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  <front>
    <journal-meta>
      <journal-id journal-id-type="publisher-id">21</journal-id>
      <journal-title-group>
        <journal-title>《教育教学研究》</journal-title>
        <abbrev-journal-title>Education and Teaching Research</abbrev-journal-title>
      </journal-title-group>
      <issn>ISSN:2737-4130：EISSN:2705-1277</issn>
      <publisher>
        <publisher-name>环宇科学出版社</publisher-name>
      </publisher>
    </journal-meta>
    <article-meta>
      <article-id pub-id-type="doi">10.12361/2705-1277-07-06-160264</article-id>
      <article-id pub-id-type="publisher-id">16125</article-id>
      <title-group>
        <article-title>教师冷暴力行为的发生逻辑和破解之道</article-title>
      </title-group>
      <contrib-group>
        <contrib contrib-type="author">
          <string-name>孙江冉 （长江大学 教育与体育学院 湖北荆州 434000）</string-name>
        </contrib>
      </contrib-group>
      <pub-date pub-type="epub">
        <year>2025</year>
        <month>6</month>
      </pub-date>
      <issue>6</issue>
      <abstract>
        <p>冷暴力是一种隐性的对他人的伤害，对于身心尚未发展成熟的中小学生来说更是如此，教师冷暴力是校园的“隐性杀手”，它具有不易察觉且影响深远的特征。教师有意或无意的冷暴力发生在日常教学中时，会给学生带来不可估量的伤害。</p>
      </abstract>
    </article-meta>
  </front>
</article>
