突破单维局限: 多层网络分析框架下的学习者交互解构.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 85, doi. 10.15881/j.cnki.en33-1304/g4.2025.02.009
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Works matching IS 16720008 AND DT 2025 AND VI 43 AND IP 2
Results: 11
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数智时代人机协同教学的决策机制研究.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 53, doi. 10.15881/j.cnki.en33-1304/g4.2025.02.006
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以 "知识" 丈量 "思维": 信息科技课程中计算思维评价体系设计的逻辑转换及例解.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 94, doi. 10.15881/j.enki.cn33-1304/g4.2025.02.010
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大语言模型驱动的 IPCRF 框架: 课堂问答数字化分析的创新与实践.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 103, doi. 10.15881/j.cnki.cn33-1304/g4.2025.02.011
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5
基于多智能体与混合检索的学科核心素养表现性评价设计研究.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 31, doi. 10.15881/j.cnki.cn33-1304/g4.2025.02.004
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6
在线协作知识建构情境下多智能体促进观点涌现的机制研究.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 74, doi. 10.15881/j.cnki.en33-1304/g4.2025.02.008
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在线协作学习环境下学习者群体感知的发生机制研究 - 基于扎根理论的质性分析.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 62, doi. 10.15881/j.cnki.en33-1304/g4.2025.02.007
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8
数据凝视:教育数据化的批判性探讨.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 23, doi. 10.15881/j.cnki.cn33-1304/g4.2025.02.003
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9
从技治主义到技术民主: 教育人工智能价值对齐何以可能.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 3, doi. 10.15881/j.cnki.cn33-1304/g4.2025.02.001
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从人技关系视角看教育生产力发展: 历史回溯、 理论逻辑与实践进展.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 10, doi. 10.15881/j.enki.en33-1304/g4.2025.02.002
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AIGC 时代数字人赋能人机协同学习: 价值、框架与路径.
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- Journal of Distance Education (1672-0008), 2025, v. 43, n. 2, p. 45, doi. 10.15881/j.cnki.cn33-1304/g4.2025.02.005
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- Article