Works matching IS 10031553 AND DT 2024 AND VI 45 AND IP 9
Results: 16
乡村学校科学教师专业发展内生动力模型的 构建与验证.
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- e-Education Research, 2024, v. 45, n. 9, p. 104, doi. 10.13811/j.cnki.eer.2024.09.014
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人工智能嵌入劳动教育: 价值、风险与纾解.
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- e-Education Research, 2024, v. 45, n. 9, p. 76, doi. 10.13811/j.cnki.eer.2024.09.010
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体现数据贯通思维的信息科技单元学习设计.
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- e-Education Research, 2024, v. 45, n. 9, p. 69, doi. 10.13811/j.cnki.eer.2024.09.009
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大模型在高等教育中的应用: 大模型写作辅助能力测评.
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- e-Education Research, 2024, v. 45, n. 9, p. 82, doi. 10.13811/j.cnki.eer.2024.09.011
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线索促进数字化学习的作用机理及适用场景——基于49篇实验和准实验文献的元分析.
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- e-Education Research, 2024, v. 45, n. 9, p. 52, doi. 10.13811/j.cnki.eer.2024.09.007
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“双师”型混合同步教学模式的重塑与检验——以新西兰网络中文课堂为例.
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- e-Education Research, 2024, v. 45, n. 9, p. 122, doi. 10.13811/j.cnki.eer.2024.09.016
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美国国家教育技术计划的政策主题、目标与工具变迁——基于NETP 1996—2024年的文本研究.
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- e-Education Research, 2024, v. 45, n. 9, p. 113, doi. 10.13811/j.cnki.eer.2024.09.015
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教师在线培训中社会比较性反馈机制构建与 应用研究.
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- e-Education Research, 2024, v. 45, n. 9, p. 97, doi. 10.13811/j.cnki.eer.2024.09.013
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基于GAI的逆向工程教学思维在人机协作中的 应用研究 ————以编程教育为例.
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- e-Education Research, 2024, v. 45, n. 9, p. 61, doi. 10.13811/j.cnki.eer.2024.09.008
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新时代教育技术学专业人才画像.
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- e-Education Research, 2024, v. 45, n. 9, p. 90, doi. 10.13811/j.cnki.eer.2024.09.012
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理念溯源与路径重塑: 职业教育数字化的迭代转型.
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- e-Education Research, 2024, v. 45, n. 9, p. 45, doi. 10.13811/j.cnki.eer.2024.09.006
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推进教育数字化转型的政策保障研究——基于PMC指数模型的量化评估分析.
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- e-Education Research, 2024, v. 45, n. 9, p. 37, doi. 10.13811/j.cnki.eer.2024.09.005
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乡村教育服务数字化转型的 G-4C 协同模式及应用.
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- e-Education Research, 2024, v. 45, n. 9, p. 29, doi. 10.13811/j.cnki.eer.2024.09.004
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数字时代原子化教育时间的危机与消解.
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- e-Education Research, 2024, v. 45, n. 9, p. 22, doi. 10.13811/j.cnki.eer.2024.09.003
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中国特色教育技术学基础理论研究框架与运用示例 ————基于教育哲学和程序化扎根理论.
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- e-Education Research, 2024, v. 45, n. 9, p. 14, doi. 10.13811/j.cnki.eer.2024.09.002
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智能时代的教育信息化治理：理论框架与 典型应用实践.
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- e-Education Research, 2024, v. 45, n. 9, p. 5, doi. 10.13811/j.cnki.eer.2024.09.001
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