Pub Date : 2023-09-12DOI: 10.1080/17408989.2023.2256758
Henrike Diekhoff, Steffen Greve
Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study.Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest.Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory.Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets.Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.
{"title":"Digital technology in game-based approaches: video tagging in football in PE","authors":"Henrike Diekhoff, Steffen Greve","doi":"10.1080/17408989.2023.2256758","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256758","url":null,"abstract":"Background: The use of digital technology in physical education (PE) is widely debated. PE is influenced by children’s everyday lives and by changes in society, including the powerful presence of digital technology. However, there is little research on using digital technology in the context of invasion games in primary school PE. The possibility of combining video tagging and the didactic-methodical staging of PE to cover the content of football is investigated in the present study.Purpose: The study aims to (1) investigate student’s perspectives of the emerging role of a camera child (video tagger), and (2) assess how students interact with video products created in a game-based football approach in primary school PE. The focus is on the communication and interaction processes among students. Processes of movement education, general education and media education are all of interest.Method: In six Grade 4 classes in Germany, a football unit was taught over three lessons of 90 min each using the Teaching Games for Understanding method, preceded by one 90-minute media education lesson on various media pedagogical topics. In the lessons, the students were divided into teams of four and presented with football in the context of three-versus-three games. The fourth child on each team took on the camera-child role and tagged important game situations with an app on a tablet. The lessons were then evaluated based on the research approach of focusing on the students’ perspectives. For this purpose, 104 guided interviews with students were conducted and analysed using grounded theory.Findings: Based on the interview analysis, the phenomena that students experienced when using tablets were classified as: (1) ambivalent position of the camera child (with the subcategories of the camera child’s limited influence on the game and limiting and facilitating phenomena for the camera-child role), and (2) conserved and stored movements (with the subcategories of media-supported conflict management and slow-motion distorting reality). The results showed that physical activity was more important to students than using tablets.Conclusion: The use of digital media offers a greater variety of methods and allows children new and expanded access to invasion games like football. In the process, (sports) pedagogical and didactic goals also change and are expanded to include media pedagogical aims. Social learning is also important in this context. In orchestrating digitally enhanced instruction, new opportunities open up in terms of learning and experiencing movement and learning about media and the media products created.","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135826211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-11DOI: 10.1080/17408989.2023.2256757
Tonje Fjogstad Langnes, Judith Helene Bratten
ABSTRACT
Background: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.
Purpose: Drawing on the concept of embodied professional competence developed by Winther [(2012). Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.
Methods: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.
Findings: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and learn how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.
Conclusions: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that learning how to reflect upon bodily experiences and share them in a safe community provides an excellent starting point for further development of the PETE students’ professional teaching identities.
摘要背景:成为一名体育教师是一个多方面的过程，涉及许多复杂性和情境特殊性。进入体育教师教育项目，学生教师由于其专业主体性的不确定性而处于弱势地位。在他们的PETE课程中，学生们被介绍到关于身体的不同理解和实践。然而，身体在领导力和关系能力发展中的重要性尚未在PETE或其研究中发挥突出作用。目的:借鉴Winther[(2012)]提出的具身专业能力的概念。Det professionsonlige - om kroppen - some klangbund是专业的交流。Værløse: Billesø &Baltzer]，本文旨在深入了解与PETE学生一起解开体现的重要性，以发展他们对自己的身体如何影响他们的领导[体现的专业能力]的理解。更具体地说，引导本文的问题是:关注身体体验如何有助于发展PETE学生的体现专业能力?我们的总体目标是创造一种更具体的方法来与PETE学生一起工作，以发展他们对体育专业发展的(具体的)理解和(实践)具体的教学方法。方法:采用以PETE学生专业能力培养为重点的教研结合项目。所有PETE学生都参加了两个系列的教学，包括微教学和反思他们在教学中的身体体验和交流。因此，数据由PETE学生随后的书面反思组成。研究发现:通过对材料的分析发现，通过微观教学对身体体验的反思需要PETE学生参与到具体专业能力发展的过程中。通过系列教学，他们有机会探索和学习如何教学。在一个安全的社区中，PETE学生在发展他们的具体专业能力的过程中容易受到伤害和犯错误。结论:我们认为将PETE学生的身体体验融入到PETE项目中是非常重要的。研究强调，学习如何反思身体经验，并在一个安全的社区中分享这些经验，为PETE学生的专业教学身份的进一步发展提供了一个很好的起点。
{"title":"Developing embodied competence while becoming a PE teacher: PETE students’ embodied experiences and reflections after micro-teaching","authors":"Tonje Fjogstad Langnes, Judith Helene Bratten","doi":"10.1080/17408989.2023.2256757","DOIUrl":"https://doi.org/10.1080/17408989.2023.2256757","url":null,"abstract":"<p><b>ABSTRACT</b></p><p><i>Background</i>: Becoming a PE teacher is a multifaceted process that involves many complexities and contextual specificities. Entering their physical education teacher education (PETE) programme, student teachers are in a vulnerable position as they are uncertain of their professional subjectivities. During their PETE programme, students are introduced to different understandings and practises regarding the body. However, the importance of the body in the development of leadership and relational competence has not yet played a prominent role in PETE or its research.</p><p><i>Purpose</i>: Drawing on the concept of embodied professional competence developed by Winther [(2012). <i>Det Professionspersonlige – om kroppen som klangbund i professionel kommunikation</i>. Værløse: Billesø & Baltzer], this paper aims to provide insight into the importance of unpacking embodiment with PETE students to develop their understanding of how their body influences their leadership [embodied professional competence]. More specifically, the question guiding this article is: How can a focus on bodily experiences contribute to developing PETE students’ embodied professional competence? Our overall goal has been to create a more embodied approach to working with PETE students to develop their (embodied) understanding of their professional development and (practice of) embodied pedagogies in physical education.</p><p><i>Methods</i>: This is a combined teaching and research project focusing on PETE students’ professional competence. All PETE students participated in two teaching series involving them in micro-teaching and reflections upon their bodily experiences and communication while teaching. Hence, the data consists of the PETE students’ subsequent written reflections.</p><p><i>Findings</i>: Analysis of the material revealed that reflecting upon their bodily experiences with micro-teaching requires the PETE students to be involved in a process of developing their embodied professional competence. Through the teaching series, they were given the opportunity to explore and <i>learn</i> how to teach. In a safe community, the PETE students could be vulnerable and make mistakes while developing their embodied professional competence.</p><p><i>Conclusions</i>: We argue for the importance of integrating PETE students’ bodily experiences into the PETE programme. The study highlights that <i>learning how to reflect upon bodily experiences</i> and <i>share them in a safe community</i> provides an excellent starting point for further development of the PETE students’ professional teaching identities.</p>","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50167089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-03DOI: 10.1080/17408989.2021.2006619
Veronica Allan, H. Gainforth, Jennifer Turnnidge, Timothy Konoval, J. Côté, A. Latimer-Cheung
ABSTRACT Background Provided that coaches play a key role in shaping the sport experiences of athletes with a disability, they represent an important point of intervention for enhancing the quality of athletes’ participation in disability sport. Despite the importance of their role, few evidence-informed learning resources are available to support the development of disability sport coaches. Purpose The purpose of this study was to produce a novel evidence-informed learning tool for disability sport coaches in entry level and developmental coaching domains. The goal of this tool was to demonstrate and provide information about coach behaviours that facilitate quality experiences for athletes with disabilities. Methodology The format selected for this tool was a creative nonfiction (i.e. an evidence-informed story). Using the Knowledge to Action Framework as a guide, the tool was developed through a four-stage process: (1) identifying and creating primary sources of knowledge through a literature review and original research; (2) synthesizing primary sources of knowledge to select target behaviours and behavioural determinants; (3) crafting the story to demonstrate and provide information about target behaviours and related outcomes; and (4) obtaining feedback from stakeholders (i.e. disability sport athletes, coaches, and administrators) to tailor the knowledge included in the story to the appropriate context. Findings In the first stage, 23 studies focused on quality experiences and/or coaches in disability sport were identified through a review of the literature. The findings of these studies were combined with the results of three original studies conducted by the research team. A synthesis of these findings resulted in the selection of two behavioural determinants (confidence and attitudes) and 13 coach behaviours (aligning with transformational leadership theory) for inclusion in the tool (Stage 2). The story that formed the basis for the tool was crafted in Stage 3, which combined the behaviours and behavioural determinants identified in Stage 2 with a plotline, setting, and characters based on the experience of the first author and stakeholder input. The tool was revised several times to incorporate stakeholder feedback in Stage 4. Implications This paper describes the development of a practical resource for coaches and coach educators in disability sport. As such, we provide a detailed and rigorous procedure for translating evidence into a narrative format with the potential for application in diverse learning contexts. In addition, we reviewed and synthesized evidence that may contribute to enhanced theoretical understandings of coaching effectiveness in disability sport. Taken together, the information presented in this paper offers important theoretical, methodological, and practical implications for researchers, coaches, and coach developers in disability sport.
{"title":"Narrative as a learning tool for coaches of athletes with a disability: using stories to translate research into practice","authors":"Veronica Allan, H. Gainforth, Jennifer Turnnidge, Timothy Konoval, J. Côté, A. Latimer-Cheung","doi":"10.1080/17408989.2021.2006619","DOIUrl":"https://doi.org/10.1080/17408989.2021.2006619","url":null,"abstract":"ABSTRACT Background Provided that coaches play a key role in shaping the sport experiences of athletes with a disability, they represent an important point of intervention for enhancing the quality of athletes’ participation in disability sport. Despite the importance of their role, few evidence-informed learning resources are available to support the development of disability sport coaches. Purpose The purpose of this study was to produce a novel evidence-informed learning tool for disability sport coaches in entry level and developmental coaching domains. The goal of this tool was to demonstrate and provide information about coach behaviours that facilitate quality experiences for athletes with disabilities. Methodology The format selected for this tool was a creative nonfiction (i.e. an evidence-informed story). Using the Knowledge to Action Framework as a guide, the tool was developed through a four-stage process: (1) identifying and creating primary sources of knowledge through a literature review and original research; (2) synthesizing primary sources of knowledge to select target behaviours and behavioural determinants; (3) crafting the story to demonstrate and provide information about target behaviours and related outcomes; and (4) obtaining feedback from stakeholders (i.e. disability sport athletes, coaches, and administrators) to tailor the knowledge included in the story to the appropriate context. Findings In the first stage, 23 studies focused on quality experiences and/or coaches in disability sport were identified through a review of the literature. The findings of these studies were combined with the results of three original studies conducted by the research team. A synthesis of these findings resulted in the selection of two behavioural determinants (confidence and attitudes) and 13 coach behaviours (aligning with transformational leadership theory) for inclusion in the tool (Stage 2). The story that formed the basis for the tool was crafted in Stage 3, which combined the behaviours and behavioural determinants identified in Stage 2 with a plotline, setting, and characters based on the experience of the first author and stakeholder input. The tool was revised several times to incorporate stakeholder feedback in Stage 4. Implications This paper describes the development of a practical resource for coaches and coach educators in disability sport. As such, we provide a detailed and rigorous procedure for translating evidence into a narrative format with the potential for application in diverse learning contexts. In addition, we reviewed and synthesized evidence that may contribute to enhanced theoretical understandings of coaching effectiveness in disability sport. Taken together, the information presented in this paper offers important theoretical, methodological, and practical implications for researchers, coaches, and coach developers in disability sport.","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46919902","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-31DOI: 10.1080/17408989.2023.2235372
Iselin Aartun, Karen Lambert, Kristin Walseth
{"title":"How pupils’ playfulness creates possibilities for pleasure and learning in physical education","authors":"Iselin Aartun, Karen Lambert, Kristin Walseth","doi":"10.1080/17408989.2023.2235372","DOIUrl":"https://doi.org/10.1080/17408989.2023.2235372","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47530575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1080/17408989.2023.2232802
A. Ha, C. Chan, N. Lander
{"title":"Critical contextual factors of sustainable online teaching: learning the lessons of pandemic times from physical education teachers’ and school administrators’ perspectives","authors":"A. Ha, C. Chan, N. Lander","doi":"10.1080/17408989.2023.2232802","DOIUrl":"https://doi.org/10.1080/17408989.2023.2232802","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46758496","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-25DOI: 10.1080/17408989.2023.2232807
Leanne Petherick
{"title":"Reading curriculum as cultural practice: interrogating colonialism and whiteness in Ontario’s Health and Physical Education curriculum","authors":"Leanne Petherick","doi":"10.1080/17408989.2023.2232807","DOIUrl":"https://doi.org/10.1080/17408989.2023.2232807","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41840591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-20DOI: 10.1080/17408989.2023.2236642
Shaun D. Wilkinson, D. Penney
{"title":"A national survey of gendered grouping practices in secondary school physical education in England","authors":"Shaun D. Wilkinson, D. Penney","doi":"10.1080/17408989.2023.2236642","DOIUrl":"https://doi.org/10.1080/17408989.2023.2236642","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44445406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-15DOI: 10.1080/17408989.2023.2235394
A. Staiano, S. Saha, R. Beyl, C. Kracht, Robert L. Newton Jr, E. Webster
{"title":"Parental engagement and implementation fidelity in a mHealth motor skills intervention for young children","authors":"A. Staiano, S. Saha, R. Beyl, C. Kracht, Robert L. Newton Jr, E. Webster","doi":"10.1080/17408989.2023.2235394","DOIUrl":"https://doi.org/10.1080/17408989.2023.2235394","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43608985","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/17408989.2023.2232814
Lea Železnik Mežan, B. Škof, B. Leskosek, S. Cecić Erpič
{"title":"Effects of cooperative learning in youth athletics’ motivational climate, peer relationships and self-concept","authors":"Lea Železnik Mežan, B. Škof, B. Leskosek, S. Cecić Erpič","doi":"10.1080/17408989.2023.2232814","DOIUrl":"https://doi.org/10.1080/17408989.2023.2232814","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43893185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1080/17408989.2023.2230256
Nele Van Doren, K. De Cocker, Nele Flamant, S. Compernolle, R. Vanderlinde, L. Haerens
{"title":"Observing physical education teachers’ need-supportive and need-thwarting styles using a circumplex approach: how does it relate to student outcomes?","authors":"Nele Van Doren, K. De Cocker, Nele Flamant, S. Compernolle, R. Vanderlinde, L. Haerens","doi":"10.1080/17408989.2023.2230256","DOIUrl":"https://doi.org/10.1080/17408989.2023.2230256","url":null,"abstract":"","PeriodicalId":47917,"journal":{"name":"Physical Education and Sport Pedagogy","volume":null,"pages":null},"PeriodicalIF":3.6,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45525620","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","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：