Works matching IS 10031553 AND DT 2024 AND VI 45 AND IP 8
Results: 16
数字教材赋能义务教育高质量发展.
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- e-Education Research, 2024, v. 45, n. 8, p. 120, doi. 10.13811/j.cnki.eer.2024.08.016
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论数字教材的知识边界.
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- e-Education Research, 2024, v. 45, n. 8, p. 112, doi. 10.13811/j.cnki.eer.2024.08.015
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在地化教育空间中乡村教师数字素养的 实然样态与突围路向.
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- e-Education Research, 2024, v. 45, n. 8, p. 105, doi. 10.13811/j.cnki.eer.2024.08.014
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教师教育教学改革：通用人工智能时代的 应为、难为与可为.
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- e-Education Research, 2024, v. 45, n. 8, p. 97, doi. 10.13811/j.cnki.eer.2024.08.013
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教师学习科学素养：概念内涵、理论框架与提升策略.
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- e-Education Research, 2024, v. 45, n. 8, p. 87, doi. 10.13811/j.cnki.eer.2024.08.012
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技术、制度与思想:生成式人工智能在教育领域中 应用的演进逻辑.
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- e-Education Research, 2024, v. 45, n. 8, p. 28, doi. 10.13811/j.cnki.eer.2024.08.004
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基于行为投射的在线学习动机测量模型探究.
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- e-Education Research, 2024, v. 45, n. 8, p. 43, doi. 10.13811/j.cnki.eer.2024.08.006
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智能时代高等教育中的知识变革： 基本图景与问题审思.
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- e-Education Research, 2024, v. 45, n. 8, p. 35, doi. 10.13811/j.cnki.eer.2024.08.005
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赋能、负能与使能：生成式人工智能嵌入乡村教师 专业发展的多维审思.
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- e-Education Research, 2024, v. 45, n. 8, p. 80, doi. 10.13811/j.cnki.eer.2024.08.011
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技术改变教育的本质逻辑与教育本质再认识.
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- e-Education Research, 2024, v. 45, n. 8, p. 22, doi. 10.13811/j.cnki.eer.2024.08.003
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人工智能与教育变革.
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- e-Education Research, 2024, v. 45, n. 8, p. 13, doi. 10.13811/j.cnki.eer.2024.08.002
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计算思维的层级加工理论假说及教育启示.
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- e-Education Research, 2024, v. 45, n. 8, p. 71, doi. 10.13811/j.cnki.eer.2024.08.010
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智慧教学“知识过载”的积极理解 要要基于认知弹性理论的视角.
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- e-Education Research, 2024, v. 45, n. 8, p. 64, doi. 10.13811/j.cnki.eer.2024.08.009
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人机协同教学的困境及其归因 要要以机器人教师野华君冶为例.
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- e-Education Research, 2024, v. 45, n. 8, p. 58, doi. 10.13811/j.cnki.eer.2024.08.008
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人机协同教学:动因、本质与挑战.
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- e-Education Research, 2024, v. 45, n. 8, p. 51, doi. 10.13811/j.cnki.eer.2024.08.007
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推动学习范式革新，加快新质人才培养 要要从预先学习向按需学习转变.
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- e-Education Research, 2024, v. 45, n. 8, p. 5, doi. 10.13811/j.cnki.eer.2024.08.001
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