簡介：上海師范大學碩士學位論文中職生物理學習中的非智力因素研究姓名徐海榮申請學位級別碩士專業(yè)課程與教學論物理指導教師周昺路20080401上海師范大學碩士學位論文?！鲆灰挥诒镜貙W生。5、中職生的非智力因素水平低于普通高中學生，其中在成就動機AM、交往動機T價’，典興趣C王、學習熱情LA、學習責任心LR、學習毅力LS、支配性咖和好勝心國上／等項目方面，差別非常顯著。關鍵詞非智力因素物理學習中職生

簡介：中圖分類號G632UDC300密級學校代碼訶{I岔解藍尤學碩士學位論文學歷碩士公開10094高中生物理學習觀研究THESTUDYONBELIEFSABOUTPHYSICSLEARNINGOFSENIORHIGHSCHOOLSTUDENTS作者姓名指導教師學科專業(yè)名稱研究方向論文開題日期王章樂高永昌副教授課程與教學論物理學科教學論2010年1月1日學位論文原創(chuàng)性聲明IY1869265111111111IIIIIIIIIII11111㈨本人所提交的學位論文高中生物理學習觀研究，是在導師的指導下，獨立進行研究工作所取得的原創(chuàng)性成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻的個人和集體，均已在文中標明。本聲明的法律后果由本人承擔。指導教師確認簽名伽、年F月擴日學位論文版權使用授權書。南擬南淌本學位論文作者完全了解河北師范大學有權保留并向國家有關部門或機構送交學位論文的復印件和磁盤，允許論文被查閱和借閱。本人授權河LLS師范大學可以將學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索，可以采用影印、縮印或其它復制手段保存、匯編學位論文。‘保密的學位論文在年解密后適用本授權書論文作者簽名辨暈‰11年G月8日。丟導洲㈣＼宅如％枷FF年6月孑日Ⅱ辱．住等’R吖日、，名丫簽月者_儲“史州論氣

簡介：分類號UDCFIIIIIIIIIIIIIIIIIIIIY3445510中唯千鬣火等士學位論文密級編號學位申請人姓名申請學位學生類別’葉靜陽教育碩士申請學位學科專業(yè)學科教學F物理J指導教師姓名侯喜文教授年碩⑥碩士學位論文MASTER’SRHESISASTUDYONTHELEARNINGSTRATEGIESOFTHESTUDENTSWITHLEARNINGDIFFICULTIESINSENIORHIGHSCHOOLATHESISSUBMITTEDINPARTIALFULFILLMENTOFTHEREQUIREMENTFORTHEM．S．DEGREEINEDUCATIONBYYEJINGYANGPOSTGRADUATEPROGRAMCOLLEGEOFPHYSICALSCIENCEANDTECHNOLOGYCENTRALCHINANORMALUNIVERSITYSUPERVISORHOUXIWENACADEMICTITLEPROLESSORSIGNATURDEC．2017

簡介：YX812蠡88遼寧師范大學教育碩士研究生學位論文論文題目普通高中學生物理學習興趣研究研究生崔雪峰指導教師陳連松專業(yè)方向課程與教學論物理年級2003級遼寧師范大學研究生部2005年4月普通高中學生物理學習興趣研究識。新的教學理念更加強調(diào)情感、態(tài)度、價值觀的重要性，這三個要素已經(jīng)成為新課程目標的具有獨立意義的組成部分．高中物理新的課程標準也把發(fā)展學生科學探索趣列為課程的總目標之一。但目前在物理學科教學中．對學生學習興趣的理論研究和實踐探索還不夠深入。本文力圖結合高中生的身心特點和高中物理教學實踐，深入研究探索物理學習興趣的概念和分類、品質(zhì)和作用、形成和發(fā)展、培養(yǎng)原則和方法等重要問題。本課題的研究成果運用于高中物理教育教學實踐，將有助于激發(fā)學生物理學習興趣，發(fā)展學生探索自然、理解自然的興趣，提高物理教學質(zhì)量，為培養(yǎng)高素質(zhì)的科技人才奠定堅實的基礎。1．2文獻綜述中國近代教育史上，興趣的培養(yǎng)一直是受到重視的。1932年國民黨政府教育部在1924年中小學課程暫行標準綱要的基礎上，修改完善后頒布了正式標準。其中的中學物理課程標準明確提出了初中物理教學三條目標。其中第二條即為“養(yǎng)成學生觀察自然界事物之習慣并引起其對于自然現(xiàn)象加以思索之興趣”。解放后．在1952年發(fā)行的中學物理課程標準草案的初中教學目的中，明確提出初中物理教學要“通過課外作業(yè)與活動，提高學生學習物理學的興趣”?。2000年教育部制訂的普通高中物理課程標準實驗中，把“發(fā)展好奇心與求知欲，發(fā)展科學探索興趣”作為課程總目標的一部分明確提出。對興趣的研究，眾多的教育學家、心理學家、哲學家都提出了獨到的見解，可以說是百花齊放，異彩紛呈。最早較深入研究興趣并較完整地闡述興趣概念的是德國教育學家赫爾巴特。他認為興趣是一個在某種意義上可包含注意，并在內(nèi)涵上更為豐富的概念，“表明教育應該引起的某種心理活動特點”，“興趣意味著自我成功”，“牢固掌握著知識，并企圖擴充它的人就是對學習有了興趣”。他從心理上將興趣的構成劃分為認識和情感兩個部分。共六種。他把發(fā)展廣泛的興趣視為教育的主要目標之一，并認為主要是興趣引起對物體正確的、全面的認識。它導向有意義的學習，促進知識的長期保持，并為進一步學習提供動力。1913年，杜威出版了專著教育上的興趣和努力，提出以興趣為基礎的學習的結果與僅僅以努力為基礎的學習結果有質(zhì)的不同。潘菽主編的教育心理學認為“興趣是一個人力求認識并趨向某種事物所特有的意向，它標志一個人參加某種活動的積極性，是個體主觀能動性的一種體現(xiàn)““。“學習動機中是現(xiàn)實、最活躍的成分是認識興趣，或叫做求知欲。認識興趣是力求認識世界，渴望獲得文化科學知識和不斷探求真理而帶有情緒色彩的意向活動”01。書中還探討了學生興趣的分類和差異等問題。彭聃齡主編的普通心理學認為興趣是“人們探究某種事物或從事某種活動的心理傾向，它以認識或探索外物的需要作基礎，是推動人們認識事物、探求真理的重要動機”。對有趣的對象，人們將產(chǎn)生某種肯定的情緒，興趣是與人們的情感相聯(lián)系的“1。楊清著的心理學概論對興趣的定義是“興趣就是一個人對一定的事物所抱的積極態(tài)度，也就是對一定的事物優(yōu)先發(fā)生注意的傾向”51。書中認為興趣與情感具有密不可分的關系和聯(lián)系，并對興趣的形成和品質(zhì)作了篇幅較長、較為深入的分析。書中把人的各種心理特征歸結為興趣、習慣、氣質(zhì)、性格和智能等五類來進行講解。黃希庭主編的普通心理學定義興趣是“人積極操究某種事物的認識傾向”，“并表現(xiàn)在人對有關事物的優(yōu)先注意和集中注意上”，這里興趣是作為認識傾向被提出的。臺灣的王2

簡介：天津師范大學碩士學位論文新課程理念下高中生物理學習評價的實驗研究姓名韓秀梅申請學位級別碩士專業(yè)學科教學物理指導教師郭龍健20080301英文摘要ABSTRACT11LISARTICLEQUOTES廿LEEDUCATLO蒯T11EOR，TLLESTUDENTEVALUATLONRELLESON鋤DTLLEEXISTINGRESEARCHOUTPUTHOMEANDBROAD，ANALYSESTLLESTATUSQUOOFTHEPHYSICSSTUDYEVALUATIONINSENIORHI曲SCHOOI，ELABORATESTLLEG印BET、VEEN也ETRADITIONALTEACHINGEVAL嘣IONMETHODANDTHENEWCURRICULUMREFO肌ANDTILECHARACTEROFT量LEPHYSICSSTUDYOFTHESENIORHI曲SCHOOLSTUDENTSUNDERMECONCEPTOFT11ENEWC刪CULUM，ANDTRIESTOESTABLISHAPRACTICALEVALUATIONSYSTEMOFMESTUDYOFTLLESTUDENTSSUITABLEFORMEPHYSICSTEACHINGINSENIORHIGHSCHOOLVIARESEARCHANDEXPERIMENTTOPROVIDETHETEACHERSOFPHYSICSINSENIORHIGHSCHOOLWITHASETOFPHYSICSSTUDYEVALUATIONPLANCONVENIENTFOROPERATION，BRINGINTO如LLPLAYINTHETEACHINGPRACTICEOFMENEWCURRICULUMREFORMANDLAYACERTAINFOUNDATIONFOR如IRTHERSTUDYINTHISRESPECTTHESTUDYFOCUSESONEXPERIMENTMETHODSUPPORTEDBYSURVEYMETHOD，ADOPTINGTHEPARALLELGROUPPREEX鋤INATIONPOSTEXAMINATIONQUASIEXPERIMENTDESIGNTWOSENIORHIGHSCHOOLCLASSESTVVOPARALLELCLASSESFORMEDACCORDINGTOTHESCORESINTHEENTRANCEEX鋤INATIONFORSECONDA拶SCHOOLSINTIA坷INNO32MIDDLESCHOOLWERESELECTEDFOREXPERIMENT，ANEXPERIMENTALCLASSANDACONTRASTINGCLASSBEINGRANDOMLYDESIGNATEDTHEEVALUATIONPLANOFTHESENIORHIGHSCHOOLPHYSICSISIMPLEMENTEDINTHEEXPERIMENTALCLASS，INCLUDINGTHEADAPTATIONOFTHEEXAMINATIONUNDERTHEIDEASOFTHENEWCURRICULA，THEORGANIZATIONOFTHEEXPERIMENTALEXAMINATIONOFHANDONEXPERIENCEPLUSORALEXAMINATION，THEQUANTIFICATIONOFTHEEVALUATIONOFTHESELF_DETEMLINEDSTUDY，THEESTABLISHMENTOFTHEPHYSICSSTUDYFILESBYTHEEXPLOITATIONOFPHYSICSSTUDYCOMMENTSETCTHETRADITIONALSENIORHIGHSCHOOLPHYSICSSTUDYEVALUATIONAPPROACHIETHEEVALUATIONMAINLYBYWRITTENEXAMINATIONISADOPTEDTHEEXPERIMENTALDATAARECOLLECTED；THEDATASTATISTICSANALYSISBYTHEEXCELCOMPUTERSORWAUREISCA盯IEDOUT；MEZTESTISENLPLOYEDTOTHEDIFFERENCESOFTHETEACHINGEFLFECTLEVELTHERESULTOFTHESTUDYSHOWSTHATTHEIMPLEMENTATIONOFTHESENIORHIGHSCHOOLPHYSICSSTUD夕EVALUATIONPLANUNDERTHENEWCULLRICULUMHASIMPROVEDME伊ADESOFTHESTUDENTSINPHYSICS，HASFLACILITATEDTHEDEVELOPMENTOFTHESTUDENTSINSTUDYINTERESTANDCREATIONANDHASACHIEVEDTHEINTENDEDEFFECTHENCE，也ESTUDYBOASTSMEFEASIBILITYANDSUBSTANTIALRESULTS，WHICHRESULTSINABENEFICIALEXPIORATIONINTHETEACHINGPRACTICEINTHENEWCUMCULUMREFORMANDASIUDYWITHCERTAINTHEORETICALANDPRACTICALMEANINGKEYWORDNEWCULTICUL啪REFORMSENJORHI曲SCHOOLPHYSICSSTUDYEVAL謝IONN

簡介：曲阜師范大學碩士學位論文高中生物理學習自我監(jiān)控量表的編制與應用姓名翟麗申請學位級別碩士專業(yè)課程與教學論物理指導教師胡象嶺20080401THECOMPILATIONANDAPPLICATIONOFSCALEOFSELFMONITORINGFORSENIORMIDDLESCHOOLSTUDENTSINPHYSICSLEARNINGABSTRACTTHESCALEOFSELFMONITORINGFO，SENIORMIDDLESCHOOLSTUDENTSINPHYS蛔LEARNINGISCOMPOSEDOFLYINGSCALEANDSELFMONITORINGLEVELSCALETHESELFMONITORINGLEVELSCALEISCOMPOSEDOF63ITEMSWHICHFORM8DIMENSIONSINCLUDINGPREPARINGPLANNINGSUPERVISING，刪USTMGEXECUTING，TESTINGCOMPLEMENTINGANDSUMMARIZINGBYANALYZINGTHERELIABILITYOFTHESCALE，THERESULTSARETHEINTERNALRELIABILITYATO9608LEVELSANDTHERETESTRELIABILITYAT0934LEVELS，WHICHSHOWSTHESCALEWITHGOODRELIABILITYTHESCALEHASGOODCONSTRUCTVALIDITYFROMFACTORANALYSISOFITTHECRITERIONRELATEDVALIDITYISGOODBYUSINGSTUDENT’SSELFEVALUATIONASVALIDITYCRITERIONTHISISASCALEWITHIDEALSURVEYINGINDICATORSTHESCALEISUSEDTOSTUDYTHELEVELOFSELFMONITORINGTHERESULTSSHOWTHEAVERAGESCOREOFSENIORMIDDLESCHOOLSTUDENTSINSELFMONITORINGIS20477THESCORERANGEFROM63TO315，THEMEDIUMIS189WHENTHENUMBEROFTHEITEMISDIVIDEDBYTHEAVERAGESCOREONEACHDIMENSIONTHERESULTISBETWEEN30019AND35676THESCORERANGEFROM1TO5，THEMEDIUMIS3THESCALEISUSEDTOSTUDYTHECORRELATIONBETWEENSELFMONITORINGANDACHIEVEMENTINPHYSICSLEARNINGTHERESULTSSHOWTHECORRELATIONCOEFFICIENTBETWEENSELFMONITORINGANDLEARNINGACHIEVEMENTOFPHYSICSIS0349THESELFMONITORINGOFTHEHI曲ACHIEVINGSTUDENTSISSIGNIFICANTHIGHERTHANTHOSEOFTHELOWACHIEVINGSTUDENTSONTHEWHOLESCALEANDMOSTDIMENSIONSEXCEPTFORPROPAGATINGANDPLANNINGTHESCALEISUSEDTOSTUDYTHEGENDERGRADEDIFFERENCESINTHEIRSELFMONITORINGTHERESULTSSHOWTHESELFMONITORINGOFBOYSISSIGNIFICANTHIGHERTHANTHOSEOFGIRLSINTHREEDIMENSIONSSUPERVISING，CHECKINGANDS蛐INGTHEREISNOSIGNIFICANTINGENDERSDIFFERENCEONTHEWHOLEANDOTHERDIMENSIONS啊1ESIGNIFICANTDIFFERENCEOFGRADESLIESINTHEDIMENSIONSOFSUPERVISING，EXECUTING，ANDCOMPLEMENTINGTHESELFMONITORINGOFSTUDENTSINGRADETHREEISHIGHERTHANTHOSEINGRADERONEANDTWOTHEREISNOSIGNIFICANTINGRADESDIFFERENCEONTHEWHOLEANDOTHERDIMENSIONSTHEINFRACTIONEFFECTOFGENDERXGRADEISNOTSIGNIFICANTTHESCALEISUSEDTOSTUDYTHERELATIONSHIPBETWEENSELFMONITORINGANDⅡ

簡介：曲阜師范大學碩士學位論文高中生物理學習興趣量表的編制與應用姓名高光珍申請學位級別碩士專業(yè)課程與教學論指導教師胡象嶺20060401THECOMPILATIONANDAPPLICATIONOFLEARNINGINTERESTSCALEFORSENIORMIDDLESCHOOLSTUDENTSINPHYSICSABSTRACTTHEIEARNINGTNTERESTSC4LE如RSENIORMIDDTESCH00LST以EMSINP舢{CSHCOMPOSEDOFINTERESTLEVELSCALEAILD1Y洫GSCALE．THEINTERESTLEVELSCALEISCOMPOSEDOF34ITEMSW11ICHFOML7DIMENSIONSINCIUDINGOVERCOMINGDI街CULTY，DEVOTION，ATTENTION，COGNITIONOFCAUSEANDE舵CT，OPERATINGEXP甜MENT，READINGTOLEARN，SUMMAFIZED∞弘I如MBYA蹦Y2I芏LG恤咒LI如IL姆THESCALE，THERESULTSARCTHEINTEMALRELIABII時AT0．899LEVELSAⅡDTLLERE_TES”ELIABILITYATO．760LEVELS，WHICHSHOⅥ，S也ESCAIE、ⅣITHGOODRELIABILI吼THESCALEALSOHASGOODCONSTMCTVALIDI口五COMFACTORAILALYSISOFIT．THECRITERIONRELATEDV“IDITYISALSOGOODBYUSINGSTUDEM’SSEMEVALUATIONASVALID時CRITERION．TILISISASCALE、VITLLIDEALSURVEYINGINDICATORS．111ESCALEISUSEDT0STUDYTHCLEVELOF1EA玎1INGINTEREST．THCRESULTSSHOWTHEAVERA薩SCOREOFSENIORMI撼ESCHOO王S釓D僦SIS19．082INLE蕊INGINTERESTT11ESCORERANGEFROMOTO34，ⅡLEMEDIUMIS17坩LENT11ENUMBEROF山EI把MISDIVIDEDBYMEAVERAGESCOREONEAHDIⅡLENSIO瑪THERESULTISBETWEENO．294TOO．735THESCORERANGEF的M0TO1，THEMEDIUMISO．5．THESCALEISUSEDTOSTUDYTHECORRELATIONBETWEENLEAMINGINTERESTANDACLLIEVEMEMINPHYSICS．THERESULTSSHOWTHECORRELATIONCOE蕊CIEMBETWEENLE鋤I119ACHIEVEMENTANDLEAM訪GIMERESTISO．345．THELEAMINGINTERESTOFTHEHIGHACBIEVINGSTUDEIITSISHIGHER也AN誦OSEOF齜10WACHIEVING咖DENTS．THEREEXISTSIGNIFICANTDI任BRENCESIN1EAMINGHLTERESTONT11EWH01EA11DMOSTDIMENSIONSEXCEPTREADILLGTOLE鋤BETWEENTLLEHIGHACHIEVINGSNLDENTSANDTHELO、ⅣACHIEVINGSTUDENTS．THESCALEISUSEDTO蚰JDYTHERELATIONSHIP鋤ONGLEARNJNGIMEREST，GENDER，酎ADEAND血ECULTⅢELEVELOFPARENTS．THERESUHSSHOW111EREARESIGNIFIC柚T玎

簡介：中圖分類號G6320UDC330密級公開學校代碼10094訝L￡解茁尢學碩士學位論文教育碩士新課程理念下初中生物理學業(yè)不良的研究STUDYOFPHYSICALLEARNINGDISABILITYINJUNIORMIDDLESCHOOLUNDERTHENEWCURRICULUMCONCEPT作者姓名張春燕指導教師劉逸鵬教授學科專業(yè)名稱’學科教學物理研究方向物理教學論文開題日期2009年6月20日學位論文原創(chuàng)性聲明／FI，11啦“LR肼LLLLL唧LLLIJ|『『『TLLLL腫HILL刪IRLLL『『FFJIRLIU刪JY1869253本人所提交的學位論文新課程理念下初中生物理學業(yè)不良的研究，是在導師的指導下，獨立進行研究工作所取得的原創(chuàng)性成果。除文中已經(jīng)注明引用的內(nèi)容外，本論文不包含任何其他個人或集體已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻的個人和集體，均已在文中標明。本聲明的法律后果由本人承擔。論文作者簽名撼勱／／年F月9日指導教師確認簽名W／／年‘月日學位論文版權使用授權書本學位論文作者完全了解河北師范大學有權保留并向國家有關部門或機構送交學位論文的復印件和磁盤，允許論文被查閱和借閱。本人授權河北師范大學可以將學位論文的全部或部分內(nèi)容編入有關數(shù)據(jù)庫進行檢索，可以采用影印、縮印或其它復制手段保存、匯編學位論文。保密的學位論文在年解密后適用本授權書論文作者簽名劭港恕加|每L勇CLEL州㈣訓螄加／／年∥月9日JⅡ

簡介：東北師范大學碩士學位論文初二學生物理學習中成就動機、學習策略與學習成績關系的研究姓名王曉平申請學位級別碩士專業(yè)發(fā)展與教育心理學指導教師路海東20040501ABSTRACTTHEPRESENTSTUDYSTRATEGYUSEANDTHESCORESINVESTIGATEDINPHYSICSINACHIEVEMENTMOTIVATIONLEAMINGSEMESTERWHENTHESTUDENTSBEGINTOSTUDYTHEOFTHETHREETIMEPOINTSDURINGTHEFIRSTPHYSICSINGRADE8LTSPURPOSEISRELATIONAMONGACHIEVEMENTMOTIVATIONLEARNINGSEMESTERCHANGESTRATEGYANDTHESCORESINPHYSICSDURINGTHEWHOLETHESTUDYSHOWEDTHAT1ACHIEVEMENTMOTIVATIONLEARNINGSTRATEGYHADSIGNIFICANTPOSITIVECORRELATIONWITHTHESCORESINPHYSICSOFSTUDENTSINGRADE82ACHIEVEMENTMOTIVATIONHADSIGNIFICANTPOSITIVECORRELATIONWITHLEAMINGSTRATEGY3THEEFECTONTHESTUDENTSPHYSICSLEARNINGINGRADE8OFACHIEVEMENTMOTIVATIONHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSVALUEANDGENERALSELFCONCEPTCANTPREDICTLEARNINGSTRATEGYUSEANDTHESCORESINPHYSICSEFECTIVELYEXPECTANCYCANPREDICTTHESCORESINPHYSICSWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSICSPHYSICSSELFCONCEPTEXPECTANCYANDVALUECANPREDICTTHEUSEOFLEARNINGSTRATEGYANDTHEYCANTPREDICTTHESCORESINPHYSICSDIRECTLY4THEEFECTONTHESTUDENTSPHYSICSLEARNINGINGRADE8OFFOURVARIABLESOFLEARNINGSTRATEGYHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSPHYSICSSPECIFICANDEFORTMANAGEMENTSTATEGYCANPREDICTTHESCORESINPHYSICSTHEUSEOFMETACOGNITIVESTRATEGIESANDGENERALCOGNITIVESTRATEGYCANTPREDICTTHESCORESINPHYSICSWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSICSTHEUSEOFMETACOGNITIVESTRATEGIESCANPREDICTTHESCORESINPHYSICSANDGENERALCOGNITIVESTRATEGYARERELATEDWITHTHESCORESINPHYSICSSTRONGLYANDPHYSICSSPECIFICANDEFORTMANAGEMENTSTATEGYARERELATEDWITHTHESCORESINPHYSICSWEAKLY5THEPERFORMANCEINPHYSICSLEARNINGOFBOYSANDGIRLSHADCHANGEDINDIFERENTPERIODSINASEMESTERWHENTHESTUDENTSAREUNFAMILIARWITHTHEPHYSICSTHEBOYSSCORESINPHYSICSAREHIGHERTHANTHEGIRLSBUTNOSEXDIFERENCEWASFOUNDANDNOSEXDIFERENCEWEREFOUNDINALLVARIABLESOFACHIEVEMENTMOTIVATIONANDLEARNINGSTRATEGYWHENTHESTUDENTSAREFAMILIARWITHTHEPHYSRESBOYSSCORESINPHYSICSAREHIGHERTHANGIRLSANDTHEDIFERENCEAPPROACHTHELEVELOFSIGNIFICANCEANDTHEREWERESIGNIFICANTDIFERENCEINPHYSICSSELFCONCEPTVALUEANDTHEUSEOFMETACOGNITIVEKEYWORDSACHIEVEMENTPHYSICSLEARNINGSTRATEGYTHESCORESIN

簡介：Y7拍629分類號密級～～一UDC編號～一學位論文對高中生物理學習困難產(chǎn)生原因與對策的探討THESTUDYOFTHECAUSEANDSOLVINGMETHODSOFSENIORSCHOOLSTUDENTS’DIFFICULTIESINLEARNINGPHYSICS指導教師姓名申請學位級別論文提交13期雷敏生教授碩士2004年9月陳健江西師范大學物理與通信電子學院專業(yè)名稱學科教育物理答辯日期2004年L1月學位授予單位和日期江西師范大學年月答辯委員會主席一一一一評閱人二OO四年九月ABSTRACTTHECAUSEOFSENIORSCHOOLSTUDENTS’DIHICULTIESINLEARNINGPHYSICSISANALYZEDINTHISPAPETTHREEFACTORS，WHICHAREMAINCAUSESOFSTUDENTS’LEARNINGDIFFICULTIES，AREREPRESENTEDTHEYARETHEFACTORSOFSTUDENTS’NONINTELLIGENCE，INTELLIGENCEANDTHETEACHINGMODETOUNIFYALLSTUDENTSSTEPSINTHEIRLEARNINGSTUDENT’SMOTIVE，INTEREST，EMOTIONANDWILLOFLEARNINGPHYSICSAREIMPORTANTOFFACTORSOFNONINTELLIGENCETOINFLUENCETEENAGER’SACHIEVEMENTINPARTFOUROFTHEPAPERITPOINTTHATTHELACKOFPROCEDURALKNOWLEDGEOFSPECIFICFIELDPHYSICSISMAINASPECTINSTUDENTS’INTELLIGENCETOEFFECTTHEIRLEARNINGINTHEPARTFIVE，ITANALYZESTHECOGNITIVEFACTORSOFTHELACKOFPROCEDURALKNOWLEDGETHISLACKISCAUSEDBYTHESTUDENTS’POORFUNDAMENTALKNOWLEDGEANDLACKINGOFNECESSARYDECLARATIVEKNOWLEDGE，INTELLIGENTSKILLANDCOGNITIVESTRATEGYWHICHMADEUPTHEKNOWLEDGESTRUCTUREINSTUDENT’SBRAINCOMBININGWITHPHYSICALTEACHINGPRACTICE，ITPRESENTSSOMEFEASIBLESUGGESTIONSASWELLTHEPARTSIXPOINTSTHATTOSOLVETHEPROBLEMOFSTUDENTS’LEARNINGDIFFICULTIESONPHYSICS，ITISAFEASIBLEWAYOFUSINGTHEIDEAOFBASICEDUCATIONALINNOVATIONTOGUIDEPHYSICSTEACHINGBYATTEMPTINGTOUSETHEIDEAOFNEWCURRICULUM，WRITERTRIEDHISBESTTOIMPROVEPHYSICSTEACHINGANDFINDTHATITISDIFFICULTYTOINNOVATEONECOURSEONLYINTHENOWADAYTEACH_BIGSTRUCTUREWRITERALSOBELIEVETHATTHEEFFORTGIVENWILLBENEFITSTUDENTSINTHEDEVELOPMENTOFTHEIREMOTION，ATTITUDEANDVALUESANDBEAREFERENCETOSTARTOFTHENEWCURRICULUMTEACHINGINSENIORSCHOOLFORMALLYKEYWORDSDIFFICULTYINLEARNINGPHYSICS，F(xiàn)ACTORSOFNONINTELLIGENCE，F(xiàn)ACTORSOFINTELLIGENCE，COGNITIVESTRUCTURE，TEACHINGMADE，NEWCURRICULUMIDEA2

簡介：首都師范大學碩士學位論文中學生物理學習成就動機強度的研究姓名聶長和申請學位級別碩士專業(yè)課程與教學論指導教師續(xù)佩君20070519ABSTRACTTHEPROBL鋤OFSL11D伽臨’LAIRILINGMODVA石ONISCONCALLODBYCDUCATORAUME石METHEMAINLYOFL訓NGMOTIVATI∞ALWAYSBEHAVESACHJEV鋤肌TMOTIVATIONWLLICHISINP刪FSILIT0FTHE取IH001WOD【SⅢ嬲SIILI伐IFIIINGFIELDWH黝SACTLICL，黜ALTMOTIVA虹ON’SIMPORT孤TS咖SINL伐IRLLINGACTIVITI船。ALLDTLLATTHED蛆MCTCROFSTLLDERLTSCONDUC鶴TOTHEDI任B胤TMOTIVATI∞LEVDSACCORDINGLYWEBA∞UPONPHYSI∞EDUCA虹ONTRYTOFINDO啦TTHEDIFFB姍CEOFⅡLEACHICV鋤ENTMOTIVAD∞LEVELSWLLICHBE晰蹦ITLLE∞D鶴，THEGMSANDBOYSELSEACCORDIILGT0THED唧側E瑙OF髓CHMOTIV圳I0咀LEVELS，WE跚HEKTO曲呤REIA虹刪塔TLIPSBE咐EENTHE砌UENCIILGFHCTOFS棚DTHEACHIEVEMENTMO石VATI∞LE’，ELSTHERESIXPARTSINTHISPAPELTHE缸TPAFTIN吐。小L嘲T11EB卸CK毋O岫D’T11ENCCESSARYOFTLLISSTLLDY，MOSNYCOMALT，RESAIRCHME咖躚DTHESIGNIFIC孤CCOFMISSTILDMTHESECONDPARTISATHEORIESFOMLIKNIONOFMISRE戳A地MAILLLYINCLUDINGN啪RYOFACHIEV鋤曲T加ODVANONBYATL【INSO血M∞RYOFACBI∞，啪％TMODVATIONBYA啵UBEL，T11EORYOFSEIFE伍CACYBYB鋤DU璃廿LEORYOFPHYSI∞L∞MILLGS眥E百銘，TLLEORYOFA出EVEM脅TGOAL孤DTLLCORYOFACBIEVEM鋤TA地RIBI撕∞Ⅳ【OR∞VER，WEAL∞颯舶瑚ARIZET11EDLA瑚瞄EROFSTILDENTS’PSYCHOLO目ⅣD酬OPM∞TTHEⅡLILDPARTIN鏟姻矗球N船吐地銣抽蹴ITYOFTHESMDENTS’A6HIEV鋤ALT蜘翩ALIONINPHYSICSLAⅡ11J【N再BASEUPONTLLEII】【VESTIG緬G托飄DTWEP科NLE刪協(xié)OFACHIEV鋤ALTMO吐VATIONINDIFFE嗍TLEVELSF毗HEFMOREWEAILALYZETLLEDI任婦CEOFTHE刪昏啪ENTMO石VATIONLEVELSWHICHBETW∞NTHEP，IID銘，TLLEBOYSANDTHEL區(qū)DSDSEWBCON廿ASTTLLEDI任BRENCE州CHM既TIONEDDBOVEWITLLTLLETOTALS’缸DⅥ僦TOFINDOUTⅡLESIILLIL撕D鶴鋤DDIFF柏1C鶴BE咐咖TLLEMB∞IDES，WE筘TTHECOMPON即臨AND蜘TSOFPHYSICSLE鋤NIILGIN06刪ONWBICHIILDI矗白韌吡SCH∞1WOD【，SLEVCL8BASCDONTL】峙向珊ERTLLR∞PANS，T11E鼬PARTMAILLLYAILAL犯囂THERELA石O∞撾PSB‘卿嘲LA出EV鋤∞TMOTIVAIIONL剛S觚D蚰R自C啪THE五硒PAR￡INCLUDESTLLEIM，髓TIGATIONOFEXPCC伽ONWONLLINE站ILLPHYSI∞L∞MING’THETABLEOF髓痂MTINGACTLIEVCLILENTMOTIVATI∞LEVDS，柚DINDIVI捌’SACHIEV咖ENTMO吐VALION刪N霉IUTTLL鋁EWORI【SC孤’TCARRYONTLLEFLLRDLER∞SEARCHOWILLGTOO砒LIIILITED缸ETHESI】【THPART飄LNLMARIZESTHECONCLUSIO璐趾DTLLES11礎AGESOFTLLISPAP既TBIS麟EARCHIIL‰器R囂曲RCHMETLLODOFFACTOR卸MYSISF吣MPSYCHOLO斟STATISTI鼴FOFVALIDITYTESTTHEMAINRESE疵HMEMODINDUDCSLITANATTL∞懈∞RCH，QU髑啦。艙AI∞SURVEYMLDII埔EⅣIEWM亂HOD1EYWORDSACHIEVEMEMMO廿VATI∞I鉀CBPHYSI鏘L翱MINGDIFFBR∞∞2

簡介：中國科學技術大學碩士學位論又基于微灌流腔的細胞膜生物物理學參數(shù)的高精度測定作者姓名學科專業(yè)導師姓名完成時間劉威生物醫(yī)學工程趙剛教授二。一五年五月四日中國科學技術大學學位論文原創(chuàng)性聲明本人聲明所呈交的學位論文，是本人在導師指導下進行研究工作所取得的成果。除已特別加以標注和致謝的地方外，論文中不包含任何他人已經(jīng)發(fā)表或撰寫過的研究成果。與我一同工作的同志對本研究所做的貢獻均己在論文巾作了明確的說明。作者簽名簽字日期叢墮‘；中國科學技術大學學位論文授權使用聲明作為申請學位的條件之一，學位論文著作權擁有者授權中國科學技術大學擁有學位論文的部分使用權，即學校有權按有關規(guī)定向國家有關部門或機構送交論文的復印件和電子版，允許論文被查閱和借閱，可以將學位論文編入中國學位論文全文數(shù)據(jù)庫等有關數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復制手段保存、匯編學位論文。本人提交的電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學位論文在解密后也遵守此規(guī)定。嘗蓁名|三I芒導師簽名_翅作者簽名』牝導師簽名_二莖嬰簽字日期旌璉‘至簽字日期盈L堇墨3

簡介：河南師范大學碩士學位論文中學生物理學習中自我評價的研究姓名李瑩申請學位級別碩士專業(yè)課程與教學論指導教師葉海智20060501ABSTRACTWITHTHECONTINUOUSDEEPENINGOFLHEREFO皿OF也EB聒ICEDUCATIONINC‰A，THEEVALUATIOⅡSTO也ESTUDENTSSHOW也ETREⅡD0FBEINGPANICIPATEDBYMORE“ES，IK∞ⅡEVALUATION0FTHESTUDEII乜DRAWSTHEATTEⅡTIDNOFTHEEDUCATO巧ESPIEDAUYNISSTUDYC缸TIES嘰TTHEPRELIMINARYEXPLO枷0Ⅱ劬MB0山THEPERSPE咖EOFTHETHEORY蛆DMEPEISPECLIVEOFTHEPTACT衄IILA岫THROUGH齜MEMODOFLITERATUREANALYSIS，INVE鰣GATION，IN‘“I。”5缸DSTATISTICAL柚ALYSIS111EAUTHORHOLDSTLLEVIAW山ATMESE妊CVALUAIJON0FNLCMIDDLESCH00LSTUDENTSI11THEIRSTUDYIS也ERENECTI。Ⅱ缸DADJUS恤ENTTOMCLE啪IⅡGWARCNESS姐D也ELC啪崦ACLSIⅡVMEITISNOTOLLLYAKINDOFLEAMIⅡGCAPAC時BUTALS0A“NDOFIE帥INGSTRATEGYFIRST，TBEPAPETDE鈾ESTHCSELKVALUATIONOF也EMIDMESCHOOLSTUDENTSINTBEIIS恤DY，她DEXPOUNDS也ECONTEⅡTS，F(xiàn)ILNCTIONS，CHA衄ELS，PSRCBOLOGICALPROCESSES，也EDEVELOPMENTFEATURESANDTHEIMPACTINGNCTORSOF也ESEⅡEV山ATIONTHEAUTHOR出OC8RFIESO仳也EINVESTIGATIONABOUT也ESE趴VALU蛐Ⅱ0FTHETNIDME。SCHOOLSTUDENTSINTHEIFPHYSICSK姍ING，ANDGETSTOLⅢ0WTHCPROBLEIILSTHATCXISLSECONDLY，THIS蛐也OR訊ESCFEATING恤IMPLEMENTATIONST豫TEGYTO弘IDETHE咖DENTSTOCARRYOUTSELKVALU8TINGIⅡTHEJRPHYSICSLE姍啦1ⅡIHISP吼THC蛐MORDESI胂THEPM伊砌T0GIIIDETHESTUDE曲幻CARRY0UTSELKVALUATIILG，ES詛BLISHESTLLE皿NDPLEST0GIIIDE岫SMDENLST0CARRYOUTSEMEVMA血G，越DMAKESACOMPREHENSIVE卸ALYSISABOUTHOWTOCREATETHEBENE石CIALENV昀ⅡMENTFORTLLESTUD蚰TST0CARRYO“TSELFEVALUA顫GAⅡDHOWT0GLLIDE也ESTUDEBTSTOSETUP也ESE搏EVALUATIONCFITERIAINRESPONSET0MEPHYSI璐LE啪INGOFIHE咖DE吣INPRA甜CE，TLLEAUTHOFGIVESMANY咖DS0FOPERA廿ONALMETHODST0CARRYOUTSELF_EV山A缸GONAFOCALPMT，ANDHOPESTOPROVIDESOMEFUNCTIONALSTR咄GIESFOR也ESELH砌岫TIONOFT11EMIDDLESCHOOLSTILDEⅡTSJNTHEIRPHYSICS1E鋤I1唱F池UYTHEAUTHORCARRICDOUTTHEEXPEMLCM“RESE缸CHAPPLY噸THEIIILPLE礎Ⅱ瞰IONPRO擎AMAND血EⅡ

簡介：西南師范大學碩士學位論文解釋策略訓練提高高中生物理學習遷移水平的研究姓名肖學雷申請學位級別碩士專業(yè)學科教學物理指導教師羅琬華200161ARESEARCHOFTHEEXPLANATIONSTRATEGYRAISINGTHEPHYSICSKNOWLEDGETRANSFERLEVELOFSENIORHIGHSCHOOLSTUDENTSMAJORPHYSICSSUBJECTTEACHINGSPECIALTYSECONDARYSCHOOLPHYSICSTEACHING，RUTOFPROFESSORLUOWANHUAPOSTGRADUATEXIAOXUELEIABSTRACTBASEDONCOGNITIVEPSYCHOLOGYANDRESEARCHOFMETACOGNTION，BYCO“T‘ASTMGDIFFERENCESBETWEENHIGHANDSECONDARYPHYSICSKNOWLEDGELEVELOFHIGHSCHOOLSTUDENTS，THISSTUDYEXAMINESTHERELATIONSHIPBETWEENTHELEARNINGSTRATEGIESTRAMGANDPHYSICSKNOWLEDGETRANSFERTWOSTRATEGIESAREIDENTIFIED，THEEXPLANATIO“ST‘AT。GYANDPRACTICESTRATEGYTHEREAREALOTOFSTRATEGIESINPHYSICSLEARNING，ANDHOWDO”ETEACHOURSTUDENTSTOUSETHESESTRATEGIESMOREEFFECTIVELYITISHIGHLYIMPORTANTFORSTUDENTSTOEXPLORETHEPATHSOFPHYSICSPROBLEM。SOLVINGBUTHIGHSCHOOLSTUDENTSUSUALLYLACKTHEIDEASOFVALUING，ADJUSTINGANDMONITORINGTHEIRPROBLEMSOLVINGCONDUCT；THUSTHELEARNINGTRANSFERLEVELOFSTUDENTSISSTILLLOWERALARGEAMOUNTOFPRACTICE，ASARESULT，SEEMSTOBECONSTANTLYANEFFECTUALWAYOFRAISINGTHEIRLEARNINGMARKS，BUTTHEYAREBADATLEARNINGITISFOUNDTHATBYCREATINGMOREASSOCIATIONSBETWEENLEARNINGMATERIALS，THEEXOLANATIONSTRATEGYSEEMSMOREEFFECTIVEINLEARNINGANDPROBLEMSOLUTIONSTHANTHEPRACTICESTRATEGYSUBJECTSCANALSOFOCUSONTHERELEVANTVARIABLESWHENTHEYAFEUSLNGEXPLANATIONSTRATEGYTHERESULTSARE①INOURTEACHINGEXPERIMENT，WEHAVEFOUNDTHENEWLEARNINGMETHODQUITEEFFECTIVEBYSELFEXPLANATIONSTRATEGY，WECANTEACHEXPERIMENTALSUBJECTSHOWTOSTUDYANDUSEEXAMPLESINLEARNINGTOSOLVEPHYSICSPROBLEMS，SOMETACOGMTLVEMONITORINGEXPLANATIONSTRATEGYISAMOREWELLADVISEDMEANSOFPHYSICSLEARNINGTHANPRACTICESTRATEGYANDTHELEARNINGTRANSFERLEVELOFSUBJECTSAREALSOHIGHER②WHENHIGHSCHOOLSTUDENTSMEETWITHDIFFICULTIESINSOLVINGPHYSICSPROBLEMS，THEEXPLANATIONSTRATEGYISHELPFULTOOVERCOMETHEMSUCCESSFULLYESPECIALL，，THESECONDARYSTUDENTSTOBELACKINGINPHYSICSLAWSCANSUCCESSINSOLVINGSOMEMOREDIFFICULTPHYSICSPROBLEMSTOOKEYWORDSTHEEXPLANATIONSTRATEGY；SENIORHIGHSCHOOLSTUDENTS；PHYSICS；TRANSFERLEVEL；RESEARCH

簡介：東北師范大學碩士學位論文中學生物理學習志趣品質(zhì)與培養(yǎng)策略的研究姓名鐘濤申請學位級別碩士專業(yè)教育指導教師唐恩輝20040401ABSTRACTTHECARDINALAIMOFMODERNEDUCATIONISTHATTHESTUDENTISTHECENTERSTUDENTSASPIRATIONANDINTERESTINPHYSICSISANIMPORTANTCONTENTOFTHEIRWHOLESOMEPERSONALITYTHEREFOREDEVELOPINGSTUDENTS’ASPIRATIONANDINTERESTISONEOFTHEMOSTIMPORTANTSUBJECTSINTHEFIELDOFPHYSICSTHISSUBJECTNOTONLYISBASEDONEDUCATIONALPSYCHOLOGYANDPHYSICSSTUDYTHEORYBUTALSOCOMBINESTHEORYWITHSTUDENTSPRACTICEINSTUDYINGPHYSICSBYANALYZINGANDSTUDYINGASPIRATIONANDINTERESTTHEORYTHESUBJECTTRIESTOFINDOUTABETERWAYTODEVELOPSTUDENTSASPIRATIONANDINTERESTINPHYSICSBYSTUDYINGTHEIRSTUDENTSTEACHERSCARRYOUTTHEMETHODMEANWHILETHESUBJECTSTUDIESTHERELATIONSHIPBETWEENASPIRATIONANDINTERESTANDRESULTBYMEANSOFPAPERINVESTIGATIONANDSTATISTICALANALYSISINTHISWAYITCANPROVIDEBASISFORPROMOTINGTHEPHYSICSSTUDYEFFICIENCYDURINGTHEREVOLUTIONOFELEMENTARYEDUCATIONKEYWORDSPHYSICSSTUDYTHEASPIRATIONANDINTERESTINPHYSICSSTUDYMETHODSTUDY