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教育不是传递或引领的活动?.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 3, doi. 10.14082/j.cnki.1673.1298.2023.05.001
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认知何以成为负担: 隐喻视角下的认知观危机及其转化.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 17, doi. 10.14082/j.cnki.1673-1298.2023.05.002
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创制者的幸福:可能、价值及其教育实现———基于对亚里士多德文本的分析.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 31, doi. 10.14082/j.cnki.1673-1298.2023.05.003
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效率与民主之争: 博比特与杜威课程观之比较.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 39, doi. 10.14082/j.cnki.1673-1298.2023.05.004
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回归核心知识:美国赫希课程思想及其启示.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 51, doi. 10.14082/j.cnki.1673-1298.2023.05.005
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何以“左右逢源” 教育家型校长办学的双重逻辑.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 65, doi. 10.14082/j.cnki.1673-1298.2023.05.006
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互动中的解构与建构: 校长对集团化办学政策形塑的话语.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 77, doi. 10.14082/j.cnki.1673-1298.2023.05.007
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从边缘走向中心:美国高校法律顾问 角色与职能演变的新制度主义分析.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 90, doi. 10.14082/j.cnki.1673-1298.2023.05.008
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- Article
外行可以领导内行吗 ———美国大学聘用非传统型校长的争议及其思考.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 103, doi. 10.14082/j.cnki.1673-1298.2023.05.009
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管理沟通与教师知识共享的关系 ———教师心理授权和心理资本的中介作用.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 118, doi. 10.14082/j.cnki.1673-1298.2023.05.010
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参加专业发展活动能否让义务教育 薄弱学校教师“教得更好” ———基于X市 202 所义务教育薄弱学校调查的准自然实验研究.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 130, doi. 10.14082/j.cnki.1673-1298.2023.05.011
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性别差异还是性别歧视 ———中小学教师“女兵男将”现象的实证分析.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 145, doi. 10.14082/j.cnki.1673-1298.2023.05.012
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我国高校学科教学论教师队伍建设的 现状、问题及对策 胡咏梅.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 162, doi. 10.14082/j.cnki.1673-1298.2023.05.012
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元嘉“四学”综论.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 183, doi. 10.14082/j.cnki.1673-1298.2023.05.014
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从自由且实用的教育到普遍的永恒幸福 ———普里斯特利教育思想释读.
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- Journal of Educational Studies (1673-1298), 2023, v. 19, n. 5, p. 195, doi. 10.14082/j.cnki.1673-1298.2023.05.015
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