- Xiaofei Xu;Bing Wu;Chunming Hu;Yves Ducq;Xiangqian Wu;Li Zhang;Stephan Reiff-Marganiec;Lanshun Nie;Huobin Tan;Weiwei Xing;Weihua Guo;
<正>Welcome to the 21st China-Europe International Symposium on Software Engineering Education in 2025 (CEISEE 2025), successfully held on September 20–21, 2025, in Hangzhou, China.With the rapid development of generative AI and the digital economy, software engineering education is entering a new era. CEISEE continues to be an important platform for educational institutions, the software industry, and educational authorities from China and Europe to exchange visions, share experience, and discuss innovative approaches to software engineering education and university-industry cooperation.
2026年03期 No.375 37页 [查看摘要][在线阅读][下载 505K] [下载次数：4 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Linpeng Zhong;Yong Liao;
Promoting the integration of industry and education and deepening school-enterprise cooperation in talent cultivation and collaborative innovation are long-term goals of higher education.This paper systematically analyzes the multiple perspectives,practical challenges,and implementation paths of in-depth school-enterprise cooperation.Based on the typical case of school-enterprise cooperation at the School of Information and Software Engineering,University of Electronic Science and Technology of China (UESTC),this paper explores the innovative practices of in-depth school-enterprise cooperation in talent cultivation,scientific research,and faculty construction.It also explores a multi-party collaborative mechanism from the perspectives of universities,enterprises,students,and the government.By policy guidance,resource integration,and benefit sharing,this mechanism achieves in-depth integration of industry and education,providing references and examples for further development of school-enterprise cooperation in the new era.
2026年03期 No.375 38-46页 [查看摘要][在线阅读][下载 950K] [下载次数：1 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Depeng Gao;Rui Wu;Shihan Xiao;Shuxi Chen;
With the rapid development of artificial intelligence,the intelligence level of software is increasingly improving.Intelligent software,which is widely applied in crucial fields such as autonomous driving,intelligent customer service,and medical diagnosis,is constructed based on complex technologies like machine learning and deep learning.Its uncertain behavior and data dependence pose unprecedented challenges to software testing.However,existing software testing courses mainly focus on conventional contents and are unable to meet the requirements of intelligent software testing.Therefore,this work deeply analyzed the relevant technologies of intelligent software testing,including reliability evaluation indicator system,neuron coverage,and test case generation.It also systematically designed an intelligent software testing course,covering teaching objectives,teaching content,teaching methods,and a teaching case.Verified by the practical teaching in four classes,this course has achieved remarkable results,providing practical experience for the reform of software testing courses.
2026年03期 No.375 47-53页 [查看摘要][在线阅读][下载 896K] [下载次数：1 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yin Zhang;Bin Zhang;
In the rapidly evolving landscape of digital transformation and industrial integration,higher education faces the challenge of cultivating applied talents equipped with interdisciplinary knowledge,engineering skills,and innovative thinking.Traditional teaching models often fail to bridge the gap between theoretical knowledge and practical application,resulting in passive learning and limited problem-solving capabilities.This paper proposes a three-dimensional integrated teaching model centered on “Information Technology-Domain Knowledge-Outcome Production” (the “2 + 2 + 2” credit framework) to address these challenges.Drawing on constructivist theories,Bloom’s Taxonomy,and the CDIO model,the framework uses real projects to drive learning,facilitating the seamless integration of theoretical teaching and practical innovation.The model emphasizes tiered teaching objectives and interdisciplinary pathways,supported by dynamic assessment systems that track students’ growth in knowledge,skills,and abilities.Applied in smart health and financial technology domains,this approach enhances students’ comprehensive capabilities,aligning educational outcomes with industry demands.This study offers replicable strategies for educational reform in new engineering disciplines,aiming to transform students into proactive innovators and versatile talents.
2026年03期 No.375 54-60页 [查看摘要][在线阅读][下载 630K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Liang Dong;Shouqiang Liu;Qingzhen Xu;
Software engineering has been embraced by almost all industries to promote work efficiency,improve user experience or cut cost.In line with this,the education on software engineering should be made more adaptable to meet the needs of industries.Industry-university-research (IUR) collaboration project,which was initially designed to reinforce the association between universities and enterprises,brought added value to this end.In this paper,an IUR collaboration project on tele-rehabilitation is presented as an example for education practice,where emphasis is laid on the ways of analyzing users’ needs,converting users’ needs to infrastructure design,decomposing a project into tasks,etc.The project had been used as both student assignments and case studies in software engineering courses,where students were motivated to deal with real medical problems from an engineering perspective.It was shown that by introducing the IUR collaboration project,it helped the students to build up engineering-oriented mindset besides improving their R&D ability on software engineering.
2026年03期 No.375 61-66页 [查看摘要][在线阅读][下载 756K] [下载次数：3 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Fangshi Wang;Weiwei Xing;Wei Lu;Shunli Zhang;
Faculty development serves as a critical foundation for ensuring the quality of higher education.To meet the needs of cultivating specialized software talents and promoting teaching reform,it is particularly crucial to build a faculty team with knowledge in industry application fields and experience in domestic software development.This paper first analyzes the new requirements for the faculty imposed by the cultivation of specialized software talents and the existing problems in the current faculty.Then,in response to these issues,it introduces the reforms and explorations carried out by the School of Software Engineering at Beijing Jiaotong University in the construction of the faculty for cultivating specialized software talents.The aim is to build a high-caliber and diversified faculty that boasts strong political qualities,interdisciplinary integration,complementary advantages between full-time and part-time faculty,and in-depth integration of industry and education.
2026年03期 No.375 67-73页 [查看摘要][在线阅读][下载 595K] [下载次数：3 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Tiantian Wang;Xiaohong Su;Yuan Jiang;Liyan Song;
This paper investigates the teaching reform of the Program Comprehension and Analysis course in the context of industry-education integration and AI empowerment.To align with the evolving needs of the software industry,the course content has been updated to incorporate AI techniques such as large language models and deep learning.The reform enriches educational resources and introduces innovative instructional approaches.In addition,high-quality practical teaching cases have been developed,and immersive,hands-on learning experiences have been designed based on industrial platforms and real-world applications.These initiatives aim to enhance the practical skills and innovative thinking of professional degree graduate students,fostering high-caliber talent that aligns with industry demands.A survey of 90 graduate students revealed high levels of satisfaction regarding course content,teaching methodology,and skill development.The reform has proven effective in cultivating interdisciplinary professionals with solid foundations in software engineering and AI-driven innovation.
2026年03期 No.375 74-80页 [查看摘要][在线阅读][下载 969K] [下载次数：4 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yanhang Zhang;Xiaohong Su;Yu Zhang;Tiantian Wang;
This paper delves into effective pathways for transforming course ecosystems from resource provision to knowledge service and competency development through university-enterprise collaboration in co-building knowledge graphs and intelligent shared courses.This approach enables personalized,learning-driven teaching.Based on knowledge graphs and integrated teacher-machine-student smart teaching scenarios,it not only innovates autonomous learning environments and human-computer interaction models while optimizing teaching experiences for both instructors and students,but also effectively addresses the issues of students’ “scattered,superficial,and fragmented learning”.This establishes the foundation for personalized teaching tailored to individual aptitudes.
2026年03期 No.375 81-88页 [查看摘要][在线阅读][下载 677K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yanhang Zhang;Xiaohong Su;Yu Zhang;Tiantian Wang;
This paper proposes and implements a novel hybrid teaching model based on IMOOC (intelligent interactive virtual MOOC),featuring cross-regional inter-university collaboration and industry-academia cooperation.This approach drives teaching quality improvement in central and western Chinese universities,injects new momentum into the “1 + M + N” hybrid teaching framework,and promotes a digital classroom revolution.The integration of Huawei’s programming standards,high-performance cloud platform deployment,and Kunpeng development kits into MOOCs,teaching,and laboratory practices addresses two critical issues:the static nature of traditional teaching content and the disconnect between programming skill cultivation and industrial practice.This innovation bridges programming education with cutting-edge technologies in China’s independent and controllable software industry.
2026年03期 No.375 89-94页 [查看摘要][在线阅读][下载 721K] [下载次数：5 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Linying Jiang;Guibing Guo;Jianzhe Zhao;Xiaochun Yang;
The rapid development of artificial intelligence (AI) has placed significant pressure on universities to rethink how they train software engineering students.Tools like GitHub Copilot can now generate basic code in seconds.This raises important questions:What is the value of traditional programming education?What role should instructors play when AI becomes a powerful teaching assistant?How should the goals of software engineering programs change as companies increasingly use AI to handle coding tasks?This paper explores the key challenges AI brings to software engineering education and proposes practical strategies for updating talent development models to meet these changes.
2026年03期 No.375 95-100页 [查看摘要][在线阅读][下载 599K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Xiaoyang Xie;Xiyuan Hu;
This study addresses the challenges confronting the ideological and political construction of general artificial intelligence curriculum—namely,the dilution of value guidance amid pluralistic intellectual currents,the superficial internalization of concepts resulting from didactic pedagogy,and the ineffectiveness of character cultivation stemming from fragmented and decontextualized techno-ethical cases.This paper proposes centering the value proposition on “Serving the Nation through Science and Technology”.Leveraging the deeply integrated industry-academia-research-application synergy,we integrate ideological and political elements into the comprehensive technological practice workflow.To achieve this,we (1) incorporate authentic enterprise project practicums to foster students’ sense of responsibility;(2) construct a virtual debate platform on technology ethics dilemmas to develop ethical discernment;and (3) organize solution competitions targeting urgent social problems to incubate technology-for-good initiatives.Collectively,these approaches enhance students’ technological mission awareness,ethical sensitivity,and social responsibility.
2026年03期 No.375 101-108页 [查看摘要][在线阅读][下载 592K] [下载次数：3 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yixian Liu;Jun Guo;Hongjuan Liu;Dongming Chen;Zhiliang Zhu;
In response to the Ministry of Education’s requirements for building distinctive model software schools,Software College of Northeastern University and Shenzhen Kingdom Technology Co.,Ltd.jointly developed the specialized course “Application and Practice of RPA Technology in FinTech”.Addressing pain points in financial digital transformation,the course integrates robotic process automation (RPA) principles,financial domain knowledge,and RPA platform practice into a “technology-scenario-capability” trinity teaching system.Through 64 credit hours of integrated theory and practice,it covers RPA fundamentals,financial applications,RPA operations (including core skills like Web/desktop automation),and AI integration,cultivating students’ ability to design and implement automated financial workflows.It innovatively features a RPA simulation platform,30+ financial case studies,and modular task resources,creating a “teacher-machine-student” interactive model.Practice demonstrates the course effectively enhances students’ integration of technical application and business acumen,providing a scalable paradigm for cultivating interdisciplinary FinTech talent.
2026年03期 No.375 109-118页 [查看摘要][在线阅读][下载 696K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Xin Tan;Jingyi Tan;Weimiao Ren;Keqing Fan;Xiao Long;Fang Liu;Li Zhang;
In the context of large language model (LLM) reshaping software engineering education,this paper presents OSSerCopilot,a LLM-based tutoring system designed to address the critical challenge faced by newcomers (especially student contributors) in open source software (OSS) communities.Leveraging natural language processing,code semantic understanding,and learner profiling,the system functions as an intelligent tutor to scaffold three core competency domains:contribution guideline interpretation,project architecture comprehension,and personalized task matching.By transforming traditional onboarding barriers—such as complex contribution documentation and opaque project structures—into interactive learning journeys,OSSerCopilot enables newcomers to complete their first OSS contribution more easily and confidently.This paper highlights how LLM technologies can redefine software engineering education by bridging the gap between theoretical knowledge and practical OSS participation,offering implications for curriculum design,competency assessment,and sustainable OSS ecosystem cultivation.A demonstration video of the system is available at https://figshare.com/articles/media/OSSerCopilot＿Introduction＿mp4/29510276.
2026年03期 No.375 119-129页 [查看摘要][在线阅读][下载 1198K] [下载次数：4 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yinuo Liu;Wendong Li;Wenxuan Ouyang;Gaojie Wang;Li Pan;Shijun Liu;
To integrate traditional culture and modern technology,Shandong University’s School of Software has promoted an interdisciplinary teaching project called IYAN&ITAN,the I Ching Knowledge Graph.The project,driven by I Ching texts,guides students to practice natural language processing (NLP) and knowledge graph technology in a task-oriented curriculum,based on constructivism,situated learning,and inquiry-based pedagogy,with a progressive and task-oriented teaching model.The platform established enables the retrieval of knowledge,parsing of text,symbolic-numeric analysis,and historical commentary integration,making possible multidimensional,structured representation of I Ching knowledge,and offering an extensible reference for interdisciplinary learning in the context of New Engineering Education.
2026年03期 No.375 130-138页 [查看摘要][在线阅读][下载 942K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Shengshai Zhang;Xiaodong Yu;Jianhui Jiang;Lixiao Zhang;
With the advent of the AI era,how can students effectively utilize generative AI large models to assist in course learning?At the same time,how can teachers utilize generative AI tools and the teaching concept of OBE to stimulate students’ innovative consciousness and teamwork ability,enabling students to identify some problems in a certain industry or field and creatively propose feasible solutions,and truly achieve the cultivation of new models in software engineering course teaching with the assistance of generative AI tools?This paper presents research and practice on a new model for cultivating software engineering courses that integrates generative AI and OBE,introduces the specific process of teaching reform and practice,and finally explains the achievements of teaching reform.
2026年03期 No.375 139-147页 [查看摘要][在线阅读][下载 1078K] [下载次数：2 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Jianghong Ma;Cuiyun Gao;Min Fang;Jianlong Wu;Miao Zhang;Zhiting Zhao;Haijun Zhang;Yunming Ye;
This study presents a teaching reform for the Object-oriented Software Construction (OOSC) course by integrating outcome-based education (OBE) and the BOPPPS (bridge-In,objectives,pre-assessment,participatory learning,post-assessment,summary) instructional model.The reform addresses the gap between syntax-based programming instruction and the need for higher-level skills in abstraction,modularity,and software architecture.The course is anchored in a semester-long,project-based learning platform centered on a Java-based Aircraft Battle Game,progressing through six iterative experiments.Each experiment targets specific competencies within the structured BOPPPS teaching cycle and is aligned with specific OBE learning outcomes.A case study on the Factory Pattern illustrates how the BOPPPS model fosters conceptual understanding and practical application.Evaluation results from the 2023 and 2024 spring semesters show improved outcomes:Project completion rose from 87% to 95%,37% of students implemented innovative features,and average final grades increased by 7%.The results affirm that the OBE + BOPPPS integration strengthens engagement,deepens understanding,and equips students with real-world software development competencies.
2026年03期 No.375 148-157页 [查看摘要][在线阅读][下载 1031K] [下载次数：6 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yixian Liu;Jun Guo;Dongming Chen;Zhiliang Zhu;
Aiming at the problems of lagging curriculum,weak practice,and single evaluation in the cultivation of HarmonyOS Development talents,this study constructs a “teacher-machine-student” ternary interactive teaching model based on the Congyou platform.Through the building block curriculum system,the HarmonyOS technology stack is decoupled into dynamic capability units,and a multi-disciplinary cross-case library is jointly built with Huawei,which significantly improves the synchronization of teaching content and industrial technology.This paper innovatively designs an AI collaborative teaching system,which employs knowledge graphs to plan learning paths,utilizes virtual equipment clusters to simulate development environments,and establishes a “diagnosis-feedback-enhancement” closed loop through AI-based review,thereby effectively improving students’ development efficiency and code reuse rate.A three-dimensional evaluation model integrating task outcomes,process performance,and innovation is constructed,incorporating indicators such as code standardization and an innovation index to strengthen the cultivation of engineering thinking and innovative ability.Furthermore,a data-driven support platform is built to generate student competency profiles,open up the “credit-competency-certification” pathway,promote the transformation of course achievements into contributions to the Huawei ecosystem,and significantly shorten the job adaptation cycle for graduates.The research results provide a replicable paradigm for the cultivation of domestic operating system talents.
2026年03期 No.375 158-166页 [查看摘要][在线阅读][下载 826K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Quanshun Yang;Xudong Lu;Xuran Tang;Wei Guo;Lizhen Cui;Lanju Kong;Lei Liu;Peng Pan;
Large language models (LLMs) show great potential in educational scenarios but face challenges like hallucination,knowledge gaps,and reasoning discontinuities.This study proposes a dynamic knowledge enhancement framework.By integrating local knowledge graphs and stepwise prompting mechanisms,it improves LLMs’ accuracy and interpretability in solving professional domain problems.The framework has two core modules:an LLM-driven knowledge graph construction system for incremental updates and a unified reasoning engine for generating enhanced prompts.Experiments on 680 educational questions show that the method boosts accuracy by 4.5% and 4.3% for multi-step reasoning and knowledge-dependent questions respectively,and increases reasoning step completeness from 68.2% to 83.7%.It also reduces hallucination problems.Key contributions include the followings:① validation of an effective framework synergizing knowledge graphs with retrieval mechanisms to enhance LLM reliability;② a stepwise prompting strategy enforcing explicit reasoning chain generation,addressing pedagogical requirements for process interpretability;③ a lightweight deployment solution for educational systems such as adaptive learning platforms.
2026年03期 No.375 167-175页 [查看摘要][在线阅读][下载 787K] [下载次数：5 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Li Zhang;Tianze Wang;Jing Jiang;Yufei Zhou;
Online programming platforms are popular in programming education.However,there has been no research investigating students’ real opinions and expectations of the error feedback mechanisms,leaving educators without a solid data foundation when attempting to improve the error feedback mechanisms.This paper makes a survey of 834 students across various programming courses and investigates student perceptions of error feedback mechanisms on online programming platforms.It explores the effectiveness of existing feedback,student satisfaction,and preferences for potential improvements,focusing on automatic error localization and program repair mechanisms.Results reveal a significant portion of students are dissatisfied with current feedback due to its limited informativeness.Students also express a clear demand for stronger feedback mechanisms,such as error localization and repair hints.Nevertheless,they prefer feedback that subtly guides them toward solutions,rather than providing direct and explicit answers,valuing the opportunity to enhance their debugging skills.The findings suggest a need for balanced,educational-focused feedback mechanisms that aid learning while promoting independent problem-solving.
2026年03期 No.375 176-189页 [查看摘要][在线阅读][下载 882K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Yixian Liu;Jun Guo;Bin Zhang;Dongming Chen;Zhiliang Zhu;
Aiming at the problem of innovative talent training in the industry field in characteristic software colleges,combined with the actual situation of Software College of Northeastern University,this paper analyzes the construction requirements of characteristic talent training mode and training scheme,puts forward the reform of characteristic software innovative talent training scheme integrating production and education,and takes the characteristic direction of financial technology as an example to introduce the curriculum construction based on industry-education integration and school-enterprise cooperation.
2026年03期 No.375 190-198页 [查看摘要][在线阅读][下载 950K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Kun Niu;Kaiyang Zhang;Tan Yang;Hui Gao;Hongfeng Gu;Ting Diao;Jing Li;Honglin Fu;
Traditional grade-centered evaluation models are inadequate for high-quality software engineering talents in the digital and AI era.This study develops an academic development monitoring system to address shortcomings in dynamics,interdisciplinary integration,and industry adaptability.It builds a multi-dimensional dynamic model covering seven core dimensions with quantitative scoring,non-linear weighting,and DivClust grouping.An intelligent platform with real-time monitoring,early warning,and personalized recommendations integrates AI like multi-modal fusion and large-model diagnosis.The “monitoring-warning-improvement” loop helps optimize training programs,support personalized planning,and bridge talent-industry gaps,enabling digital transformation in software engineering education evaluation.
2026年03期 No.375 199-209页 [查看摘要][在线阅读][下载 688K] [下载次数：1 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Zicheng Huang;Hongbin Xiao;Zhi Li;
In educational settings,instructors often lead students through hands-on software projects,sometimes engaging two different schools or departments.How can such collaborations be made more efficient,and how can students truly experience the importance of teamwork and the impact of organizational structure on project complexity?To answer these questions,we introduce the requirement-driven organization structure (R-DOS) approach,which tightly couples software requirements with the actual development process.By extending problem-frames modeling and focusing on requirements,R-DOS allows educators and students to (1) diagnose structural flaws early,(2) prescribe role-level and communication fixes,and (3) observe—in real time—how poor structure can derail a project while good structure accelerates learning and delivery.
2026年03期 No.375 210-219页 [查看摘要][在线阅读][下载 1264K] [下载次数：0 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Ting Cai;Tianyuan Yin;Yuxin Wu;Shan Lin;Zhiwei Ye;
The rapid development of new-quality productive forces (NQPF) has intensified the demand for high-level innovative talent.As a representative of NQPF,generative artificial intelligence (GenAI) offers powerful tools to reshape talent cultivation but also presents significant challenges,including skill hollowing,ethical risks,and a growing disconnect between education and industry needs.Currently,graduate-level software engineering education struggles with outdated curricula and insufficient alignment with practical demands.In this paper,we propose a dual-core collaborative framework driven by “GenAI technology” and “industry demand”.Under this framework,we design a four-dimensional capability development path to enhance graduate students’ innovation in software engineering practice.This path focuses on ① scientific research innovation,② engineering problem-solving,③ cross-domain collaborative evolution,and ④ ethical risk governance.The proposed approach promotes a shift from traditional knowledge transfer to human-machine collaborative innovation,aligning talent cultivation with the demands of the NQPF.
2026年03期 No.375 220-229页 [查看摘要][在线阅读][下载 894K] [下载次数：1 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ] - Wen Huang;Liu Chen;Haoran Sun;Shaoning Zeng;
With the rise of AI-assisted education,many instructors and engineers seek to deliver high-quality programming courses online.However,crafting effective programming lectures remains a challenge,particularly for instructors lacking pedagogical training or multilingual fluency.We present CourseAgent,a prompt-driven framework that leverages large language models (LLMs) to automatically generate Python tutorials,structured lecture scripts,and accompanying audio narrations.CourseAgent accepts raw code as input and transforms it into segmented,well-commented code blocks,adapting content to different difficulty levels and languages via prompt customization.Our system supports multilingual instruction (e.g.,Chinese,English),fine-grained control of pedagogical depth,and auto-generation of lecture videos.We evaluate the output generated by CourseAgent using real student feedback and feedback from in-service teachers,alongside automated assessments from LLMs.These evaluations demonstrate that the materials produced by CourseAgent are coherent,pedagogically sound,and comparable in quality to those created by experienced instructors.CourseAgent lowers the barrier to quality programming education and shows promise for scalable,personalized,and language-adaptive content generation.
2026年03期 No.375 230-241页 [查看摘要][在线阅读][下载 994K] [下载次数：19 ] |[网刊下载次数：0 ] |[引用频次：0 ] |[阅读次数：0 ]