Works matching IS 15633527 AND DT 2020
Results: 8
Ideas, Practices, Criticisms, and Implications of MOOCs as a New Path for Eco-Friendly Pedagogy.
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- Educational Review (1563-3527), 2020, n. 55, p. 119, doi. 10.3966/156335272020120055004
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芬蘭學前課程綱要修訂機制之探究.
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- Educational Review (1563-3527), 2020, n. 55, p. 81, doi. 10.3966/156335272020120055003
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偏鄉小學教師領導者在教師專業發展歷程 的協作領導之個案研究.
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- Educational Review (1563-3527), 2020, n. 55, p. 41, doi. 10.3966/156335272020120055002
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探究轉化學習理論缺口 第二波正向心理學辯證觀點.
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- Educational Review (1563-3527), 2020, n. 54, p. 111, doi. 10.3966/156335272020060054004
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學生道德情意展現之質性探究 及其教育意涵.
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- Educational Review (1563-3527), 2020, n. 54, p. 75, doi. 10.3966/156335272020060054003
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審議民主的教學悖論：溝通式民主的 多元文化主義回應.
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- Educational Review (1563-3527), 2020, n. 54, p. 43, doi. 10.3966/156335272020060054002
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歸根結柢：以傳統永續森林智慧作為永續 發展教育的根.
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- Educational Review (1563-3527), 2020, n. 54, p. 1, doi. 10.3966/156335272020060054001
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Foucault權力／知識論述對於自主性作為 教育目的之省思 J. D. Marshall專著的檢視.
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- Educational Review (1563-3527), 2020, n. 55, p. 1, doi. 10.3966/156335272020120055001
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- Article