跨学科主题学习的设计理路——加拿大安大略省科学与技术课程变革审思.
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- e-Education Research, 2024, v. 45, n. 3, p. 121, doi. 10.13811/j.cnki.eer.2024.03.017
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Works matching IS 10031553 AND DT 2024 AND VI 45 AND IP 3
Results: 17
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基于生成式人工智能的大学生编程学习行为分析研究.
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- e-Education Research, 2024, v. 45, n. 3, p. 113, doi. 10.13811/j.cnki.eer.2024.03.016
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人机争论探究法:一种争论式智能会话机器人支持的学生高阶思维能力培养模式探索.
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- e-Education Research, 2024, v. 45, n. 3, p. 106, doi. 10.13811/j.cnki.eer.2024.03.015
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智能技术赋能虚拟科学探究学习过程评价与适应性反馈研究.
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- e-Education Research, 2024, v. 45, n. 3, p. 99, doi. 10.13811/j.cnki.eer.2024.03.014
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基于新课标的中小学生计算思维量表构建研究.
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- e-Education Research, 2024, v. 45, n. 3, p. 90, doi. 10.13811/j.cnki.eer.2024.03.013
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新课标视野下教育技术装备创新研究.
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- e-Education Research, 2024, v. 45, n. 3, p. 85, doi. 10.13811/j.cnki.eer.2024.03.012
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“潜水”还是“学习”:在线协作学习中“在线倾听”行为再审视.
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- e-Education Research, 2024, v. 45, n. 3, p. 77, doi. 10.13811/j.cnki.eer.2024.03.011
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基于生成式人工智能技术的对话机器人能促进在线协作学习绩效吗?
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- e-Education Research, 2024, v. 45, n. 3, p. 70, doi. 10.13811/j.cnki.eer.2024.03.010
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中小学校教育数字化转型成熟度评价指标体系 构建及测度方法.
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- e-Education Research, 2024, v. 45, n. 3, p. 62, doi. 10.13811/j.cnki.eer.2024.03.009
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数字化转型赋能高等教育高质量发展——基于TOE框架的组态路径分析.
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- e-Education Research, 2024, v. 45, n. 3, p. 54, doi. 10.13811/j.cnki.eer.2024.03.008
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我国职业教育信息化回顾与展望: 阶段、特征和路径.
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- e-Education Research, 2024, v. 45, n. 3, p. 46, doi. 10.13811/j.cnki.eer.2024.03.007
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数字技术赋能城乡义务教育一体化发展路径研究——数字技术促进乡村教育高质量发展.
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- e-Education Research, 2024, v. 45, n. 3, p. 39, doi. 10.13811/j.cnki.eer.2024.03.006
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学校数字治理的困境:表现、溯因与应对.
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- e-Education Research, 2024, v. 45, n. 3, p. 32, doi. 10.13811/j.cnki.eer.2024.03.005
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以教育数字化推进中国式教育现代化：逻辑与路径.
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- e-Education Research, 2024, v. 45, n. 3, p. 25, doi. 10.13811/j.cnki.eer.2024.03.004
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网络名师工作室的内涵与使命: 引领教育适应新常态.
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- e-Education Research, 2024, v. 45, n. 3, p. 18, doi. 10.13811/j.cnki.eer.2024.03.003
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大数据循证视角下高质量课堂教学的数据特征.
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- e-Education Research, 2024, v. 45, n. 3, p. 10, doi. 10.13811/j.cnki.eer.2024.03.002
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电化教育实践建立“政产学研用”协同发展机制.
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- e-Education Research, 2024, v. 45, n. 3, p. 5, doi. 10.13811/j.cnki.eer.2024.03.001
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