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公正观培育的社会认同逻辑.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 3, doi. 10.14082/j.cnki.1673-1298.2022.05.001
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论杜威情感理论及其教育意蕴.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 17, doi. 10.14082/j.cnki.1673-1298.2022.05.002
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"共同体" 与 "社会": 对杜威《民主主义 与教育》中 "Community" 的探析.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 31, doi. 10.14082/j.cnki.1673-1298.2022.05.003
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培养学生问题解决能力的 学习活动设计和课堂评价准实验研究.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 44, doi. 10.14082/j.cnki.1673-1298.2022.05.004
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模拟世界共同体: "地球飞船" 与 冷战中期美国国际理解教育的课程实验.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 56, doi. 10.14082/j.cnki.1673-1298.2022.05.005
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专题: 新时代县中教育振兴研究.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 71, doi. 10.14082/j.cnki.1673-1298.2022.05.006
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国家教育治理视野下的 县中教育振兴路径.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 72, doi. 10.14082/j.cnki.1673-1298.2022.05.007
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县中振兴中的跨区域中考招生治理.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 84, doi. 10.14082/j.cnki.1673-1298.2022.05.008
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高等教育机会获得视角中的 县中困境及其应对.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 95, doi. 10.14082/j.cnki.1673-1298.2022.05.009
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新时代教育评价改革政策的价值意蕴, 执行阻力与改革路向.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 106, doi. 10.14082/j.cnki.1673-1298.2022.05.010
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多重制度逻辑下我国教育数据开放的 风险透视及治理路径.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 118, doi. 10.14082/j.cnki.1673-1298.2022.05.011
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地方学前教育立法中的政府监管 ---基于智慧监管理论的框架建构, 实践检视与制度设计.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 129, doi. 10.14082/j.cnki.1673-1298.2022.05.012
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为何近朱者赤近墨者黑 ---学习同伴对个体学习成绩的影响机制研究.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 141, doi. 10.14082/j.cnki.1673-1298.2022.05.013
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近朱者赤, 近墨者更黑 ---教育中的非对称同伴效应研究.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 156, doi. 10.14082/j.cnki.1673-1298.2022.05.014
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唐文治经学教育思想研究 ---基于《读经意见》的文本分析.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 172, doi. 10.14082/j.cnki.1673-1298.2022.05.015
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桑代克, 杜威与美国科学教育学观念 的建构 ---以 "天赋-教养" 争议为中心.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 185, doi. 10.14082/j.cnki.1673-1298.2022.05.016
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基于逻辑 擘画未来 ---《教育治理的逻辑》《教育治理的战略》评介.
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- Journal of Educational Studies (1673-1298), 2022, v. 18, n. 5, p. 198, doi. 10.14082/j.cnki.1673-1298.2022.05.017
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