Works matching IS 10031553 AND DT 2024 AND VI 45 AND IP 7
Results: 16
游戏化虚拟情境在国际中文教育中的应用 ——语篇认知与情绪动机的效用视角.
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- e-Education Research, 2024, v. 45, n. 7, p. 121, doi. 10.13811/j.cnki.eer.2024.07.016
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哈佛大学组织化创新学习空间的经验与启示.
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- e-Education Research, 2024, v. 45, n. 7, p. 113, doi. 10.13811/j.cnki.eer.2024.07.015
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智能时代学校组织变革的管理者—教师协同关系研究：基于多主体仿真方法.
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- e-Education Research, 2024, v. 45, n. 7, p. 105, doi. 10.13811/j.cnki.eer.2024.07.014
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视频中的交互设计可以促进学习吗？ ——基于 53 项实验与准实验的元分析.
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- e-Education Research, 2024, v. 45, n. 7, p. 47, doi. 10.13811/j.cnki.eer.2024.07.007
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小学人工智能教师画像构建研究.
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- e-Education Research, 2024, v. 45, n. 7, p. 96, doi. 10.13811/j.cnki.eer.2024.07.013
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基于关键角色互动特征识别的协作学习预警研究.
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- e-Education Research, 2024, v. 45, n. 7, p. 81, doi. 10.13811/j.cnki.eer.2024.07.011
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数字化转型背景下县域城乡教师网络研修： 样态、困境与破解.
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- e-Education Research, 2024, v. 45, n. 7, p. 90, doi. 10.13811/j.cnki.eer.2024.07.012
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从实体到关系：重申教学空间的内涵、 特征与发展进路 ——面向数智时代的思考.
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- e-Education Research, 2024, v. 45, n. 7, p. 64, doi. 10.13811/j.cnki.eer.2024.07.009
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认知发展理论视角下知识建构社区中的 知识进化研究.
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- e-Education Research, 2024, v. 45, n. 7, p. 56, doi. 10.13811/j.cnki.eer.2024.07.008
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生成式人工智能赋能学习设计研究.
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- e-Education Research, 2024, v. 45, n. 7, p. 73, doi. 10.13811/j.cnki.eer.2024.07.010
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指数思维引领网络学习空间教学应用升维创新： 理据、趋势与广延.
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- e-Education Research, 2024, v. 45, n. 7, p. 39, doi. 10.13811/j.cnki.eer.2024.07.006
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数字化赋能学校督导评估：基本逻辑、 现实困境与推进路径.
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- e-Education Research, 2024, v. 45, n. 7, p. 32, doi. 10.13811/j.cnki.eer.2024.07.005
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智能化教学评价的伦理反思与教育立场 ——基于比斯塔 “教育之弱” 的理解.
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- e-Education Research, 2024, v. 45, n. 7, p. 25, doi. 10.13811/j.cnki.eer.2024.07.004
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教育中技术主义的人文困境及批判.
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- e-Education Research, 2024, v. 45, n. 7, p. 19, doi. 10.13811/j.cnki.eer.2024.07.003
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基于 “技术道德化” 理论的生成式人工智能教育 应用潜能与风险研究.
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- e-Education Research, 2024, v. 45, n. 7, p. 12, doi. 10.13811/j.cnki.eer.2024.07.002
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论教育目标的形式化表征.
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- e-Education Research, 2024, v. 45, n. 7, p. 5, doi. 10.13811/j.cnki.eer.2024.07.001
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