英国品格教育回归:实践透视、 归因审思与相关争议.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 104, doi. 10.20013/j.cnki.ICE.2025.04.11
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Works matching IS 10037667 AND DT 2025 AND VI 47 AND IP 4
Results: 11
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英国国家认同教育: 以“英国性” 为中心的考察.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 93, doi. 10.20013/j.cnki.ICE.2025.04.10
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韩国 2028 年大学入学考试制度改革探析.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 83, doi. 10.20013/j.cnki.ICE.2025.04.09
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理论驱动型教育评价:第五代评价新探索.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 72, doi. 10.20013/j.cnki.ICE.2025.04.08
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走向 “全面健康”: 新西兰健康教育课程改革及学校实施.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 62, doi. 10.20013/j.cnki.ICE.2025.04.07
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PISA2022 创造性思维测评: 框架体系、结果透视与实践启示.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 53, doi. 10.20013/j.cnki.ICE.2025.04.06
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应对复杂工程世界挑战的工程教育系统变革: ————以奥尔堡大学项目式学习模式演进为例.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 43, doi. 10.20013/j.cnki.ICE.2025.04.05
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科研何以“有组织”: ————基于美国七所顶尖高校的案例分析.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 32, doi. 10.20013/j.cnki.ICE.2025.04.04
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东亚儒家文化圈拔尖创新人才选拔制度研究.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 28, doi. 10.20013/j.cnki.ICE.2025.04.03
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对世界负责的比较教育本体论承诺.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 13, doi. 10.20013/j.cnki.ICE.2025.04.02
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文献研究法的价值、问题与改进 : —————基于我国比较教育学博士学位论文的内容分析.
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- International & Comparative Education, 2025, v. 47, n. 4, p. 3, doi. 10.20013/j.cnki.ICE.2025.04.01
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