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教育进展 Vol.14 No.6, June 30 2024, PDF, , XML DOI:10.12677/ae.2024.1461100 被引量
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教育进展 Vol.14 No.4, April 26 2024, PDF, HTML, XML DOI:10.12677/ae.2024.144587 被引量
后疫情期间温州市中学生自伤行为及其相关危险因素调查研究The Study of Self-Injury Behavior among Middle School Students in Wenzhou during the Post-COVID-19 Outbreak and Its Related Risk Factors
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国际神经精神科学杂志 Vol.11 No.3, August 3 2022, PDF, HTML, XML DOI:10.12677/IJPN.2022.113005 被引量
“双减”背景下初中物理托管服务的优化Optimization of Junior Middle School Physics Hosting Services under the Background of “Double Reduction
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教育进展 Vol.12 No.9, September 15 2022, PDF, HTML, XML DOI:10.12677/AE.2022.129512 被引量
初中英语阅读测试与评价分析Analysis of English Reading Test and Evaluation in Junior Middle School
黄国兰 下载量: 434 浏览量: 685
教育进展 Vol.13 No.6, June 29 2023, PDF, HTML, XML DOI:10.12677/AE.2023.136641 被引量
不同特征初中数学教师MPCK个案研究A Case Study on MPCK of Junior Middle School Mathematics Teachers with Different Characteristics
赵瑞芳, 金美月, 李 畅 下载量: 474 浏览量: 630
创新教育研究 Vol.9 No.3, June 24 2021, PDF, HTML, XML DOI:10.12677/CES.2021.93116 被引量
我国初中生家长参与的阶层差异分析The Analysis of Class Differences in Parental Involvement of Junior Middle School Students in China
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教育进展 Vol.10 No.2, March 23 2020, PDF, HTML, XML DOI:10.12677/AE.2020.102039 被引量
核心素养视角下初高中数学衔接教学的实施策略The Implementation Strategy of Mathematics Bridging Teaching in Middle and High School from the Perspective of Core Literacy
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创新教育研究 Vol.12 No.2, February 8 2024, PDF, HTML, XML DOI:10.12677/CES.2024.122078 被引量
主题意义引领下的初中英语单元整体教学策略探究——以“You Are Supposed to Shake Hands.”的教学设计为例An Exploration of the Whole Teaching Strategy of Junior Middle School English Units under the Guidance of Thematic Significance—Taking the Instructional Design of “You Are Supposed to Shake Hands.” as an Example
程 鸿 下载量: 25 浏览量: 63
教育进展 Vol.14 No.6, June 24 2024, PDF, , XML DOI:10.12677/ae.2024.146960 被引量
核心素养下初中数学课堂有效提问教学分析Analysis of Effective Questioning Teaching in Junior High School Mathematics Classroom Based on Core Literacy
戴 静, 刘灯明 下载量: 459 浏览量: 798 科研立项经费支持
社会科学前沿 Vol.11 No.5, May 18 2022, PDF, HTML, XML DOI:10.12677/ASS.2022.115239 被引量