英国高质量的全纳教育教师培养理念与实践.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 103, doi. 10.20013/j.cnki.ICE.2022.10.12
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- Article
Works in International & Comparative Education, 2022, Vol 44, Issue 10
Results: 12
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美国学前特殊教育教师专业标准研究——基于《早期干预/学前特殊教育工作者基于实践的初级专业准备标准》的分析.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 94, doi. 10.20013/j.cnki.ICE.2022.10.11
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- Article
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国际组织的人工智能教育应用观：技术、实践及挑战.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 86, doi. 10.20013/j.cnki.ICE.2022.10.10
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- Article
4
欧盟数字能力融入职业教育的行动逻辑与改革路向.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 76, doi. 10.20013/j.cnki.ICE.2022.10.09
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- Article
5
美国大学数字公民培养与网络失范行为治理.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 66, doi. 10.20013/j.cnki.ICE.2022.10.08
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德国未来集群计划“研-产-服”特征导向及运行模式.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 58, doi. 10.20013/j.cnki.ICE.2022.10.07
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- Article
7
以程序规制推进博士学位论文评价改革——基于英国、澳大利亚和挪威的考察.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 48, doi. 10.20013/j.cnki.ICE.2022.10.06
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全球早期学者职业发展困境、原因及对策研究.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 39, doi. 10.20013/j.cnki.ICE.2022.10.05
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- Article
9
加拿大“生态学校计划”：理念、框架与实践特色——以安大略省为例.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 30, doi. 10.20013/j.cnki.ICE.2022.10.04
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10
智利是如何推进新公共教育改革的——基于智利四部教育法令文本的分析.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 22, doi. 10.20013/j.cnki.ICE.2022.10.03
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11
域外四国教育优质均衡的议题及政策旨趣.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 13, doi. 10.20013/j.cnki.ICE.2022.10.02
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12
英国大学“社会流动指数”排名：理论框架与价值逻辑.
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- International & Comparative Education, 2022, v. 44, n. 10, p. 3, doi. 10.20013/j.cnki.ICE.2022.10.01
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- Article