智慧教育场景下教育公平的变化、诉求与法治保障.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 113, doi. 10.19503/j.cnki.1671-6124.2024.03.015
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Works matching IS 16716124 AND DT 2024 AND VI 23 AND IP 3
Results: 15
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智慧教育对受教育权的变革及其在教育法典中的表达.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 106, doi. 10.19503/j.cnki.1671-6124.2024.03.014
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新课标中核心素养对 “双基” “三维目标” 的继承与超越.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 99, doi. 10.19503/j.cnki.1671-6124.2024.03.013
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幼儿园保教质量评估的对象、方法与结果运用——基于人类学视角的反思.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 90, doi. 10.19503/j.cnki.1671-6124.2024.03.012
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职业教育如何培养创新型拔尖技术人才.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 83, doi. 10.19503/j.cnki.1671-6124.2024.03.011
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“3+1+2” 新高考选科行为的分化及其功利化释疑.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 76, doi. 10.19503/j.cnki.1671-6124.2024.03.010
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英国大学招生考试引导学生素质发展: 历史嬗变、作用机制与经验借鉴.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 66, doi. 10.19503/j.cnki.1671-6124.2024.03.009
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基于智能图像识读的乡村儿童美育创造力培养.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 60, doi. 10.19503/j.cnki.1671-6124.2024.03.008
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学生主体哲学引领下课堂教学变革的创新实践与理论反思.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 53, doi. 10.19503/j.cnki.1671-6124.2024.03.007
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素养导向教学改革背景下的教师主体性: 必要性、本质与确证路径.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 46, doi. 10.19503/j.cnki.1671-6124.2024.03.006
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主体教育视域下我国学科教育论课程的历史发展和现实逻辑.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 34, doi. 10.19503/j.cnki.1671-6124.2024.03.005
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“迈向成熟”: 理解康德教育理论的一个视角.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 25, doi. 10.19503/j.cnki.1671-6124.2024.03.004
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教育社会化的两种类型: 涂尔干与康德的争执.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 17, doi. 10.19503/j.cnki.1671-6124.2024.03.003
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理性作为人的尊严: 论康德意义上的教育 必然是世界公民教育.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 5, doi. 10.19503/j.cnki.1671-6124.2024.03.002
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康德的建构主义思想及其对教育的影响.
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- Journal of Educational Science of Hunan Normal University, 2024, v. 23, n. 3, p. 1, doi. 10.19503/j.cnki.1671-6124.2024.03.001
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