒体的农村妇女和职业培训(1939 - 1959)”，educacio i historia: Revista d ' historia de l ' educacio 24 (2014): 135 - 171;maria Antonia Paz和Carlota Coronado，“Mujer y formacion professional durante el franquismo”，Pandora: revue d’etudes hispaniques 5 (2005): 133 - 145.39 Teresa Rabazas和Sara Ramos，“La construction del generacion del generacion en el franquismo y los discurso educational de La section Femenina”，Encounters on Education 7 (2006): 43 - 70;= =地理= =根据美国人口普查，该县的总面积为，其中土地和(0.964平方公里)水。西班牙教育的漫漫长夜。战后的西班牙教育体系(马德里:新图书馆，2015)安帕罗·莫雷诺，《佛朗哥主义中的女性》，100年。《西班牙妇女的历史》，编。Oliva Rubio和MªIsabel Tejeda(马德里:accion Cultural espanola, 2012)， 79 - 98.41 Carmen Romo，“El desorden de la identidad sostenible: cambio social y status de la mujer en la espana developista”，Arenal: Revista de historia de las mujeres 12, no。1(2005): 91 - 109.42劳工部也设立了新的社会促进总干事。西班牙官方公报(1964年)4月8日命令。4月23日，BOE。This signified a change in the的of the social policy of the制度,和劳动的大学才which from being看到“offensive福利“so往往用来in菁华by Girón Velasco during the first of creating阶段的劳动大学,to a system of educational and开设“社会促进法”for the working class.43maria angeles jimenez，“新社会中妇女的职业晋升”，劳动部。关于在新社会中促进妇女职业的第一次圆桌会议。9月24日至28日(马德里:全国妇女工作委员会/社会进步总干事，1973年)，40.44 boletin Official del Estado(1967年)5月6日命令，最终批准1966年9月29日关于修改1964年课程的命令。boletin Official del Estado(1956) 7月12日法令，省劳工大学法令。英国央行，7月19日。 劳动部，Laborales大学(马德里:劳动部出版处，1967年)Boletín西班牙官方国家公报(1955年)7月20日《工业职业训练法》。1964年3月8日，劳工部长在韦斯卡的奥林皮奥剧院宣布了这一计划，并在1965年8月10日的决议中要求进行公开招标。1968年，建筑师Ambrós因其对萨拉戈萨妇女劳动大学的管理获得了里卡多·马格达莱纳公共建筑奖，该大学成为Aragón.74地区首府的受保护建筑之一Carlos Tundidor，“Inauguración de la U
{"title":"Women’s Labour Universities. Transgression instruments of the model of women during the Franco regime?","authors":"Patricia Delgado-Granados, Gonzalo Ramírez-Macías","doi":"10.1080/00309230.2023.2205546","DOIUrl":"https://doi.org/10.1080/00309230.2023.2205546","url":null,"abstract":"ABSTRACTOne of the primary goals of Franco’s education policy was to train the working class in the doctrinal principles of the regime. Labour Universities were one of the education institutions created for this purpose; there were three for women (Zaragoza, Cáceres and Huesca). This article focuses on analysing the purposes sought by these macro-institutions when training working-class women, using diverse primary sources: documentary, audiovisual, archive and legal. Findings indicate that Women’s Labour Universities aimed to provide specialised vocational training and also to impose the doctrine of the ideological principles advocated by the regime in relation to the model of women. However, these goals were somewhat incompatible as providing women with vocational training promoted their emancipation, contrary to the female ideal mainly advocated.KEYWORDS: History of educationSpaindictatorshipworking classwomanvocational training Disclosure statementNo potential conflict of interest was reported by the author(s).Notes1 The Spanish Falange and JONS programme comprised a total of twenty-six points. See: Boletín Oficial del Estado [Spanish Official State Gazette] (1937) Decree 255 of 19 April. BOE, 20 April.2 Patricia Delgado-Granados and Gonzalo Ramírez-Macías, “¿Conveniencia o necesidad? La formación de la clase obrera en las Universidades Laborales franquistas (1955–1978)”, Historia Crítica 63 (2017): 117–136.3 Matilde Peinado, Enseñando a señoritas y sirvientas. Formación femenina y clasismo en el franquismo (Madrid: Catarata, 2012).4 Boletín Oficial del Estado [Spanish Official State Gazette] (1937) Decree 255 of 19 April. BOE, 20 April.5 Stanley Payne, El régimen de Franco: 1936–1975 (Madrid: Alianza,1987).6 Enrique Moradiellos, Las caras de Franco: una revisión histórica del caudillo y su régimen (Madrid: Siglo XXI, 2017).7 Paul Preston, Franco: caudillo de España (Madrid: Debate, 2015).8 Antonio Cañellas, “La tecnocracia franquista: el sentido ideológico del desarrollo económico”, Studia histórica. Historia Contemporánea 24 (2006): 257–288.9 Anna Catharina Hormann, “1959. El Plan de Estabilizacion”, in Historia Mundial de España, dir. Xosé M. Nuñez Seixas (Barcelona: Destino, 2018), 830–836.10 Cañellas, “La tecnocracia franquista”, 258.11 Hormann, “1959. El Plan de Estabilizacion”, 832.12 José Luis García and José Carlos Jiménez, Un siglo de España: la economía (Madrid: Marcial Pons, 2003).13 Enrique Berzal de la Rosa, “Clérigos y fieles ante el franquismo: La evolución de las actitudes políticas de los católicos durante el Desarrollismo”, in No sólo miedo. Actitudes políticas y opinión popular bajo la dictadura franquista (1936–1977), eds. Miguel Ángel Del Arco Blanco, Carlos Fuertes Muñoz, Claudio Hernández Burgos and Jorge Marco (Granada: Comares, 2016), 177–194.14 José Vidal Beneyto, Memoria democrática (Madrid: Foca, 2007), 51.15 Óscar Martín García, “La polis paralela. Espacios de participación política en el franquismo final”, in No","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135643272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-16DOI: 10.1080/00309230.2023.2210067
M. Doss
{"title":"Pedagogy of the “secluded” women and changing femininity in colonial India, 1830s–1930s","authors":"M. Doss","doi":"10.1080/00309230.2023.2210067","DOIUrl":"https://doi.org/10.1080/00309230.2023.2210067","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"55 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89023445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.1080/00309230.2023.2193670
İrfan Davut Çam
ABSTRACT The late Ottoman Empire witnessed many remarkable developments in entrepreneurship, especially at the beginning of the twentieth century. Turkish subjects, who had been mainly seen as oriented towards the civil service, were encouraged to take initiatives in areas such as agriculture, trade, and craft. Besides the effective use of the Ottoman press, education was also applied for this purpose. Curricula and textbooks that should make education functional came into operation. Entrepreneurship was one of the important subjects discussed in various dimensions in primary-school textbooks prepared in line with the renewed curricula after the Revolution in 1908. This study shows that efforts to raise entrepreneurial citizens were not something new in Turkish society. By focusing on four main textbooks taught at the primary education level in the late Ottoman Empire, economic contents have been analysed. Prepared and approved by officials, these textbooks suggested that children should be made aware of the enterprise idea [fikr-i teşebbüs], private enterprise [teşebbüs-i şahsî], the characteristics that the entrepreneurs should have, and acceptable entrepreneurship areas. Within this framework, they were directed to become entrepreneurs.
奥斯曼帝国晚期见证了企业家精神的许多显著发展，特别是在20世纪初。土耳其臣民被认为主要面向公务员制度，现在被鼓励在农业、贸易和手工业等领域采取主动行动。除了有效地利用奥斯曼报纸，教育也被用于这个目的。使教育发挥功能的课程和教科书开始运作。企业家精神是1908年革命后根据更新课程编写的小学教科书中多方面讨论的重要主题之一。这项研究表明，培养创业公民的努力在土耳其社会并不是什么新鲜事。通过关注奥斯曼帝国晚期小学教育阶段的四种主要教科书，分析了经济内容。这些教科书由官员编写和批准，建议儿童应了解企业理念[fikr-i te ebb s]，私营企业[te ebb s-i şahsî]，企业家应具有的特征，以及可接受的创业领域。在这个框架下，他们被引导成为企业家。
{"title":"“Work hard my child, don’t be a civil servant; become an entrepreneur!” New subjects and entrepreneurship in textbooks from the late Ottoman Empire","authors":"İrfan Davut Çam","doi":"10.1080/00309230.2023.2193670","DOIUrl":"https://doi.org/10.1080/00309230.2023.2193670","url":null,"abstract":"ABSTRACT The late Ottoman Empire witnessed many remarkable developments in entrepreneurship, especially at the beginning of the twentieth century. Turkish subjects, who had been mainly seen as oriented towards the civil service, were encouraged to take initiatives in areas such as agriculture, trade, and craft. Besides the effective use of the Ottoman press, education was also applied for this purpose. Curricula and textbooks that should make education functional came into operation. Entrepreneurship was one of the important subjects discussed in various dimensions in primary-school textbooks prepared in line with the renewed curricula after the Revolution in 1908. This study shows that efforts to raise entrepreneurial citizens were not something new in Turkish society. By focusing on four main textbooks taught at the primary education level in the late Ottoman Empire, economic contents have been analysed. Prepared and approved by officials, these textbooks suggested that children should be made aware of the enterprise idea [fikr-i teşebbüs], private enterprise [teşebbüs-i şahsî], the characteristics that the entrepreneurs should have, and acceptable entrepreneurship areas. Within this framework, they were directed to become entrepreneurs.","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"74 1","pages":"975 - 992"},"PeriodicalIF":0.5,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85715486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-28DOI: 10.1080/00309230.2023.2190849
Yukako Tanaka, Mariko Omori
{"title":"History of aftercare for dependent children in Japan between the 1950s and 1970s: the expectations and limitations of the vocational parent (Shoku-oya, Hogojutakusha) system","authors":"Yukako Tanaka, Mariko Omori","doi":"10.1080/00309230.2023.2190849","DOIUrl":"https://doi.org/10.1080/00309230.2023.2190849","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"129 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76183347","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-07DOI: 10.1080/00309230.2023.2172351
M. Williams
{"title":"The Best Weapon for Peace: Maria Montessori, Education, and Children’s Rights","authors":"M. Williams","doi":"10.1080/00309230.2023.2172351","DOIUrl":"https://doi.org/10.1080/00309230.2023.2172351","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"1 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83004119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.1080/00309230.2022.2155979
J. Harford, B. Fleming, Á. Hyland
{"title":"100 years of inequality?: Irish educational policy since the foundation of the state","authors":"J. Harford, B. Fleming, Á. Hyland","doi":"10.1080/00309230.2022.2155979","DOIUrl":"https://doi.org/10.1080/00309230.2022.2155979","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"47 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82851435","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-12DOI: 10.1080/00309230.2022.2155978
Shinobu Anzai
{"title":"Interpellating children as imperial subjects: a content analysis of government-produced moral education textbooks (1903–1942)","authors":"Shinobu Anzai","doi":"10.1080/00309230.2022.2155978","DOIUrl":"https://doi.org/10.1080/00309230.2022.2155978","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"3 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80235656","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-10DOI: 10.1080/00309230.2022.2155481
Essi Jouhki
{"title":"Politics in play: the playground movement as a socio-political issue in early twentieth-century Finland","authors":"Essi Jouhki","doi":"10.1080/00309230.2022.2155481","DOIUrl":"https://doi.org/10.1080/00309230.2022.2155481","url":null,"abstract":"","PeriodicalId":46283,"journal":{"name":"PAEDAGOGICA HISTORICA","volume":"15 1","pages":""},"PeriodicalIF":0.5,"publicationDate":"2023-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79130233","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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