检索结果-内蒙古大学图书馆

Adolescent self-construal across cultures: Measurement invariance of the Aspects of Identity Questionnaire-IV in 30 countries

引用

Journal of Research on Adolescence 2025年第2期35卷 e70017页

作者： Jovanović, Veljko Adams, Sabirah Al Banna, Md. Hasan Aritio-Solana, Rebeca Aryanto, Christ Billy Avsec, Andreja Bakhshi, Ali Bender, Michael Berjot, Sophie Betancourth Zambrano, Sonia Brajša-Žganec, Andreja Broche-Pérez, Yunier Buzea, Carmen Cabello, Rosario Carreca, Valentina Cassibba, Rosalinda Cavazos-Arroyo, Judith Daemi, Fatemeh Díaz-Guerra, Diego D. Džida, Marija Eidelsburger, Mona Fernández-Berrocal, Pablo Fernández-Castillo, Evelyn Fonseca-Pedrero, Eduardo Frackowiak, Tomasz Freire, Teresa Gavrilov-Jerković, Vesna Gjoneska, Biljana Guerrero-Alcedo, Jesús Hillekens, Jessie Höfer, Stefan Kabir, Md. Humyon Iqbal, Naved Jámbori, Szilvia Joshanloo, Mohsen Kaliterna Lipovčan, Ljiljana Kavčič, Tina Kowal, Marta Krstevska Taseva, Marija Tong, Kwok Kit Lazić, Milica Manrique-Millones, Denisse Misiak, Michal Musso, Pasquale Obradović, Vojana Ortuño Sierra, Javier Orzea, Ioana Özaslan, Ahmet Park, Joonha Pašić, Marija Pilkauskaitė Valickienė, Rasa Puente-Díaz, Rogelio Puerta-Sierra, Lizbeth Ristevska Dimitrovska, Gordana Roberts, S. Craig Ronauli, Puji Tania Savahl, Shazly Serapinas, Danielius Kuan, Sok Ian Sorokowska, Agnieszka Sorokowski, Piotr Sulejmanović, Dijana Sultana, Mst Sadia Yuen, Sze Man Szél, Erzsébet Šakan, Dušana Tilga, Henri Tomašević, Aleksandar Unanue, Wenceslao Unanue, Jesús van Egmond, Marieke Yıldırım, Murat Zager Kocjan, Gaja Zamarian, Laura Zotović-Kostić, Marija Department of Psychology Faculty of Philosophy University of Novi Sad Novi Sad Serbia Academic Development Programme University of Cape Town Cape Town South Africa Faculty of Nutrition and Food Science Patuakhali Science and Technology University Patuakhali Bangladesh Educational Sciences Department University of La Rioja Logroño Spain Faculty of Psychology Atma Jaya Catholic University of Indonesia Jakarta Indonesia Department of Psychology Faculty of Arts University of Ljubljana Ljubljana Slovenia State Welfare Organization of Iran Tehran Iran Department of Social Psychology Tilburg University Tilburg Netherlands Université de Reims Champagne-Ardenne C2S Reims France Teacher University of Nariño Nariño Pasto Colombia Institute of Social Sciences Ivo Pilar Zagreb Croatia Prisma Behavioral Center West Palm Beach FL United States Department of Social Sciences and Communication Faculty of Sociology and Communication Transilvania University of Brasov Brasov Romania Department of Developmental and Educational Psychology Faculty of Psychology University of Málaga Málaga Spain Department of Education Psychology Communication University of Bari Bari Italy Centro Interdisciplinario de Posgrados Universidad Popular Autónoma del Estado de Puebla Puebla Mexico Faculty of Psychology and Educational Sciences Islamic Azad University Central Tehran Branch Tehran Iran Psychology Department Universidad Central Marta Abreu de Las Villas Villa Clara Cuba Department of Psychology Leopold Franzens University Innsbruck Austria Department of Basic Psychology Faculty of Psychology University of Málaga Málaga Spain Institute of Psychology University of Wroclaw Wroclaw Poland School of Psychology University of Minho Braga Portugal Macedonian Academy of Sciences and Arts Skopje North Macedonia Carrera de Psicología Facultad de Ciencias de la Salud Universidad Científica del Sur Lima Peru Department of Developmental Psychology Tilburg University Tilburg Netherla

Despite the critical role of culture in understanding adolescent self and identity, there is a lack of cross-culturally validated measures of adolescent self-construal. The present study evaluated cross-national measurement invariance of the Aspects of Identity Questionnaire-IV (AIQ-IV), assessing four dimensions of self-construal: personal, relational, public, and collective. The sample included 16,795 adolescents aged 14–19 years from 30 countries across four continents. The four-factor structure of the AIQ-IV obtained using exploratory structural equation modeling (ESEM) was supported in the vast majority of countries. Exact invariance testing using multi-group ESEM supported configural invariance, indicating that the overall structure of the AIQ-IV was similar across countries. Full scalar invariance was supported only on a subset of countries (i.e., when tests were conducted using European countries grouped by UN geographical regions). An alignment approach provided evidence for the approximate invariance of the ESEM model, with 15.6% of parameters showing noninvariance and allowing for comparison of latent means. The largest number of noninvariant parameters was evident in Asian countries, with items assessing collective-interdependent aspects of identity showing the most variation across countries. A comparison of mean levels of identity orientations across countries revealed that culture-level dimensions of collectivism–individualism do not translate simply into individual-level dimensions of self-construal. © 2025 Society for Research on Adolescence.

关键词： adolescence culture identity measurement invariance self self-construal

来源：评论

学校读者我要写书评

暂无评论

Interpreting and Navigating Multiple Representations for Computational Thinking in a Robotics Programming Environment

引用

Journal for STEM education Research 2018年第1-2期1卷 119-147页

作者： Barth-Cohen, Lauren A. Jiang, Shiyan Shen, Ji Chen, Guanhua Eltoukhy, Moataz Department of Educational Psychology College of Education University of Utah 1721 Campus Center Drive SAEC 3264 Salt Lake City 84112 UT United States Department of Computer Science Carnegie Mellon University Pittsburgh PA United States Department of Teaching and Learning University of Miami 324B Merrick Building 5202 University Drive Coral Gables 33124-2040 FL United States Department of Teaching and Learning University of Miami 312 Merrick Building 5202 University Drive Coral Gables 33124-2040 FL United States Department of Kinesiology and Sport Sciences School of Education & Human Development 1507 Levante Avenue Max Orovitz Building Room 132 Coral Gables 33146 FL United States

Although researchers have proposed different definitions for Computational Thinking (CT), one commonality across these definitions is the emphasis on having students formulate and solve problems in various learning environments, including programming. The continuing attention to CT highlights the need for studies that examine students’, especially elementary students, problem-solving processes. The current study investigates how fifth graders engaged in CT problem-solving activities in a programming environment. Focusing on multiple representations embedded in the CT problem-solving processes, we analyze data of fifth graders who were engaged in a pair-programming robotics interview. In the interview, students navigate multiple representations, such as task instructions, a coding window, and outputs, and in the case of robotics programming activities, a physical robot. The results show that as students were participating in a variety of coding and problem-solving practices, they were interpreting and navigating information within the code window, across the code window and task instructions, across the code window and physical robot, and across all three representations. Informed by these findings, we propose a framework to conceptualize how elementary students interpret and navigate multiple representations in CT problem-solving processes, which could guide future studies in analyzing problem-solving processes in similar contexts. Implications on the importance of multiple representations in programming may apply to other CT learning environments as well. © 2018, Springer Nature Switzerland AG.

关键词： Computational thinking Representations Robotics education

来源：评论

学校读者我要写书评

暂无评论

Meeting the demands of the C3 framework in elementary social studies methods

引用

Social Studies Research and Practice 2017年第3期12卷 358-371页

作者： Michael Alan Neel Amy Palmeri Department of Leadership Policy and Organizations Vanderbilt University Peabody College of Education and Human Development Nashville Tennessee USA Department of Teaching and Learning Vanderbilt University Peabody College of Education and Human Development Nashville Tennessee USA

Purpose In both elementary schools and elementary teacher education programs, social studies is marginalized while standards require increasingly more ambitious reasoning, reading, and writing in social studies than has historically been documented in American elementary schools. The purpose of this paper is to explain the challenges that elementary social studies teacher educators face in preparing elementary school teachers to facilitate the kind of ambitious social studies envisioned in the NCSS’s C3 Framework and advocate an approach to successfully address these challenges. Design/methodology/approach This paper articulates a targeted and ambitious approach to elementary social studies teacher education. The authors describe five recommendations from the teacher education literature for supporting preservice teachers in learning disciplinary-oriented social studies teaching, recommendations that guided the redesign of the social studies methods course. The authors then highlight key aspects of the redesigned methods course and demonstrate how the authors engaged the challenges inherent in the work of elementary social studies teacher education. Findings Although this paper is not arranged in such a way as to substantiate empirical findings, the purpose of the paper is to demonstrate an approach to elementary social studies education aligned with extant literature on preparing teachers to engage in reform teaching practices, specifically those disciplinary oriented practices suggested in NCSS’s C3 Framework. As such, the paper should be read as a perspective on practice. Research limitations/implications The type of disciplinary-oriented approach described here is increasingly under investigation in secondary teacher education research and similar approaches are under investigation in elementary math and science education research. To the authors’ knowledge, the approach is novel in elementary social studies education. Furthermore, the authors be

关键词： C3 framework Elementary teacher education Practice-based teacher education Social studies

来源：评论

学校读者我要写书评

暂无评论

Characterising acute and chronic care needs: insights from the Global Burden of Disease Study 2019

引用

Nature communications 2025年第1期16卷 4235-4235页

作者： Cecilia Anza-Ramirez J. Jaime Miranda Benedetta Armocida Jorge César Correia Harriette Gillian Christine Van Spall David Beran Amirali Aali Kalkidan Hassen Abate Semagn Mekonnen Abate Cristiana Abbafati Mohsen Abbasi-Kangevari Zeinab Abbasi-Kangevari Zahra Aryan Sina Azadnajafabad Mohammadreza Azangou-Khyavy Seyyed-Hadi Ghamari Mohammad Keykhaei Javad Khanali Sara Momtazmanesh Fateme Montazeri Shayan Rahmani Mohammad-Mahdi Rashidi Nazila Rezaei Negar Rezaei Sahar Saeedi Moghaddam Hossein Hassanian-Moghaddam Ali-Asghar Kolahi Ali Nikoobar Hedayat Abbastabar Ahmed M. Abdel-Azeem Michael Abdelmasseh Juan Sanabria Sherief Abd-Elsalam Ahmed Abdelwahab Gholamreza Abdoli Mohammad Abdollahi Meriem Abdoun Deldar Morad Abdulah Abu Yousuf Md Abdullah Ame Mehadi Abdurehman Getachew Abebe Aidin Abedi Chirag P. Doshi Vida Abedi Hassan Abidi Richard Gyan Aboagye Hassan Abolhassani Nima Rezaei Lucas Guimarães Abreu Michael R. M. Abrigo Yonas Derso Abtew Hiwa Abubaker Ali Eman Abu-Gharbieh Hiba Jawdat Barqawi Rabih Halwani Maha Mohamed Saber-Ayad Iman M. Talaat Ahmed Abu-Zaid Manfred Mario Kokou Accrombessi Juan Manuel Acuna Denberu Eshetie Adane Tigist Demssew Adane Isaac Yeboah Addo Giovanni Addolorato Oluwafemi Atanda Adeagbo Victor Adekanmbi Miracle Ayomikun Adesina Isaac Iyinoluwa Olufadewa Olatunji O. Adetokunboh Daniel Adedayo Adeyinka Qorinah Estiningtyas Sakilah Adnani Aanuoluwapo Adeyimika Afolabi Olayinka Stephen Ilesanmi Muhammad Sohail Afzal Saira Afzal Gina Agarwal Prerna Agarwal Pradyumna Agasthi Anurag Agrawal Marcela Agudelo-Botero Adolfo Martinez-Valle Bright Opoku Ahinkorah Aqeel Ahmad Sajjad Ahmad Sohail Ahmad Tauseef Ahmad Ali Ahmadi Siamak Sabour Keivan Ahmadi Sanjay Basu Sepideh Ahmadi Ali Ahmed Shaun Wen Huey Lee Ayman Ahmed Haroon Ahmed Jivan Qasim Ahmed Gahin Abdulraheem Tayib Yahya Yahya Luai A. Ahmed Iffat Elbarazi Syed Mahboob Shah Janardhana P. Aithala Marjan Ajami Budi Aji Hossein Akbarialiabad Yibeltal Akelew Meisam Akhlaghdoust Elham Jamshidi Addis Aklilu Azene Tesfaye Melat Woldemariam Maxwell Ak CRONICAS Center of Excellence in Chronic Diseases Universidad Peruana Cayetano Heredia Lima Peru School of Medicine Universidad Peruana Cayetano Heredia Lima Peru Sydney School of Public Health Faculty of Medicine and Health University of Sydney Sydney NSW Australia Faculty of Epidemiology and Population Health London School of Hygiene & Tropical Medicine London UK Division of Tropical and Humanitarian Medicine University of Geneva Geneva Switzerland Department of Cardiovascular Endocrine-metabolic Diseases and Aging Istituto Superiore di Sanità Rome Italy Division of Endocrinology Diabetology Nutrition and Therapeutic Patient Education Department of Medicine Geneva University Hospitals Geneva Switzerland Department of Medicine and Department of Health Research Evidence and Impact McMaster University Hamilton ON Canada Research Institute of St. Joe’s Hamilton ON Canada Population Health Research Institute Hamilton Canada Geneva University Hospitals Geneva Switzerland Faculty of Medicine Mashhad University of Medical Sciences Mashhad Iran Department of Nutrition and Dietetics Jimma University Jimma Ethiopia Anesthesiology Department Dilla University Addis Ababa Ethiopia Department of Juridical and Economic Studies La Sapienza University Rome Italy Non-Communicable Diseases Research Center Tehran University of Medical Sciences Tehran Iran Social Determinants of Health Research Center Shahid Beheshti University of Medical Sciences Tehran Iran Brigham and Women’s Hospital Harvard University Boston MA USA Students’ Scientific Research Center (SSRC) Tehran University of Medical Sciences Tehran Iran School of Medicine Tehran University of Medical Sciences Tehran Iran School of Medicine Shahid Beheshti University of Medical Sciences Tehran Iran Endocrinology and Metabolism Research Institute Tehran University of Medical Sciences Tehran Iran Chapter of Addiction Medicine University of Sydney Sydney NSW Australia Advanced Diagnostic and Intervent

Chronic care manages long-term, progressive conditions, while acute care addresses short-term conditions. Chronic conditions increasingly strain health systems, which are often unprepared for these demands. This study examines the burden of conditions requiring acute versus chronic care, including sequelae. Conditions and sequelae from the Global Burden of Diseases Study 2019 were classified into acute or chronic care categories. Data were analysed by age, sex, and socio-demographic index, presenting total numbers and contributions to burden metrics such as Disability-Adjusted Life Years (DALYs), Years Lived with Disability (YLD), and Years of Life Lost (YLL). Approximately 68% of DALYs were attributed to chronic care, while 27% were due to acute care. Chronic care needs increased with age, representing 86% of YLDs and 71% of YLLs, and accounting for 93% of YLDs from sequelae. These findings highlight that chronic care needs far exceed acute care needs globally, necessitating health systems to adapt accordingly. © 2025. The Author(s).

关键词：

来源：评论

学校读者我要写书评

暂无评论

Getting Undergraduates Ready for China’s Belt and Road Initiative (BRI) Through an Overseas Experiential learning Project

引用

China and the World 2021年第3期4卷

作者： Andrew Min Han Chin Thomas Menkhoff Hans-Dieter Evers Hoong Hui Daniel Gn Kevin Koh Chester Wey Lee Patrick H. M. Loh Linda Low Sebastian Tan Teng Seng Teo Natalie Yap Lee Kong Chian School of Business Singapore Management University (SMU) 81 Victoria Street Singapore 188065 Singapore Andrew Chin Min Han graduated from Tsinghua University in Beijing China with a Tsinghua–MIT Sloan International Master of Business Administration degree under the Singapore Government’s Asian Business Fellowship (ABF) scholarship program. He is the Program Director of Singapore Management University (SMU) Executive Certificate in China Business and of the SMU Internationalisation Series. He teaches as an Adjunct Faculty of Strategy and Organisation at the SMU Lee Kong Chian School of Business since January 2017. He teaches effectively in English and Chinese. With over 23 years of experience in education and publishing industry in Asia Andrew Chin’s multi-sector career has enabled him to experience the full spectrum of the education industry in his roles as the Singapore EDB Officer handling the World-Class University portfolio and the Specialist Information and Publishing Industry portfolio Chief Representative and Country Manager (China) at Thomson Learning (Fortune 500 company) and Co-founder and CEO for an early childhood education business. Andrew was a Business Development Director (Universities) at Sodexo Group (Fortune 500 company) for the Asia-Pacific region. After working 10 years in Beijing China Andrew returned to Singapore in 2012 to work closely with the top leadership at Singapore Management University on the SMU China & East Asia Initiatives. Thomas Menkhoff is the Professor of Organisational Behaviour & Human Resources (Education) at the Lee Kong Chian School of Business Singapore Management University (SMU). Two of his recent publications include: (i) Menkhoff Thomas Ning Kan Siew Evers Hans-Dieter and Chay Yue Wah eds. Living in Smart Cities: Innovation and Sustainability (New Jersey: World Scientific Publishing 2018) and (ii) Chay Yue Wah Menkhoff Thomas and Low Linda eds. China’s Belt and Road Initiative — Understanding the Dynamics of a Global Transfor

In this paper, we explain how an experiential learning course and study tour to Gansu Province (People’s Republic of China) enabled undergraduates at the Singapore Management University (SMU) to acquire 21st-century competencies and higher-order thinking skills by analyzing and evaluating specific aspects of China’s Belt and Road Initiative (BRI) and China–Singapore (Chongqing) Connectivity Initiative — New International Land–Sea Trade Corridor (CCI-ILSTC) with emphasis on developing viable Go-To-Market (GTM) strategies aimed at selling Gansu produce in four Southeast Asian markets. We share how the course was designed to support the attainment of key learning goals and discuss how we turned pedagogical aspirations into concrete learning outcomes. We introduce key aspects of the so-called “SMU-XO” project that the students conducted in partnership with an industry partner, Pacific International Lines (PIL), and discuss how the project work helped learners to gain global competency by (i) examining critical issues related to BRI such as multi-modal infrastructure connectivity, (ii) appreciating the local perspectives of project stakeholders in Lanzhou and Shanghai and (iii) successfully interacting with people from different cultures, namely China, Indonesia, Vietnam, Malaysia and Thailand.

关键词： Experiential learning Singapore China Belt and Road Initiative (BRI)

来源：评论

学校读者我要写书评

暂无评论

Separated by Removal: The Impact of Parental Deportation on Latina/o Children’s postsecondary educational Goals

引用

Diaspora, Indigenous, and Minority education 2016年第3期10卷 169-181页

作者： Macías, Luis Fernando Collet, Bruce Anthony Department of Teaching and Learning Multicultural and Equity Studies in Education The Ohio State University United States School of Educational Foundations Leadership and Policy College of Education & Human Development Bowling Green State University United States

This research examines the impact of parental deportation on Latino/a adolescents’ postsecondary aspirations. Based on interviews with students, their families, and site observations, the study finds that for some adolescents who held college aspirations prior to the deportation, this type of abrupt parental removal negatively affects their perception of safety and stability in their home and school environments (i.e., microsystem) (Bronfenbrenner, 2005). Where this vulnerability is not countered with emotional, economic, and institutional support, it can hinder their development of the social capital (Coleman, 1988;Stanton-Salazar, 2001) that would be conducive to their higher educational aspirations. © 2016 Taylor & Francis.

关键词：

来源：评论

学校读者我要写书评

暂无评论

An FYE course structure for collaborative learning in large lecture courses 123

An FYE course structure for collaborative learning in large ...

引用

123rd ASEE Annual Conference and Exposition

作者： Buckley, Jenni Trauth-Nare, Amy Chajes, Michael Pollock, Lori Guidry, Kevin R. Vaughan, Michael L. Stephens, Jeannie S. Department of Mechanical Engineering University of Delaware NewarkDE United States Perry Initiative NewarkDE United States Professional Development Center for Educators College of Education and Human Development University of Delaware NewarkDE United States Department of Civil and Environmental Engineering University of Delaware NewarkDE United States Department of Computer and Information Sciences University of Delaware NewarkDE United States Center for Teaching and Assessment of Learning University of Delaware NewarkDE United States College of Engineering University of Delaware NewarkDE United States Department of Biomedical Engineering University of Delaware NewarkDE United States

来源：评论

学校读者我要写书评

暂无评论

Instructional Tendencies in the teaching of Reading Comprehension: A Portrait of Practice in the Measures of Effective teaching (MET) Database

引用

Literacy Research: Theory, Method, and Practice 2015年第1期64卷 285 - 306页

作者： Dennis S. Davis Kelli Bippert Lorena Villarreal Department of Interdisciplinary Learning and Teaching College of Education and Human Development The University of Texas at San Antonio San Antonio TX USA

Using videos from 63 teachers in grades 4–8 who were part of the Measures of Effective teaching study, we identified five tendencies in the teaching of reading comprehension that can inform future work on the design and implementation of reading instruction. The five tendencies are: (1) Instruction is generally text-centric, but dominated by instructional vignettes; (2) Text talk is common, but is dominated by teacher-facilitated questioning; (3) Instruction is intentional and explicit, but at a cost; (4) Instruction is strategy-centric, but not necessarily strategic; and (5) Knowledge-building is underemphasized during classroom textual interactions. This study addresses the need for more current understanding of the state of instructional practices in reading comprehension.

关键词： Reading comprehension Instructional practice upper elementary middle grades

来源：评论

学校读者我要写书评

暂无评论

Book Review: Student voice in mathematics classrooms around the world. Berinderjeet Kaur, Glenda Anthony, Minoru Ohtani, and David Clarke (Eds.) (2013)

引用

educational Studies in Mathematics 2015年第1期91卷 141-148页

作者： Li, Yeping Xu, Jianxing Department of Teaching Learning and Culture College of Education and Human Development Texas A&M University College Station USA School of Educational Science Yangzhou University Yangzhou China

来源：评论

学校读者我要写书评

暂无评论

Toward Interdisciplinary Perspectives: Using Osmotic Pressure as an Example for Analyzing Textbook Explanations

引用

Journal of college Science teaching 2015年第4期44卷 76-87页

作者： Sung, Shannon Shen, Ji Stanger-Hall, Kathrin F. Wiegert, Craig Li, Wan-I Brown, Scott Robertson, Tom Education Program at Spelman College Atlanta GA United States Department of Teaching and Learning School of Education and Human Development University of Miami in Coral Gabels FL United States Department of Plant Biology Department of Physics and Astronomy United States Department of Physics and Astronomy United States Department of Physiology and Pharmacology at the University of Georgia in Athens United States Department of Small Animal Medicine and Surgery at the University of Georgia in Athens United States Department of Physiology and Pharmacology University of Georgia in Athens United States

We examined the definitions of osmotic pressure (Posm) in different well-circulated college science textbooks. Motivated by the discussion of a team of disciplinary experts from several disciplines, we examined 20 tex...

We examined the definitions of osmotic pressure (P_osm) in different well-circulated college science textbooks. Motivated by the discussion of a team of disciplinary experts from several disciplines, we examined 20 textbooks in biology, chemistry, physics, animal/plant physiology, biochemistry, and physical biochemistry. The analysis shows that the definitions or descriptions of P_osm in these textbooks include five categories: three categories of conceptual definition (CD) of the term and two categories of quantitative measure (QM) of the variable. The three main categories of CD are: (a) P_osm is the force that pulls/drives water across a selectively permeable membrane into a solution with a higher solute concentration;(b) P_osm is the external pressure required to stop, prevent, or reverse osmosis;and (c) P_osm is the internal pressure of a solution or substance that develops through osmosis under volume constraint. The two categories of QM are: (a) P_osm is proportional to the solute (or water) concentration (gradient) across a selectively permeable membrane, and (b) P_osm is measured through the additional pressure applied to stop osmosis. Connections and possible inconsistencies among these different definitions or descriptions across disciplines are discussed. © 2015 National Science teaching Association.

关键词：

来源：评论

学校读者我要写书评

暂无评论

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案：

请选择收藏分类：

通借通还

建议与咨询 留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

时间限定

文献类型

馆藏选择

核心期刊

语言

文献类型

帮助

文字说明：

检索规则说明：

检索范例：

分类表

所选分类

限定检索结果

文献类型

馆藏范围

日期分布

学科分类号

主题

机构

作者

语言

请选择保存的检索档案： 新增检索档案 确定 取消

请选择收藏分类： 新增自定义分类 确定 取消

通借通还

建议与咨询留下您的常用邮箱和电话号码，以便我们向您反馈解决方案和替代方法

请选择保存的检索档案：

请选择收藏分类：