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    New Concepts and Trends in the Cultivation of International Elite Creative Talents
    Yong Zhao
    Journal of East China Normal University(Educational Sciences)    2023, 41 (5): 1-15.   DOI: 10.16382/j.cnki.1000-5560.2023.05.001
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    Elite creative talents are wanted and sought after in every modern society as they seem to be the primary force that drives social and economic development. But cultivating elite creative talents can follow different approaches in different societies. This article provides a comprehensive review and analysis of current thinking and emerging issues in cultivating innovative, creative, and entrepreneurial talents. Primarily, the author finds the following. First, elite creative talents are not programmed and trained by early selection. Second, creativity is naturally born and everyone has the potential to become a creative elite. Third, creativity appears in different domains and must be based on solid knowledge and skills. Thus elite talents have their unique abilities and knowledge. Fourth, different society has different attitudes toward creative talents and thus different societies have different environments for cultivating creative talents. Fifth, opportunities and luck play significant roles in the development of creativity. It is therefore critical for individuals to have opportunities or create their own opportunities. Finally, creativity must be bounded by ethical and moral standards, which vary in different societies. But at least, the outcomes of creativity should not cause harm to others and the world.

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    Artificial Intelligence Curriculum Guidelines for Primary and Secondary Schools
    Jiang Bo Penner:, Dai Juan Core Members:, Zhou Aimin , Dong Xiaoyong , Liu Xiaoyu , Hong Daocheng Participants:, Jiang Fei , Zheng Longwei , Zhao Jiabao , Zhang Hengyuan , Liu Yalin , Yuan Zhenguo Consultant:
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 121-134.   DOI: 10.16382/j.cnki.1000-5560.2023.03.013
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    Artificial intelligence (AI) education in primary and secondary schools has just started in China. Lack of unified curriculum standards, we still face many difficulties in the curriculum nature and objectives, textbooks development, and academic evaluation. To address this issue, East China Normal University and Shanghai Artificial Intelligence Laboratory jointly developed the Artificial Intelligence Curriculum Guidelines for Primary and Secondary Schools. The proposed guidelines has six parts including course nature and basic concept, core competency and curriculum objectives, course structure, course content and requirements, academic evaluation standards and implementation suggestions. We aim to construct a scientific and open curriculum guidelines for AI education in primary and secondary schools and simultaneously provide a reference for the construction of an AI education system in China.

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    Principles, Procedures and Programs of Latent Class Models
    Zhonglin Wen, Jinyan Xie, Huihui Wang
    Journal of East China Normal University(Educational Sciences)    2023, 41 (1): 1-15.   DOI: 10.16382/j.cnki.1000-5560.2023.01.001
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    The models used in Latent Class Analysis and Latent Profile Analysis are collectively referred to as latent class models, a kind of statistical methods of classifying individuals according to their different response patterns in observation indicators, so as to identify population heterogeneity. It has attracted increasing attention from applied researchers in the fields of pedagogy, psychology, and other social science disciplines. However, it is not easy for most education researchers to understand the existing Chinese literature on the statistical principles and analytical procedures of such models. This paper systematically introduces the basic knowledge, statistical principles, analytical procedures and Mplus programs of latent class models, and clarifies various methods and selection strategies involved in the subsequent analysis of these models. It would help applied researchers enhance their understanding of the principles and methods of the latent class models, and promote the application of these models to educational research.

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    Higher Education and High-quality Economic Development: Mechanism, Path and Contribution
    Haigang Huang, Siqi Wu, Yue Qu
    Journal of East China Normal University(Educational Sciences)    2023, 41 (5): 26-40.   DOI: 10.16382/j.cnki.1000-5560.2023.05.003
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    To build a modern socialist country in all respects, we must, first and foremost, pursue high-quality development. Improving the role and efficiency of higher education in high-quality economic development is not only an important task to implement the spirit of the Twentieth National Congress of the Communist Party of China in the field of education, but also a proper meaning to accelerate the construction of high-quality education system. Based on panel data of 31 provinces in China from 2000 to 2019, this paper analyzes the contribution of higher education to high-quality economic development and its realization mechanism based on the transmission chain of “higher education-human capital, technology, industry-high-quality economic development” by building the direct effect, indirect effect and complementary effect models of higher education. The research shows that higher education has a positive contribution to high-quality economic development, and this economic effect shows significant regional heterogeneity. The contribution of higher education to economic quality is in the order of western region, central region and eastern region from large to small. Factors such as diminishing marginal return of human capital investment, industrial transfer and education policy support jointly promote the strong role of higher education in improving quality and efficiency in the economic development of central and western regions. Further mechanism inspection found that higher education could promote high-quality economic development through multi-dimensional paths such as human capital accumulation, promoting technological innovation and giving play to the complementary effect with industrial structure.

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    The Difficulties and Corresponding Strategies of Educational Digital Transformation
    Junjie Shang, Xiuhan Li
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 72-81.   DOI: 10.16382/j.cnki.1000-5560.2023.03.008
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    The digital transformation in education is an inevitable result of the developing affordance of digital technology for education. This paper discusses the barriers, difficulties, and coping strategies in the educational digital transformation. It first describes three stages of future panoramic transformation of education: infrastructure upgrading, learning mode reforming, and educational process reengineering. The digital transformation of education, as a technology-involved innovative social revolution, is not bound to be a smooth journey. The interaction between technologies and education subjects is affected by multiple factors, thus leading to various corresponding difficulties and obstacles. The surface difficulties mainly come from the barriers of technological availability in building the new education infrastructure, referring to limited investments (e.g., human & financial) and technical bottlenecks. The deep difficulties mean educational subjects’ (e.g., teachers, students, & parents) action obstacles. The core difficulty is how to improve the consensus on digital educational innovation and how to deal with the relationship between humans and technology. To solve the core difficulty of educational digital transformation, it is necessary to carry out structural reform in education and strengthen the basic research of learning science to have a deep understanding of the process and mechanism of education with digital transformation. Finally, this paper puts forward several practical strategies to solve these difficulties from three levels: foundation-building strategies, empowering strategies, and exploring strategies.

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    Exploration of the Path of Digital Education Transformation and Practice in Shanghai
    Haiwei Li, Gong Wang, Meichen Lu
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 110-120.   DOI: 10.16382/j.cnki.1000-5560.2023.03.012
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    In the background of the “Digital China” strategy, accelerating digital transformation and development and building a digital China have become the torrent of the times. In the field of education, with the integration of a new generation of information technology and education, such as artificial intelligence, Internet of Things and cloud computing, education informatization has reached a critical point of “quantitative change” to “qualitative change”. At present, China’s education digital transformation practice still faces challenges in terms of top-level design and implementation paths. Around Shanghai Educational Digital Transformation policy implementation process, this paper introduced the procedure Shanghai constructed its plan from top to bottom and extract its experiences, including forming new vision through new infrastructure, breaking barriers through digital base, exploring educational new normal through top-down and bottom-up paths, enhancing deep reform through digital competences, assessment and resources construction. These measures can help solve the key problem in educational digital transformation.

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    The Educational Thoughts and Practice of the Early Tongcheng School: A Focus on the Three Ancestors of Tongcheng
    Zhengping Tian, Ziwei Pei
    Journal of East China Normal University(Educational Sciences)    2022, 40 (1): 102-115.   DOI: 10.16382/j.cnki.1000-5560.2022.01.008
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    As a well-known cultural group in Qing Dynasty which long lasting, large in numbers and influential, the Tongcheng School is commonly regarded as a literary school because of its famous ancient style prose. Actually, most of the Tongcheng Scholars had rich teaching experiences and educational ideas and closely related to education. Represented by the “Three Ancestors”, the early Tongcheng School took an active part in imperial examination and academies of classical learning in Qing Dynasty and made great effects. Studying on their educational thoughts and practice will help to enrich the comprehensive understanding of education in Qing Dynasty and figure out the internal logic of the later Tongcheng School’s performance in the process of Chinese education modernization.

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    Current Situation, Influence and Suggestions of China’s Elementary School Science Teacher: Based on a Large-Scale Survey in 31 Provinces
    Yonghe Zheng, Xuanyang Yang, Jingying Wang, Jia Li, Yangxu Lu, Shuhui Li, Yujing Yang, Xiaolin Zhang
    Journal of East China Normal University(Educational Sciences)    2023, 41 (4): 1-21.   DOI: 10.16382/j.cnki.1000-5560.2023.04.001
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    To investigate the current situation of elementary school science teachers in China, large-scale research in 31 provinces was organized by the Professional Committee on Science Teaching of the Steering Committee for Basic Education of the Ministry of Education in the second half of 2021, and 131,134 valid questionnaires were collected. The current situation of the elementary school science teacher workforce involves three major aspects: faculty structure, professional literacy, and professional development. The study found that there is a serious structural imbalance in the structure of China’s elementary school science teachers, with part-time teachers and liberal arts backgrounds dominating; weak knowledge and beliefs, practical wisdom such as information technology application to be strengthened; weak professional development, lack of experimental resources and professional training. It is recommended to strengthen the teacher management of elementary science, improve the supervisory mechanism, and optimize the structure of the teaching force; strengthen the professional standards and development planning of integrated pre-service and in-service elementary science teachers; promote the reform of the content and form of elementary science assessment and pay attention to the monitoring and evaluation of the quality of elementary science teaching.

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    An Empirical Study on the Development and Problems of Higher Education: Analysis Based on the National Higher Education Satisfaction Survey in 2021
    National Higher Education Satisfaction Survey Group
    Journal of East China Normal University(Educational Sciences)    2023, 41 (5): 16-25.   DOI: 10.16382/j.cnki.1000-5560.2023.05.002
    Abstract109)   HTML21)    PDF (705KB)(93)      

    Higher education satisfaction survey not only reflects students’ satisfaction with the development of higher education, but also reflects the implementation of macro policies of higher education. In 2021, the Chinese Academy of Educational Sciences implemented the third round of national higher education satisfaction survey after 2016 and 2018. The survey found that the overall satisfaction of national higher education is steadily improving, especially in the aspects of ideological and political education, construction of teachers’ morality and style, information technology empowerment and educational environment, which has brought more and more satisfactory learning experience and gains to college students. However, the satisfaction with students’ innovative ability and quality, practical teaching opportunities, teachers’ teaching methods and professional identity is not high. Based on the above contents, from the perspective of improving satisfaction, the article puts forward suggestions on improving the effectiveness of innovative talent training, exploring new practical teaching models, building a dedicated teacher evaluation system, enhancing the social adaptability of talent training, and innovating the forms of international exchange and cooperation.

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    How Natural Language Processing Technology Empowers the AIED: The Perspective of AI Scientist
    Bo Zhang, Ruihai Dong
    Journal of East China Normal University(Educational Sciences)    2022, 40 (9): 19-31.   DOI: 10.16382/j.cnki.1000-5560.2022.09.003
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    Natural language processing (NLP) is one of the most important research branches of artificial intelligence (AI). With the boosting of computer performance and the construction of large-scale corpora in the last decade, NLP technology has made great progress and has been widely applied in various areas, especially in the field of education. Specifically, in this paper, we investigate the present research and the trends of NLP technology, and how NLP promotes the development of artificial intelligence in education (AIED) through studying and analyzing publications, reports, and speeches, etc. from eminent domestic and international AI specialists. We are aiming to explore the direction and trend of AIED in the future.

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    A Maturity Model for Digital Transformation in Education
    Yonghe Wu, Qiuxuan Xu, Zhuzhu Wang
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 25-35.   DOI: 10.16382/j.cnki.1000-5560.2023.03.003
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    The digital transformation in education is the driving force and innovation factor of the high-quality development of education. The evaluation of the ability level of the digital transformation in education has become one of the key points of the current education reform and practice. The maturity model provides a new method to solve the difficulty of evaluating the ability level of education digital transformation and helps to lead the implementation of the transformation practice. Based on the theory and basic structure of maturity model, this study analyzes the existing digital maturity model from the perspective of international comparison, and refines the key components of education digital transformation through policy analysis. By referring to the maturity levels and behavior characteristics of Capability Maturity Model and combining with the development characteristics of education digital trans- formation, an evaluation framework of education digital transformation maturity was constructed, which included five key process domains, 18 sub-key domains and five maturity levels. Based on the idea of “macro to medium to micro” to systematically promote digital transformation, this study discusses the key application scenarios of the ma-turity evaluation framework of education digital transformation from national, regional and school levels. A maturity model for digital transformation in education provides feasible evaluation paths for the implementation of education digital strategic actions and high-quality development of education.

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    Starting Line Competition: An Analysis of the First Time for Primary and Secondary School Students to Participate in Extracurricular Tutoring—— An Empirical Study Supporting the Implementation of the “Double Reduction” Policy
    Haiping Xue, Huanhuan Shi
    Journal of East China Normal University(Educational Sciences)    2022, 40 (2): 71-89.   DOI: 10.16382/j.cnki.1000-5560.2022.02.006
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    The effective implementation of the “Double Reducation” policy needs to accurately identify the deep-seated reasons why students choose to participate in extracurricular tutoring. Studying the time when primary and secondary school students participate in extracurricular tutoring for the first time can provide an empirical basis for relieving the extracurricular tutoring needs of parents and students. Based on the data of the 2017 China Institute for Educational Finance Research-Household Survey (CIEFR-HS 2017), this paper uses the method of survival analysis to describe primary and secondary school students’ first-time participation in extracurricular tutoring, and discusses the impact of family socio-economic background on the survival time of students’ first-time participation in extracurricular tutoring. This paper finds that, first, most of the primary and secondary school students in China have participated in extracurricular tutoring, and many of them have participated in extracurricular tutoring relatively early. Second, the time of primary and secondary school students who participate in extracurricular tutoring of subjects for the first time is significantly earlier than that of interest classes, and the difference is more prominent with the increase of grade. Third, there is a significant difference in the first time students from urban and rural and different social classes participate in extracurricular tutoring, but the difference gradually reduces with the increase of school period. Fourth, family socio-economic status has a significant positive impact on the time of students’ first participation in extracurricular tutoring. Students with better family socio-economic backgrounds are more likely to participate in extracurricular tutoring earlier, but this difference decreases with the increase of students’ learning period. In the context of “Double Reduction” policy, it is suggested that the government should continue to improve the quality of elementary education to meet the needs of parents and students for individualized education. Besides, it's important to provide academic counseling for disadvantaged students with poor academic performance, and provide subsidies for the students of vulnerable groups with poor academic performance. Also, it’s important to guide parents to choose extracurricular tutoring rationally, as well as objectively and dialectically examine the impact of extracurricular tutoring on the development of students.

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    Digital Transformation in Education: What to Turn and How?
    Zhenguo Yuan
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 1-11.   DOI: 10.16382/j.cnki.1000-5560.2023.03.001
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    The digitalization of education is not only an empowerment of education, but also a reform and reshaping of education. Due to the complexity and specificity of the digitalization of education, the digital transformation of education has not achieved the expected results in many other areas. There is some confusion and even misunderstanding in the perception of scholars, policy makers and the public. It is necessary to clarify the basic theoretical and practical issues of the current digital transformation of education. The fundamental difference between the digitalization of education and digitalization in other fields is that educational activities are not the connection between things and things, but the connection between people, and the digitalization of education not only cannot replace people, but also aims at human development, through people, by people, for people, and whether it promotes human development as the standard. At present, the key tasks of education digitalization are to innovate education scenarios, develop digital resources, improve teachers' digital literacy, improve the level of the national digital education platform, and govern the digitalization of education with digital thinking.

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    The Essence of Education Digital Transformation: From Technology Integration to Human-machine Fusion
    Lianyu Cai, Mingfei Jin, Yueliang Zhou
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 36-44.   DOI: 10.16382/j.cnki.1000-5560.2023.03.004
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    Exploring the qualitative prescriptive nature of education digital transformation is the cognitive basis for effectively promoting transformation practices. Information technology enhances the efficiency of information sharing, but objectively brings about the separation of technology from educational subjects (teachers, students, and administrators) and fails to achieve the convergence and fusion of machine intelligence and human intelligence. As a theoretical paradigm, “education technology integration” believes that the application of information technology in education is a process of improving the efficiency of industrialized “educational production” through the “integration of things and things” between technology and curriculum, innovating the presentation of teaching content, focusing on knowledge push, and facilitating students’ knowledge acquisition. The “technology integration” paradigm has limitations in the four dimensions of ontology, methodology, epistemology and axiology, and it is difficult to meet the value creation needs of education digital transformation. The essence of education digital transformation points to “human-machine fusion”. This new paradigm believes that the application of information technology in education is a process of “human-machine fusion” between educational subjects and machine, using human-machine collaboration to bring together machine intelligence and human intelligence to promote students’ mental growth, thus realizing “teaching students in accordance with their aptitudes on a large scale”. This paradigm follows the modern educational philosophy and is the theoretical basis for education digital transformation. Pushing education digital transformation needs to be based on the paradigm of “human-machine fusion”, and: (a) realize the digital-intelligence drive of the education system by the overall process of reengineering; (b) realize the human-machine fusion of education through new capacity building; (c) realize value system reconstruction by system optimization & innovating; (d) realize the educational function improvement of technology by organizing special researches and developments.

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    Determining Sample Size in Qualitative Research: Saturation, its Conceptualization, Operationalization and Relevant Debates
    Ailei Xie, Jiayi Chen
    Journal of East China Normal University(Educational Sciences)    2021, 39 (12): 15-27.   DOI: 10.16382/j.cnki.1000-5560.2021.12.002
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    Saturation has become an important criterion to judge the quality of qualitative research and explain the rationality of sample size. This paper systematically and critically reviews the literature and introduces three types of saturation: theoretical saturation, thematical saturation and data saturation and points out that researchers should consider their own overall research design to decide which model to adopt. The paper also introduces three ways to record the process of saturation. Among them, the structural coding book is more suitable for recording deductive thematical saturation and data saturation. There are two types of saturation tables which are more suitable for recording a prior thematical saturation. The conceptual depth scale is particularly suitable for recording theoretical saturation. This paper points out that saturation is a process rather than an event. Quality rather than quantity is the key to understand saturation. Saturation itself should be a concrete methodology practice. Researchers should pay attention to the concept of saturation and make a clear statement of the process of achieving saturation, which can help to improve the standardization, transparency, quality and recognition of qualitative research.

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    Digital Transformation of Education Driven by Design Wisdom: The Goal Orientation, Guiding Principles and Practical Approaches
    Zhiting Zhu, Ling Dai
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 12-24.   DOI: 10.16382/j.cnki.1000-5560.2023.03.002
    Abstract256)   HTML35)    PDF (1625KB)(266)      

    The core of the digital transformation of education is to build a future education ecosystem integrated with digital technology through a thinking approach combining evolution and innovation, promoting system reconstruction and cultural innovation of the total elements, the whole business, the whole field and the whole process, and accelerate the realization of balanced, personalized, lifelong, flexible and open education to enhance the operational vitality of the education system and meet the expectations of all parties in society for fair and quality education. The research and practice of digital transformation of education in China are still in the initial exploration stage. Facing various confusions and bottlenecks of the digital transformation of education, it is necessary to carry new value concepts and practice logic through design wisdom to guide and lead the success of the digital transformation of education. This study proposes six target orientations: the shift of educational paradigm from supply-led to demand-led, the shift of teaching mode from teaching-centered to learning-centered, the shift of educational evaluation from knowledge-based to competency-based, the shift of educational system from stage-based to lifelong learning, the shift of educational architecture from system closure to system opening, and the shift of educational system operation mechanism from management to governance. It proposes the guiding principles of problem-driven and concept-led, future-oriented and competency-based, learning-centered and adaptive services, human-machine collaboration and digital empowerment, lifelong learning and accompanying records, multidimensional evaluation and credible evidence, iterative evolution and continuous innovation, and system opening and ecological development. It also proposes an action framework, ecosystem and risk prevention mechanism for the digital transformation of education led by design wisdom.

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    建军 王
    Journal of East China Normal University(Educational Sciences)    1986, 4 (2): 69-78.  
    Abstract29)   HTML3)    PDF (1093KB)(79)      
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    宏义 顾
    Journal of East China Normal University(Educational Sciences)    1998, 16 (3): 89-96.   DOI: 10.16382/j.cnki.1000-5560.1998.03.010
    Abstract16)   HTML0)    PDF (753KB)(72)      
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    Design and Implementation of Intelligent-textbook: Digital Transformation Perspective
    Feng Li, Jie Sheng, Wei Huang
    Journal of East China Normal University(Educational Sciences)    2023, 41 (3): 101-109.   DOI: 10.16382/j.cnki.1000-5560.2023.03.011
    Abstract243)   HTML26)    PDF (1507KB)(199)      

    With the application of the Internet, big data, and artificial intelligence in education, a new form of textbook construction has been created, promoting the development of digital textbook. However, the construction of digital textbook has some problems, such as simplifying to “electronic text”, being a “multimedia resource database”, or as a “dialogue machine”. This study analyzes the necessity of intelligent textbook development and explains the educational characteristics of intelligent textbook, such as “intelligent adaptation learning, intelligent guidance, accompanying evaluation, and in-depth learning interaction” from the perspective of instruction theory. Combining the technical advantages of AI, such as knowledge map, learning analysis, online tracking, learner digital profiles, it describe the methods and strategies of intelligent textbook to achieve corresponding educational functions. In view of the educational and engineering characteristics of intelligent textbook, this study analyzed the strategies for promoting the construction of intelligent textbook from adhering to the instruction theory, paying attention to the iteration of practice, and adopting technical method to supervise and manage.

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    启定 俞
    Journal of East China Normal University(Educational Sciences)    1986, 4 (1): 57-65.  
    Abstract43)   HTML3)    PDF (1145KB)(107)      
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