如何改进信息通讯政策：来自桑给巴尔的中学证据
发布时间：2020-11-02 17:53
在改进信息通信技术(ICT)方面,世界各界面临着不同的挑战。为克服ICT实施过程中的阻碍,各国需要积极改变ICT政策。研究表明,桑给巴尔政府为在教育过程中实施ICT付出了很多努力,但仍存在很多问题。因此,本研究主要从桑给巴尔中学教育政策中的ICT素养角度分析如何完善信息和通信技术政策进行研究。许多政府文件中都提到了信息通信技术在教育领域的应用,本研究对桑给巴尔教育部和职业培训部门在公立中学推行通讯科技的现状进行分析,主要目的是探讨自2006年以来,在学校教育政策指导下,在中学教育中推广通信技术使用面临的问题。本研究采用问卷调查、访谈、文献回顾等方法进行分析,并收集相关数据做案例研究。本研究共有513个样本,样本来源为六所中学一至三年级的学生和7所中学的教师。通过SPSS 21对数据进行初步分析,依据文献提出假设模型,并运用martPLS 3.0进行模型分析,结果表明,10个假设中有7个具有显著性。运用Cronbach' s alpha检验研究的信度和效度,结果显示,问卷具有良好的信度和效度,所提出的模型具有研究价值。调查结果显示,中学的计算机设施不足,大多数学校的计算机数量仅在5到10台之间。大多数教师掌握了基本的计算机知识和技能,但是学生的电脑使用频率较低,计算机基础知识较为匮乏。其他研究结果显示,学生对学习通信技术知识有极高的热情,但是教师缺乏教授计算机信息通信技术所需的教学能力,所以,这些调查结果对教学过程中整合和实施ICT提出了新的挑战。因此,可以借鉴中国的经验,实施多种方案和措施,在教育领域推广信息和通信技术,并建议桑给巴尔政府结合职业培训部门,制定桑给巴尔ICT战略计划的政策,在教育等相关领域应用信息通信技术。同时,政府应该制定可行方案提高教师等教育工作人员对信息通信技术的认识,以便信息通信技术今后能在教学中史好地发挥作用。
【学位单位】：中国科学技术大学
【学位级别】：博士
【学位年份】：2018
【中图分类】：G434
【文章目录】：
摘要
ABSTRACT
GLOSSARY OF ERMS AND ABBREVIATIONS
Chapter 1 Introduction
1.1 Overview
1.2 Background of the Study
1.3 Statement of the Problem
1.4 General Research Objective
1.4.1 Specific Research Objectives
1.5 Specific Research Questions
1.6 Significance of Study
1.7 The Scope of the Study
1.8 Definitions of Terms
1.9 Structure of the Dissertation
1.10 Chapter 1 Summary
Chapter 2 Literature Review
2.1 Overview
2.2 The Study Setting
2.3 Zanzibar Education System
2.4 Zanzibar Education Policy
2.5 Zanzibar ICT Evaluation Outlook
2.6 Situational Analysis of ICT in Basic Education in Tanzania
2.7 ICT in Secondary Schools in Tanzania
2.8 Implementing ICT Initiatives in Zanzibar
2.9 International hopes of ICT in Education
2.10 The Major Initiative of the Government of China to Integrate ICT in education
2.11 Impact of ICT Policy in Education
2.12 ICT Literacy
2.13 ICT in Teaching and Learning
2.14 Defining Policy
2.15 Challenges Facing the Implementation of ICT Policy in Education
2.15.1 Lack of Technological Support
2.15.2 Lack of Teacher Confidence
2.15.3 Teachers' Perceptions
2.16 Empirical Studies
2.17 Research Gap
2.18 Chapter 2 Summary
Chapter 3 Framework and Development Hypotheses
3.1 Overview
3.2 Theoretical Framework
3.2.1 Policy Implementation Theory
3.2.2 First Generation of Policy Implementation Research
3.2.3 Second Generation of Policy Implementation Research
3.2.4 The Top-down Approach
3.2.5 Bottom-up Approach
3.2.6 Synthesis of the two Approaches
3.2.7 Third Generation of Policy Implementation Research
3.3 Conceptual Model and Hypothesis
3.3.1 ICT Training
3.3.2 ICT Lab/rooms
3.3.3 ICT Facilities
3.3.4 ICT Perceptions
3.3.5 ICT Awareness
3.4 Chapter 3 Summary
Chapter 4 Research Methodology
4.1 Overview
4.2 Research Design
4.3 Case Study
4.4 Study Area
4.5 Research Community
4.6 Sampling Technique and Sample Size
4.6.1 Simple Random Probability Sampling
4.6.2 Sample Size
4.7 Data Collection Techniques
4.7.1 Questionnaires
4.7.2 Interview
4.7.3 Documents
4.7.4 Pilot Test of the Questionnaires
4.8 Validity and Reliability
4.9 Statistical significance Hypothesis
4.10 Data Analysis Technique
4.10.1 Measurement Assessment Model
4.10.2 Structural Model Assessment
4.11 Study Limitations
4.12 Ethical Consideration
4.13 Chapter 4 Summary
Chapter 5 Data Analysis
5.1 Introduction
5.2 Questioners Analysis
5.2.1 Overview
5.3 Demographic Information of Teachers' Respondents
5.3.1 Gender of Teachers' Respondents
5.3.2 Demographic Characteristics of Students' Respondents
5.3.3 Gender and Age Group of the Students' Respondents
5.3.4 Age and Education Level of Teachers' Respondents
5.3.5 Marital Status of Teachers' Respondents
5.3.6 Teaching Experience of Teachers' Respondents
5.3.7 The Class level of Students' Respondents
5.3.8 Place of Living of the Students' Respondents
5.4 To Examine the Capacity of Teachers' and Students' using ICT in Education inPublic Secondary Schools in Zanzibar
5.4.1 Teachers' Results about Computer Facilities
5.4.2 Students' Results about Computer Facilities
5.4.3 Computer Skills and Application
5.4.4 Teachers' and Students' Results of Computer owned
5.4.5 Switch on and Switch off the Computer
5.4.6 Tcachers'and Students' Familiarity with the Computer Programme
5.4.7 The Computer Target to the Teachers'
5.4.8 ICT Implementation and Use
5.4.9 Understanding the Training /Seminar about ICT use in Teaching
5.4.10 Training Improve ICT Literacy in Teaching
5.4.11 ICT Application in Teaching Activities
5.4.12 ICT Facilities in helping Teaching Activities
5.5 Teachers' Familiarity with ICT
5.5.1 Understanding the Projector for Teaching
5.5.2 Understanding the Personal Experience with the ICT
5.5.3 Self-Judging on using ICT in the Classes
5.5.4 Understanding another Teachers' Familiarity with the ICT Use
5.6 Students' Familiarity with ICT
5.6.1 About the Projector Appliance
5.6.2 The Classes where Teachers' Use the Projector in their Teaching
5.7 Theoretical Computer Skills Test for Students'
5.7.1 Understanding the Essential Parts of Computer
5.7.2 Searching Materials Using Internet
5.7.3 Searching Specific Information on the Internet
5.8 To Examine the Positive Effect of the ICT Facilities on the ICT Literacy in PublicSecondary Schools in Zanzibar
5.8.1 Improve the Power of Knowledge
5.8.2 Facilitating on the Higher Learning
5.8.3 Enable the Students to Store their Data
5.8.4 Increases the Moral of the Students 'in their Learning
5.8.5 Students Can get More References
5.8.6 Provide more Flexible ways for Lifelong Professional Development for today Technology
5.8.7 Implement the New Students Centred Learning Method
5.8.8 Make Students be more Interactive
5.8.9 It Makes Students More Productive Innovative and Enterprising
5.8.10 Students get more Opportunities Offered by ICT
5.8.11 Simplifying Teaching and Learning Process
5.8.12 Improve the Quality of Teaching and Learning
5.9 To Evaluate the ICT Application Perceptions among Teachers' in Public SecondarySchools in Zanzibar
5.9.1 Teachers' Readiness on ICT Use
5.9.2 Teachers are Difficult to Embarrass ICT Use because it Cost more Time and Money
5.9.3 Lack of Free Time for Learning New Development of Technology
5.9.4 It is Difficult to Learn ICT, so Definitely Remain them to the Old Way
5.9.5 Some Teachers are Ignorant of Sensitive Innovative of ICT
5.9.6 Computer Requires Highly Skilled Personnel to Operate Them
5.10 To Evaluate the Challenges of the Implementation of Education Policy base on ICTin Public Secondary Schools in Zanzibar
5.10.1 ICT Training
5.10.2 Insufficient Computer Training for Teachers'
5.10.3 Lack of Adequate Training of ICT Use in Teaching
5.10.4 Insufficient Teachers' Time for Training due to the High Number of Classes
5.11 ICT Facilities
5.11.1 Insufficient Access to ICT Facilities
5.11.2 Lack of Quality of ICT Facilities
5.11.3 Inadequate Services of ICT- Facilities
5.11.4 Insufficient Number of Computers
5.12 Computer Lab/rooms
5.12.1 Shortage of Computer Lab/ rooms in the Schools
5.12.2 Lab/ Computer Rooms with Internet Services
5.12.3 High Cost of Prepare and Buying ICT Accessories
5.12.4 Low Quality of Computer Rooms/Labs
5.13 ICT Awareness
5.13.1 Lack of Awareness of ICT Used in Education Setting
5.13.2 Lack of Society Awareness to Provide Support for the use of ICT in Education
5.13.3 Lack of Encouragement to the ICT application in the Education Setting
5.14 The Results of PLS-SEM Analysis
5.14.1 Measurement Assessment Model
5.14.2 Measurement Structural Model
5.14.3 Hypothesis Testing
5.15 Analysis of the Interview Findings
5.16 Chapter 5 Summary
Chapter 6 Discussion of the Results
6.1 Introduction
6.2 Overview of the Study
6.3 Specific Research Questions
6.4 Research Hypothesis
6.5 Discussion of the Main Results
6.5.1 Demographic Characteristics of Teachers' and Students' Respondents
6.5.2 General Discussion of the Main Results
6.6 Research Question l-The extent do Students' and Teachers' use ICT in PublicSecondary Schools in Zanzibar
6.6.1 Teachers' Results about Computer Facilities
6.6.2 Computer Skills and Application
6.6.3 Teachers' and Students' Familiarity With the Computer Programme
6.7 Summary of the Research Question One
6.8 Research Question 2-The Effective are ICT Facilities on the ICT literacy in PublicSecondary Schools in Zanzibar
6.9 Summary of the Research Question Two
6.10 Research Question 3-Teachers' Perceptions of ICT use in Public SecondarySchools in Zanzibar
6.10.1 Teachers' Readiness on ICT Use
6.10.2 Teachers Difficulties to Embarrass ICT Use due to Time Cost and Money
6.10.3 Lack of Free Time for Learning New Development of Technology
6.10.4 It is Challenging to Learn ICT so Undoubtedly Remain them to the Old way
6.10.5 Some Teachers'are Ignorant of Sensitive Innovative of ICT
6.11 Summary of the Research Question Three
6.12 Research Question 4- Challenges Facing the Implementation of Education Policy onthe bases of ICT Use in Public Secondary Schools in Zanzibar
6.12.1 ICT Training
6.12.2 Insufficient Computer Training for Teachers'
6.12.3 Lack of Adequate Training of ICT Use in Teaching
6.12.4 Insufficient Teachers' Time for ICT Training Due to the High Numbers of Classes
6.13 ICT Facilities
6.13.1 Insufficient Access to ICT Facilities
6.13.2 Lack of Quality of ICT Facilities
6.13.3 Inadequate Services of ICT Facilities
6.13.4 Insufficient Number of Computers
6.14 Computer Lab/rooms
6.14.1 Shortage of Computer Lab/ Rooms in the Schools
6.14.2 Computer Lab/Rooms have not Connected with Internet Services
6.14.3 High Cost of Prepare and Buying ICT Accessories
6.14.4 Low Quality of Computer Lab/ Rooms
6.15 ICT Awareness
6.15.1 Lack of Awareness of ICT Used in an Education Setting
6.15.2 Lack of Society Awareness to Provide Support for the Use of ICT in Education
6.15.3 Lack of Encouragement to the ICT Application in the Education Setting
6.16 Summary of the Research Question Four
6.17 Research Question 5-How can Zanzibar Education Policy Benefit from ChineseExperiences in Implementing the ICT Policy
6.18 Summary of the Research Question Five
6.19 A Discussion of the Hypotheses
6.19.1 Summary of the Hypothetical Test
6.20 Chapter 6 Summary
Chapter 7 Policy Implication
7.1 Introduction
7.1.1 Policy Implication
7.1.2 The implication of Combination of Two Perspectives in the Research Study
7.2 Practical Implication
7.3 Policy Resources
7.3.1 Implementation Structure
7.3.2 Stage of Readiness of MoEVT
7.3.3 The Collaboration of the Development Partners
7.3.4 Cross-Sector Collaboration
7.3.5 Stakeholders Participation in ICT Implementation
7.3.6 Change and Organisational Management
7.4 Policy Instruments
7.5 ICT Policy Planning
Chapter 8 Conclusions and Recommendations
8.1 General Research Contributions
8.1.1 Research Summary One
8.1.2 Research Summary Two
8.1.3 Research Summary Three
8.1.4 Research Summary Four
8.1.5 Research Summary Five
8.2 Concluding Remarks
8.3 Recommendations
8.4 Limitations of the Study
8.5 Direction for Further Study
REFERENCES
Appendices
Appendices A
Appendices B
Appendices C
Appendices D
Acknowledgements
Academic Articles and Research Outcomes in Study Period
本文编号：2867369
【学位单位】：中国科学技术大学
【学位级别】：博士
【学位年份】：2018
【中图分类】：G434
【文章目录】：
摘要
ABSTRACT
GLOSSARY OF ERMS AND ABBREVIATIONS
Chapter 1 Introduction
1.1 Overview
1.2 Background of the Study
1.3 Statement of the Problem
1.4 General Research Objective
1.4.1 Specific Research Objectives
1.5 Specific Research Questions
1.6 Significance of Study
1.7 The Scope of the Study
1.8 Definitions of Terms
1.9 Structure of the Dissertation
1.10 Chapter 1 Summary
Chapter 2 Literature Review
2.1 Overview
2.2 The Study Setting
2.3 Zanzibar Education System
2.4 Zanzibar Education Policy
2.5 Zanzibar ICT Evaluation Outlook
2.6 Situational Analysis of ICT in Basic Education in Tanzania
2.7 ICT in Secondary Schools in Tanzania
2.8 Implementing ICT Initiatives in Zanzibar
2.9 International hopes of ICT in Education
2.10 The Major Initiative of the Government of China to Integrate ICT in education
2.11 Impact of ICT Policy in Education
2.12 ICT Literacy
2.13 ICT in Teaching and Learning
2.14 Defining Policy
2.15 Challenges Facing the Implementation of ICT Policy in Education
2.15.1 Lack of Technological Support
2.15.2 Lack of Teacher Confidence
2.15.3 Teachers' Perceptions
2.16 Empirical Studies
2.17 Research Gap
2.18 Chapter 2 Summary
Chapter 3 Framework and Development Hypotheses
3.1 Overview
3.2 Theoretical Framework
3.2.1 Policy Implementation Theory
3.2.2 First Generation of Policy Implementation Research
3.2.3 Second Generation of Policy Implementation Research
3.2.4 The Top-down Approach
3.2.5 Bottom-up Approach
3.2.6 Synthesis of the two Approaches
3.2.7 Third Generation of Policy Implementation Research
3.3 Conceptual Model and Hypothesis
3.3.1 ICT Training
3.3.2 ICT Lab/rooms
3.3.3 ICT Facilities
3.3.4 ICT Perceptions
3.3.5 ICT Awareness
3.4 Chapter 3 Summary
Chapter 4 Research Methodology
4.1 Overview
4.2 Research Design
4.3 Case Study
4.4 Study Area
4.5 Research Community
4.6 Sampling Technique and Sample Size
4.6.1 Simple Random Probability Sampling
4.6.2 Sample Size
4.7 Data Collection Techniques
4.7.1 Questionnaires
4.7.2 Interview
4.7.3 Documents
4.7.4 Pilot Test of the Questionnaires
4.8 Validity and Reliability
4.9 Statistical significance Hypothesis
4.10 Data Analysis Technique
4.10.1 Measurement Assessment Model
4.10.2 Structural Model Assessment
4.11 Study Limitations
4.12 Ethical Consideration
4.13 Chapter 4 Summary
Chapter 5 Data Analysis
5.1 Introduction
5.2 Questioners Analysis
5.2.1 Overview
5.3 Demographic Information of Teachers' Respondents
5.3.1 Gender of Teachers' Respondents
5.3.2 Demographic Characteristics of Students' Respondents
5.3.3 Gender and Age Group of the Students' Respondents
5.3.4 Age and Education Level of Teachers' Respondents
5.3.5 Marital Status of Teachers' Respondents
5.3.6 Teaching Experience of Teachers' Respondents
5.3.7 The Class level of Students' Respondents
5.3.8 Place of Living of the Students' Respondents
5.4 To Examine the Capacity of Teachers' and Students' using ICT in Education inPublic Secondary Schools in Zanzibar
5.4.1 Teachers' Results about Computer Facilities
5.4.2 Students' Results about Computer Facilities
5.4.3 Computer Skills and Application
5.4.4 Teachers' and Students' Results of Computer owned
5.4.5 Switch on and Switch off the Computer
5.4.6 Tcachers'and Students' Familiarity with the Computer Programme
5.4.7 The Computer Target to the Teachers'
5.4.8 ICT Implementation and Use
5.4.9 Understanding the Training /Seminar about ICT use in Teaching
5.4.10 Training Improve ICT Literacy in Teaching
5.4.11 ICT Application in Teaching Activities
5.4.12 ICT Facilities in helping Teaching Activities
5.5 Teachers' Familiarity with ICT
5.5.1 Understanding the Projector for Teaching
5.5.2 Understanding the Personal Experience with the ICT
5.5.3 Self-Judging on using ICT in the Classes
5.5.4 Understanding another Teachers' Familiarity with the ICT Use
5.6 Students' Familiarity with ICT
5.6.1 About the Projector Appliance
5.6.2 The Classes where Teachers' Use the Projector in their Teaching
5.7 Theoretical Computer Skills Test for Students'
5.7.1 Understanding the Essential Parts of Computer
5.7.2 Searching Materials Using Internet
5.7.3 Searching Specific Information on the Internet
5.8 To Examine the Positive Effect of the ICT Facilities on the ICT Literacy in PublicSecondary Schools in Zanzibar
5.8.1 Improve the Power of Knowledge
5.8.2 Facilitating on the Higher Learning
5.8.3 Enable the Students to Store their Data
5.8.4 Increases the Moral of the Students 'in their Learning
5.8.5 Students Can get More References
5.8.6 Provide more Flexible ways for Lifelong Professional Development for today Technology
5.8.7 Implement the New Students Centred Learning Method
5.8.8 Make Students be more Interactive
5.8.9 It Makes Students More Productive Innovative and Enterprising
5.8.10 Students get more Opportunities Offered by ICT
5.8.11 Simplifying Teaching and Learning Process
5.8.12 Improve the Quality of Teaching and Learning
5.9 To Evaluate the ICT Application Perceptions among Teachers' in Public SecondarySchools in Zanzibar
5.9.1 Teachers' Readiness on ICT Use
5.9.2 Teachers are Difficult to Embarrass ICT Use because it Cost more Time and Money
5.9.3 Lack of Free Time for Learning New Development of Technology
5.9.4 It is Difficult to Learn ICT, so Definitely Remain them to the Old Way
5.9.5 Some Teachers are Ignorant of Sensitive Innovative of ICT
5.9.6 Computer Requires Highly Skilled Personnel to Operate Them
5.10 To Evaluate the Challenges of the Implementation of Education Policy base on ICTin Public Secondary Schools in Zanzibar
5.10.1 ICT Training
5.10.2 Insufficient Computer Training for Teachers'
5.10.3 Lack of Adequate Training of ICT Use in Teaching
5.10.4 Insufficient Teachers' Time for Training due to the High Number of Classes
5.11 ICT Facilities
5.11.1 Insufficient Access to ICT Facilities
5.11.2 Lack of Quality of ICT Facilities
5.11.3 Inadequate Services of ICT- Facilities
5.11.4 Insufficient Number of Computers
5.12 Computer Lab/rooms
5.12.1 Shortage of Computer Lab/ rooms in the Schools
5.12.2 Lab/ Computer Rooms with Internet Services
5.12.3 High Cost of Prepare and Buying ICT Accessories
5.12.4 Low Quality of Computer Rooms/Labs
5.13 ICT Awareness
5.13.1 Lack of Awareness of ICT Used in Education Setting
5.13.2 Lack of Society Awareness to Provide Support for the use of ICT in Education
5.13.3 Lack of Encouragement to the ICT application in the Education Setting
5.14 The Results of PLS-SEM Analysis
5.14.1 Measurement Assessment Model
5.14.2 Measurement Structural Model
5.14.3 Hypothesis Testing
5.15 Analysis of the Interview Findings
5.16 Chapter 5 Summary
Chapter 6 Discussion of the Results
6.1 Introduction
6.2 Overview of the Study
6.3 Specific Research Questions
6.4 Research Hypothesis
6.5 Discussion of the Main Results
6.5.1 Demographic Characteristics of Teachers' and Students' Respondents
6.5.2 General Discussion of the Main Results
6.6 Research Question l-The extent do Students' and Teachers' use ICT in PublicSecondary Schools in Zanzibar
6.6.1 Teachers' Results about Computer Facilities
6.6.2 Computer Skills and Application
6.6.3 Teachers' and Students' Familiarity With the Computer Programme
6.7 Summary of the Research Question One
6.8 Research Question 2-The Effective are ICT Facilities on the ICT literacy in PublicSecondary Schools in Zanzibar
6.9 Summary of the Research Question Two
6.10 Research Question 3-Teachers' Perceptions of ICT use in Public SecondarySchools in Zanzibar
6.10.1 Teachers' Readiness on ICT Use
6.10.2 Teachers Difficulties to Embarrass ICT Use due to Time Cost and Money
6.10.3 Lack of Free Time for Learning New Development of Technology
6.10.4 It is Challenging to Learn ICT so Undoubtedly Remain them to the Old way
6.10.5 Some Teachers'are Ignorant of Sensitive Innovative of ICT
6.11 Summary of the Research Question Three
6.12 Research Question 4- Challenges Facing the Implementation of Education Policy onthe bases of ICT Use in Public Secondary Schools in Zanzibar
6.12.1 ICT Training
6.12.2 Insufficient Computer Training for Teachers'
6.12.3 Lack of Adequate Training of ICT Use in Teaching
6.12.4 Insufficient Teachers' Time for ICT Training Due to the High Numbers of Classes
6.13 ICT Facilities
6.13.1 Insufficient Access to ICT Facilities
6.13.2 Lack of Quality of ICT Facilities
6.13.3 Inadequate Services of ICT Facilities
6.13.4 Insufficient Number of Computers
6.14 Computer Lab/rooms
6.14.1 Shortage of Computer Lab/ Rooms in the Schools
6.14.2 Computer Lab/Rooms have not Connected with Internet Services
6.14.3 High Cost of Prepare and Buying ICT Accessories
6.14.4 Low Quality of Computer Lab/ Rooms
6.15 ICT Awareness
6.15.1 Lack of Awareness of ICT Used in an Education Setting
6.15.2 Lack of Society Awareness to Provide Support for the Use of ICT in Education
6.15.3 Lack of Encouragement to the ICT Application in the Education Setting
6.16 Summary of the Research Question Four
6.17 Research Question 5-How can Zanzibar Education Policy Benefit from ChineseExperiences in Implementing the ICT Policy
6.18 Summary of the Research Question Five
6.19 A Discussion of the Hypotheses
6.19.1 Summary of the Hypothetical Test
6.20 Chapter 6 Summary
Chapter 7 Policy Implication
7.1 Introduction
7.1.1 Policy Implication
7.1.2 The implication of Combination of Two Perspectives in the Research Study
7.2 Practical Implication
7.3 Policy Resources
7.3.1 Implementation Structure
7.3.2 Stage of Readiness of MoEVT
7.3.3 The Collaboration of the Development Partners
7.3.4 Cross-Sector Collaboration
7.3.5 Stakeholders Participation in ICT Implementation
7.3.6 Change and Organisational Management
7.4 Policy Instruments
7.5 ICT Policy Planning
Chapter 8 Conclusions and Recommendations
8.1 General Research Contributions
8.1.1 Research Summary One
8.1.2 Research Summary Two
8.1.3 Research Summary Three
8.1.4 Research Summary Four
8.1.5 Research Summary Five
8.2 Concluding Remarks
8.3 Recommendations
8.4 Limitations of the Study
8.5 Direction for Further Study
REFERENCES
Appendices
Appendices A
Appendices B
Appendices C
Appendices D
Acknowledgements
Academic Articles and Research Outcomes in Study Period
本文编号：2867369
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