簡介：⑧MASTERSTHE嘟碩士學位論文高中生物理學習三類型的調查與研究論文作者賈俊麗指導教師馬世豪鄭小平教授學科專業(yè)物理課程與教學論研究方向物理課程與教學論華中師范大學物理科學與技術學院2011年4月③碩士學位論文MASTER‘STHESIS華中師范大學學位論文原創(chuàng)性聲明和使用授權說明原創(chuàng)性聲明本人鄭重聲明所呈交的學位論文，是本人在導師指導下，獨立進行研究工作所取得的研究成果。除文中已經標明引用的內容外，本論文不包含任何其他個人或集體已經發(fā)表或撰寫過的研究成果。對本文的研究做出貢獻的個人和集體，均已在文中以明確方式標明。本聲明的法律結果由本人承擔。作者簽名讞兩日期加11年朔凇日學位論文版權使用授權書學位論文作者完全了解華中師范大學有關保留、使用學位論文的規(guī)定，即研究生在校攻讀學位期間論文工作的知識產權單位屬華中師范大學。學校有權保留并向國家有關部門或機構送交論文的復印件和電子版，允許學位論文被查閱和借閱；學校可以公布學位論文的全部或部分內容，可以允許采用影印、縮印或其它復制手段保存、匯編學位論文。保密的學位論文在解密后遵守此規(guī)定保密論文注釋本學位論文屬于保密，在年解密后適用本授權書。非保密論文注釋本學位論文不屬于保密范圍，適用本授權書。作者簽名剛愛兩日期塒降Y月W日導師簽名日期ⅥFJ年朔砍1伽日＼＼本人已經認真閱讀“CALIS高校學位論文全文數據庫發(fā)布章程“，同意將本人的學位論文提交“CALIS高校學位論文全文數據庫“中全文發(fā)布，并可按“章程”中的規(guī)定享受相關權益。園童論塞握童卮進卮；旦主生；旦二生；旦三生筮查作者簽名霍釣涌日期諷7年歲月協日導師簽名日期淵序，月趴日

簡介：天津師范大學碩士學位論文合作學習教學模式對提高高中生物理學習興趣的探究姓名郭楊敏申請學位級別碩士專業(yè)學科教學物理指導教師孫佩雄20091001ABSTRACTINTHENEWCOURSEREFORMINCHINAATEACHINGPHILOSOPHYOFMULTIPLICATIONEDUCATIONALMODELISHIGHLYPRAISEDBYMANYPEOPLECOOPERATIVELEARNINGMODELISANEWTEACHINGPHILOSOPHYINSENIORHIGHSCHOOL，SOWENEEDTOEXPLORECAREFULLYHOWTOUSEITWELLATTHESAMETIMEIFTHESTUDENTSARETRULYINTERESTEDINITTHEYWILLHAVEAPOSITIVEATTITUDETOWARDSLEARNING，THENPUTGREATINTERESTINTOLEARNINGTHEINTERESTOFPHYSICSLEARNINGFORHIGHSCHOOLSTUDENTSISANIMPORTANTNONINTELLECTUALFACTORITCANEFFECTTHEEFFICIENCYOFTHEIRPHVRSICALLEARNINGATACTIVITIESINTHEBASISOFRESEARCHIGTHECURRENTSITUATIONOFPATTERNSFORSENIORPHYSICSTEACHING，COOPERATIVELEARNINGMODELANDTHESTUDYINTERESTOFSENIORHIGHSTUDENTINPHYSICAL，WEDOTHISSTUDYTOENRICHTHESENIORPHYSICSTEACHINGANDRAISETHEIRPHYSITSLEARNINGACTIVITIESTHESTUDYWASCONDUCTEDINOURCOUNTRY’SBASICEDUCATIONINTHECURRENTCONTEXTOFCURRICULUMREFORM，FORTHEPURPOSEOFIMPROVINGPHYSICALLEAMINGEFFICIENCYANDLEARNINGINTERESTBYSTUDYINGTHEPSYCHOLOGYCHARACTERISTICSOFHIGHSCHOOLSTUDENTS’，THEFEATHERSOFHIGHSCHOOLPHYSICSANDTHECOTEACHINGMODELONTHEBASISOFTHEFOLLOWINGTHEORIESNONINTELLECTUALFACTORSONLEARNINGANDPSYCHOLOGYTHEORYEDUCATIONALTHEORYINCONSTRUCTIVISMANDTHETHEORYOFCOTEACHINGMODELTHROUGHTEACHINGPRACTICETOHIGHSCHOOLSTUDENTS，MEANWHILE，BYCOMPARINGTHEEFFECTIVENESSOFTEACHINGANDTHEINTERESTINLEARNINGPHYSICALWECANFINDAWAYTOINTEGRATEACOTEACHINGANDHIGHSCHOOLPHYSICSTEACHING，TOAROUSEHIGHSCHOOLSTUDENTS’PHYSICALLEARNINGINTERESTANDTOIMPROVETHEEFFICIENCYOFPHYSICALTEACHING。COOPERATIVELEARNINGMODELHAVEAGOODEFFECTINIMPROVINGSTUDYINTERESTINGOFHIGHSCHOOLSTUDENTSTHISTHEORYCANENHANCEPERSISTENCEOFSTUDYINTERESTINGOFSTUDENTSTHENMAKETHEMCHANGETHEPRIMALLEVELOFDIRECTINTEREST，OPERATINGINTERESTINTOHIGHERLEVELOFCAUSEANDEFFECTINTEREST，THEORYINTERESTATTHESAMETIME，THISTHEORYALSOCANEFFECTIVELYWEAKENTHEPOLARIZATIONINSENIORGRADEONESTUDENTS’PHYSICSSTUDYINTERESTINGSOTHATTOHELPMESOLEVELSTUDENTSIMPROVESTUDYINTERESTINGKEYWORDSINTERESTINLEARNINGTEACHINGMODEIICOOPERATIVELEARNINGSENIORPHY’SITSTEACHING

簡介：首都師范大學碩士學位論文激發(fā)中學生物理學習成就動機途徑的理論研究姓名趙欣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20060401ABSTRACTACHIEVENLELLTMOTIVATIONISANINT甜ORDYN鋤ICALPROCESSING也ATMDIVIDUALMAKEASUCCESSOFSOMEWORTHWOFKSORACTIVEITISALE妣GMOTIVATIONFORSCHOOLWORKSUCCCSSIILLEAMINGFLELD，AILDITISANINTERIORPOWERWHICHDRIVESS伽DEILTSTO1EAMWHEREASACHIEV啪ENTMOTIVATION’SIMPONANTPLACEINLEARNINGACTIVEANDSNJDENTS’ACLLIEVEMENTMOTIVATIONREPRESENTSDIFFH∞TLEVELANDIMENSIONINDIFF缸ENTSUBJECTS，ITISNECESSARYTHATM鋤AGEG％ER8LACHIEV啪ENTMOTIVATIONMEORYTORESEARCHINSOMESUBJECTS，SUCHASPHYSICS，HOLDSOMECHARACTERISTICSANDSOMEINNUENDNGFACTORSOFACLLIEVEMENTMOTIⅥ瞳IONINHIGHSTILDENTS’PHYSICS1E蛐IN島TRYTOFINDOUTSOMEAPPROACHESTOINSPIREACLLIEV鋤E11TMOTIVATIONINSTUDENTS’PH”ICS1E鋤IN昏THEREAREFOURPANSINTHISTEXTTHEFIRSTPARTIN仃ODLLCESTLLERESEARCHBACK舀0UND，MOSTLYCONT蹦T，RCSEARCHMCMODANDSI蟹皿IFICANCEOFTHISSTUDYTHESECONDPARTISATLLCORIESFO蚰DATIONOFTLLISRESEARCH，MAINLYINCLUDINGRCLATEDTLLCORIESOFADHIEV啪ENTMO缸ⅥNION，TLLEORYOFM嬲TERY1EAMINGBYBLOOM，CO髓ITIVEDEVELOPMENTALTHEORYBYVYKOTSKYA11DPJAGEIANDRRARGET’ST洲NGMODEBYAMESTHESECONDPARTALSOINTRODUCESS啪ECH耵A涮STICSOFLLI曲SNLD朗心PSYCHOLOGYDEVELOPMEILT，LLI曲SCH001’SPHYSICSOOURSE鋤DS咖ECH鋤CL嘶STICSOFPH徊CSLEAFLLINGTHETHIRDPANDESI印S，CAM韶ON柚D柚ALYS髓TLLEFE鋤LTOFS鋤LPLINGF齬E疵HOFPRESEMCONDMONOFLLIGHSCHOOLS拋DEMS’ACLLIEVEM∞TMOTIV砒IONINPHYSICS1CANLINGETSHI曲SCHOOLSTUDENTS’CHAMCTERISTICSOFACHI“鋤E11TMOTIVATIONINPHYSICSLE鋤ING，ANDCONSTITUTESDAMMODELABOUTINFLU觚DNGFACTORSOFACHIEVEM％TMOTIVATIONIN11I西STTLDENTS’PHYSICSLEAM缸GB嬲EDONTHERCSEARCHOFFOMLCRMRCEPARTS，THEFBURTHPARTPUTSFION】LRARDSOMEAPPROACHESA11DCORRESPONDINGME粥URESTOINSPIREACHIEV鋤EMMOTIVATIONINSTUD髓TS’PLLYSICSLE刪N舀THENPMVESSOMEAPPMACH’SEMCIENCYALLDFEASIBILITYBY曲VESTIGATINGAILDINTEⅣI哪ING肺MLLI曲SCHOOL’SPHYSICSTEACHERS鋤DHI91LSCH001STLLD鋤TS，ATL嬲T，CORRECTSSOMEAPPROACHESANDCORRESPONDINGMEASURESTHEFIFNLPANS眥吼撕ZESMERCSEARCH’SWORKS，POINTSOUTSOMEDEFICIELLCIESOFTHISRESEARCH，PROSPECLSTHEFOREGROLLLLDOFITT11ISRCSEARCHINTRODUCESRESEARCHMETHODOFMULTIPLEREGRESSIONANALYSIS仔OMPSYCHOLOGYST撕STICS，THEMAINRESEARCHMEMODASSOCIATESQUAILTITYWIMQUALITY，INCLUDINGLITERANJRERESEARCH，QUESTIONNAIRESURREYANDINTERVIEWMETHODKEYWORDSACHIEVELLLCNTMOTIVATION，PHYSICSTEACHING，HI曲SCH001STUDENTS，MULTIPLERE乒ESSIONANALYSIS，INSP塒NGAPPROACH

簡介：廣西師范大學碩士學位論文初中生物理學習風格及其與學業(yè)成就的相關研究姓名王亞申請學位級別碩士專業(yè)課程與教學論物理指導教師曾平飛20090401II最少。各種學習風格類型在年級上也沒有顯著的差異，初中八年級與九年級的學生都表現為集中型學習風格的學生人數較多，發(fā)散型學習風格的學生人數較少。各種學習風格類型在班級上有顯著的差異，但大部分的班級是以集中型學習風格的學生為主，發(fā)散型學習風格的學生較少。在物理學業(yè)成就水平上，本研究發(fā)現各種學習風格的學生的物理學業(yè)成就水平的差異顯著，其中在事實性知識這個維度上的差異不顯著，但在其它各個認知維度上都存在顯著的差異。其中發(fā)散型學習風格的學生在物理學業(yè)成就測試上所得的總分最少，且在各個認知維度上的得分也是最低。關鍵詞物理成就學習風格學業(yè)成就

簡介：天津師范大學碩士學位論文高中學生物理學習檔案袋評價的實踐研究姓名張紅申請學位級別碩士專業(yè)學科教學物理指導教師郭龍健20090301顯著。學生物理學習動機和自我監(jiān)控能力的增強可以為學生的后續(xù)發(fā)展打下堅實的基礎，本研究在一定程度上實現了高中物理新課程標準中提到的“高中物理課程應體現評價的內在激勵功能和診斷功能，關注過程性評價，注意學生的個體差異，幫助學生認識自我、建立自信，促進學生在原有水平上發(fā)展。“因此，具有一定的可行性和實效性，是新課程改革教學實踐中的有益探索，具有一定的理論和實踐意義。關鍵詞新課程改革高中物理檔案袋評價學生發(fā)展II

簡介：南京師范大學碩士學位論文高中生物理學習動機的激發(fā)與實踐姓名張廣宏申請學位級別碩士專業(yè)學科教學（物理）指導教師周久璘2010ABSTRACTTHEESSENCEOFMODEMEDUCATIONISBASEDONHUMANTHESTUDENT’SINTERESTANDDESIREFORKNOWLEDGEARETWOIMPORTANTPARTSOFTHEIRHEALTHYPERSONALITYASARESULT，THERESEARCHONTHELEARNINGMOTIVATIONISONEOFTHEMAINPOINTSOFTHERESEARCHONPHYSICSEDUCATIONLEARNINGMOTIVATIONISREGARDEDASTHEMOTIVEFORCEOFLEARNINGHOWMUCHTHESTUDENTSCANPROCESSTHEINFORMATIONISINFLUENCEDBOTHBYTHEIRPROCESSINGABILITYANDTHEIRPROCESSINGMOTIVATIONTOTRAINANDIMPROVETHESTUDENT’SACADEMICMOTIVATIONISVERYNECESSARYSINCEPHYSICSISANIMPORTANTBUTQUITEDIFFICULTSUBJECTFORSTUDENTSBYSTUDYINGANDDOINGRESEARCHONMOTIVATIONABOUTCOGNITIVETHEORYANDCOGNITIVEPSYCHOLOGYIHAVECARDEDOUTPLANSTOSTUDYANDANALYZETHESITUATIONINWHICHTWOCLASSESOFSTUDENTSARELEARNINGPHYSICSANDHOWTHEIRMOTIVATIONISGOINGONATTHESAMETIMEWITHTHEGUIDEOFTEACHINGPRACTICE，WITHTHEHELPOFMOTIVATIONTHEORYCOGNITIVETHEORYANDCOGNITIVEPSYCHOLOGYIHAVEALSODONESOMERESEARCHMAINLYONHOWTOUPGRADECOGNITIVEMOTIVATIONONPHYSICSANDHOWTODEVELOPSTUDENTS’FEELINGSOFHIGHEFFICIENCYTHEMAINPURPOSEISTOHIGHLIGHTTHEFUNCTIONOFEXPERIMENTTEACHING，TODOSOMERESEARCHONPHYSICSCLASSTEACHINGANDTHEMODEFORSCHOOLBASEDCURRICULUM，ANDMEANWHILETOPROVIDEAREFERENCEFORPHYSICSTEACHERTODEVELOPANDSTIMULATESTUDENTS’MOTIVATIONTOSTUDYPHYSICS，OFWHICHSOMESTUDYRESULTSHAVEBEENPUBLISHEDINSOMECOREJOURNALSFORPHYSICSKEYWORDSMOTIVATION，NEED，DRIVE，COGNITIVEDRIVE，SELFEFFICACY3

簡介：南京師范大學碩士學位論文高中生物理學習困難成因分析及應對策略姓名謝易明申請學位級別碩士專業(yè)學科教學（物理）指導教師周海忠20080401ABSTRACTTHEMAJORCONCEMOFMODEMEDUCATIONISTODEVELOPANDIMPROVETHEQUALITYOFSTUDENTS，BYWHICHTHEDEVELOPMENTOFEVERYSTUDENTISSTRESSED．WHILEFORALONGTIMETHEEDUCATIONOFMATHINSENIORHI曲SCHOOLWASBLINDLYSEEKINGHIGHADMISSIONRATEINCOLLEGEEDUCATION,MISLEDBYTHEEDUCATIONCONCEPTOFCATERINGTOTHEEXAMINATION,RESULTEDINTHELARGENUMBEROFSTUDENTSWITHLOWPHYSICSLEARNINGABILITYINSENIORHIGHSCH001．ⅥMATISTHECAUSATIONOFTHISPHENOMENON．ANDHOWCANWESOLVETHISPROBLEMTHEOBJECTOFTHEARTICLEISPLACEDONTHEANALYSISOFATTRIBUTIONANDTHEMEASURESOFTRANSFORMATIONFORTHERURALMIDDLESCHOOLSTUDENTSWITHDIFFICULTYINPHYSICS．ANDSOMEWAYSAREADOPTED,SUCHASTHEMETHODOFDOCUMENTS’INVESTIGATION，OBSERVATIONMETHOD，QUESTIONNAIRESURVEY,IMERVIEWMETHOD,INDIVIDUALTRACEANDCOMPARATIVEMETHOD，WHICHAIMTOFINDOUTTHEINTERNALANDEXTEMALFACTORSTHATLEADTOLEARNPHY’SICSDIFFICULTLNANDTOEXPLOREMANYEFFECTIVECONVERTIBLESTRATEGIESTODIFFERENTATTRIBUTIONSINTHETEACHING．勱EWHOLETHESISCONSISTSOFTHREEPARTS．乃EFIRSTPART,BASEDONTHECONCEPTIONOFLEARNINGDIFFICULTIESBOTHINTEMALANDEXTERNAL．THEDEFINITIONOFPHYSICSLEARNINGDIFFICULTIESISILLUMINATEDACCORDINGTOTHEFEATURESOFPHYSICSSTUDY．NLESECONDPART，JUDGINGBYPHILOSOPHYOFSCIENCE，STUDYPSYCHOLOGY,COGNITIVEPSYCHOLOGYANDMODESTEACHINGTHEORY，THEAUTHORANALYSESTHECAUSEOFPHYSICSLEARNINGDIFFICULTIESSYSTEMATICALLYFROMTHEPHYSICSFACTOR,SCHOOLEDUCATIONFACTOR,FAMILYFACTOR,COGNITIVEFACTOR,EMOTIONALFACTORANDSOON．THETHIRDPART，THEAUTHORPROVIDESTHEPHYSICSTEACHERSTOTHECOUNTERMEASURESTOPHYSICSLEARNINGDIFFICULTIESINACCORDANCEWITHTHECAUSE．EXPERIMENTSHOWSTHEIMPROVEMENTOFMATHRECORDOFSTUDENTRECEIVEDPHYSICSLEARNINGDISABILITYIMPROVESTRATEGYISSIGNIFICANT．KEYWORDSPHYSICSLEARNINGDIFFICULTIESTHESTUDENTSOFPHYSICSLEARNINGDIFFICULTIESCAUSECOUNTERMEASURESIL

簡介：南京師范大學碩士學位論文中學生物理學習能力可持續(xù)發(fā)展初探姓名邢錦明申請學位級別碩士專業(yè)學科教學（物理）指導教師何捷20080502摘要中學生物理學習能力，可以根據能力層次劃分為三大類基本學習能力；拓展學習能力；創(chuàng)造性學習能力。物理學習能力可持續(xù)發(fā)展應遵循下列原則1、發(fā)展性原則；2、可持續(xù)性原則；3、均衡性原則；4、超前性原則。自主學習能力、反思學習能力和創(chuàng)造學習能力，是學習能力可持續(xù)發(fā)展的核心能力。對在校高中生調查研究結果表明，制約中學生物理學習能力可持續(xù)發(fā)展的主要教學因素是1、重知識、輕能力的不合理性；2、物理學習能力培養(yǎng)的不均衡性；3、物理學習能力培養(yǎng)的不系統性；4、物理實驗能力培養(yǎng)的不協調性；5、自主、探究、自學意識的滯后性。對在校大學生調查研究結果表明，制約學生物理學習能力可持續(xù)發(fā)展的主要學習因素是1、學習目的性不明確，缺乏主體參與意識；2、注重片面書本學習，忽視全面體驗學習；3、注重客觀知識的掌握，忽視個人知識的生成。本研究認為，有效促進中學生物理學習能力可持續(xù)發(fā)展的策略是1、開設學習論選修課；2、拓展個性化學習的空間；3、實施發(fā)展性評價等。關鍵詞中學生物理學習能力可持續(xù)發(fā)展制約因素促進策略ABSTRACTWECANDIVIDETHESTUDENTS’ABILITIESOF1EARNINGPHYSICSINTO3LEVELSINMIDDLESCH001BASIC1EARNINGABILITY。EXTENDEDLEARNINGABILITYANDCREATIRE1EARNINGABILITY．THESUSTAINABLEDEVELOPMENTOFPHYSICSLEARNINGABILITYSHOULDFOLLOWTHEFOLLOWINGPRINCIPLESLST，DEVELOPINGPRINCIPLE2ND，SUSTAINABLEPRINCIPLE3RD，BALANCEDPRINCIPLE4TH，ADVANCINGPRINCIPLE．INDEPENDENTLEARNINGABILITY，RECONSIDERINGLEARNINGABILITYANDCREATIVELEARNINGABILITY．ARETHECENTRALABILITYTOMAKE1EARNINGABI1ITYSUSTAINABLYDEVELOP．WECONDUCTASURVEYONTHESENIORSTUDENTS．ITSHOWSTHATTHEREARESOMEMAINTEACHINGFACTORSWHICHRESTRICTSTHEMIDDLESCHOOLSTUDENTS’ABILITVOFTHEIRSUSTAINABLEDEVELOPMENTINPHYSICS1EARNING．THEFACTORS1ST．ITWASMOREIMPORTANCEONKNOWLEDGETHANONABILITY2ND，ITISNOTBALANCEDINDEVELOPINGTHEABILITYOFPHYSICS1EARNING3RD，THEREISNOSYSTEMTODEVELOPTHEABILITYOFPHYSICSLEARNING4TH，THEABILITYOFPHYSICALEXPERIMENTRAISEINCOMPATIBILITY5TH，STUDENSAREVERYNEGATIVETOEXPLOREANDLEARNBYTHEMSELVES．ONTHEOTHERHAND，THEINVESTIGATIONANDSTUDYFORUNIVERSITYSTUDENTSHOWSTHATTHEREAREALSOSOMEMAINFACTORSWHICHPREVENTSTUDENTS’ABILITYOFPHYSICS1EARNINGFROMDEVELOPINGCONTINUOUSLY．THEFACTORS1ST。STUDENTSHAVENODEFINITELEARNINGGOALS，ANDTHEYARELACKINGINTHESENSEOFPARTICIPATION2ND，THEYONLYVALUEBOOKLEARNINGUNILATERALIFWHI1ETHEYNEGLECTTOEXPERIENCE1EARNINGFROMALLASPECTS3RD，THEYJUSTMASTERTHEOBJECTIVEKNOWLEDGEWHILETHEYNEGLECTTHEFORMOFPERSONALKNOWLEDGE．FROMTHISRESEARCH，WECANHAVESOMEWAYSTOPROMOTETHEMIDDLESCH001STUDENTS’ABILITYOFPHYSICS1EARNINGEFFECTIVELY．THEYARE1ST．OPENTHEOPTIONALCOURSEONLEARNINGTHEORY2ND，EXTENDPERSONALLEARNINGSPACE3RD，CARRYOUTTHEDEVELOPINGEVALUTION．KEYWORDMIDDLESCHOOLSTUDENTS’ABILITYOFPHYSICSLEARNINGSUSTAINABLEDEVELOPMENTPREVENTINGFACTORSPROMOTINGWAYS4

簡介：2011年凄全日制申請碩士專業(yè)學位論文屠學校代碼10269學號51090602090季震師紹天擎有關高一學生物理學習困難的學案改進與研究院系物理堂丕類別熬直亟領域堂抖熬堂≤物理2指導教師宣強副數援申請人曲蕓一2011年4月完成DISSERTATIONFORTHEFULLTIMEEDM，2011IIFLILLILFLIJIJLIIIIIIFIIIIIFIIIIIILULIIIIILLLLLLLLIIIIIIIIIIIIIIIILLLLLLLLLIIIIILLLLILLLLIIIIIIIIIFIIILLIIIRLLLIY1902458■■一J●J，■●■■■SCHOOLCODE10269STUDENTID51090602090EASTCHINANORMALUNIVERSITYTHEIMPROVEMENTANDRESEARCHOFLEARNINGCASERELATETOSENIORHIGHSCHOOLFRESHMAN，SPHYSICALLEARNINGDIFFICULTIESDEPARTMENTQ曼衛(wèi)地皇匹QL￡蟻璺I魚璺MAJOR墨墮場曼璺殮壘魚HI墜G至HY璺I殳璺1DIRECTION里虹墨I魚墨墅坌星HI壘GIH曼Q理SUPERVISOR△曼璺Q殳￡煦￡H旦塑QI塑GMEDCANDIDATEQ旦至立墜一一APRIL2011

簡介：分類號UOC密級單位代碼10094訶4￡|；；干菡天學碩士學位論文教育碩士初中生物理學習興趣培養(yǎng)的實踐研究李新文指導教師姓名專業(yè)名稱研究方向申請學位級別魏國強學科教學物理物理教學論教育碩士二OO五年九月十日Y87主之75ABSTRACTPHYSICSLE啪INGOFJLLNIORMIDDLESCHOOLSNLDENTSDEPENDSONNONINTELLIGENCEFACTORSASWELLASINTELLIG∞CEONESAMONG也EM，IMEREST，PARTICULARLY’ISCLOSELYRELATEDTONLEACQUIREMENTOFKNOWLEDGE趾DCULTIVATIONOFABILITYONEIMPORT肌TASPECTOFTHENEWCOURSESTAND舡DSISTOCHALLGE也E、ⅣAYSTUDENTSLEANL“IN把他STISMEBESTTEACHER’ITISTHEMOSTACTIVEFACTOROFMOTIVATIONANDAFIBCTSBELAVIORSOFSTLLDENTSSI聃IFICANTLYCULTIVATINGTHEIRLTERCSTOFPHYSICSLE鋤INGCANMAKEBOTLLTEACHILLGANDLEARNINGMOREACTIVEANDT11USEFFBCTIVEAFTCRABASICDESCRIPTIONOFPS”HOLOGICALFEATURESOFJUNIORMIDDLESCHOOLS札DENTS’THIS礬ICLEHASDESCRIBEDRELATED也EORYRESE8RCHANDTHEAU也OR’SPRACTICEONTLLECULTIV齜IONOFTLLEINTERESTOFPHYSICSLEARILINGACCORDINGLYBASEDONRELATEDTHEORIES，THEARTICKFIRSTEXPLICATESON也ECONCEPT，FOMLATION，DEVELOPMENTANDBASICRULESOFINTERESTSTUDYTHEARTICLENLEN觚HEREXPLORESPMCTICEOFCULTIVATINGTHEINTEFESTOFLEAMINGINJUMORMIDDLESCHOOL，LIKEHOWTODESIGNLIVELYSITUATIONSINCLASSACCORDINGTOSTUDENTSAILDTEACHINGCONTENTSOASTOENGAGEANDINSPIRCSTUDENTSANDMA|汜TEACHINGANDLEAMINGE酗∞INTERESTINGA11DEFRECTIVEINTHEEND，THEAU也ORRENECTSONTHEWHOLEPMCES8OFRESEARCHABOUTT11ESUCCESSANDF撕LUREOFMEEXPERIMENT趾DPRESENTSPROBLEMSMATSHOULDBEPAIDATTE而ONTORESEARCHKEYWOFDSJUNIORMIDDLESCHOOLSTUDENTPHYSICSINTERESTPRACTJCE

簡介：學號墊Q≥螋Q墊蝗密級公玨分類號垡312學校代碼Q鰻四川師范大學碩士學。位論文羌族初中學生物理學習覡狀的調查及對策研究一、J、。，’、一閏從華培養(yǎng)單位四』L』巫蔓塞堂塑望曼亙王工猩堂醫(yī)一二一指導刻幣昱緝全型照童職稱夔援’一_|，一。一，，專業(yè)名稱，望弛耋G堂逾二塑堡。，二～H研究方向、空堂塑理麴直授予學位日期2鯉魚笙魚月目RESEARCHONPHYSICSSTUDYSITILATIONSOFQIANGJUNIORSTUDENTSCURRICULUMANDINSTRUCTIONALTHEORYINPHYSICSGRADUATEYANCONGHUASUPERVISORWUSHAOQUANSUNWEILIQIANGPEOPLEAMINORITYWITHLONGHISTORYANDUNIQUECULTUREISANIMPORTANTPARTOFCHINESEPEOPLETHEFUNDAMENTALEDUCATIONINTHEQIANGAREAASASI鯽CANTPARTOFTHEEDUCATIONINTHEWHOLEEOLⅡ1CYTAKESONFI∞SUBSTANTIALMISSIONOFSPEEDINGTHEECONOMYFLOTNISHINGTHECULTUREANDCULTIVATINGPERSONSWITHHI出ABILITIESINTHEAREATHEREFORE，RESEARCHINGANDA11A】河119THEFUNDAMENTALEDUCATIONINTHEQIMGAREATⅪSSIGNIFICANTMEANINGTHISTHESISINVESTSTHEPHYSICSSTUDYSITUATIONSOFTHEQIAAGJTMIORSTUDENTSINMAOCOUNTYTHELARGESTAUTONOMICCOUNTYOFQIANGPEOPLEIN孫JNARLROUGHQUESDONNALREAI】DCOMPARINGANALYSISWITHTHESITUATIONOFSTUDENTSINNO4JUNIORMIDDLESCHOOLINXINDUDISTRICTOFCHENGDUTHEFOLLOWINGDIFFERENCESAREFOUND1ONLEARNINGMOTIVATIONQIANGSTUDENTSINCLINETOLEARNFORHI曲MARKSANDTEACHERS’PRAISESINSTEADOFTHESERVICEABILITYOFJUULORPHYSICS；2OILLEARNINGINTERESTQIANGSTUDENTSHAVEDIVERSELEAMINGINTERESTS，WHICHARENOTVERYDENSE；3ONLEARNINGMEFFLODSMOSTQIANGSTUDENTSDONOTHAVESUCHHABITSASPREPARATIONREVIEWANDASKING／ANSWERINGQUESTIONSACTIVELYANDTHEYLACKSELFCONSCIOUSR】ESSANDINDEPENDENCYOFSTUDY；4011SCIENTIFICALTAINMENTS，FORTHELACKOFPROPERCHANNELS，QIANGSTUDENTSKNOWLITTLEABOUTTHESCIENTIFICTERMSORPHENOMENAWHICHDONOTAPPEARINTHEIRTEXTBOOKS，ANDTHEYHAVEDIFFERENTOPINIONSABOUTSUPERSTITIONINALLUSIONTOTHEABOVEPHENOMENAWESETOUTTOMTHESPECIALHISTORICALANDGEOGRAPHICALENVIRONMENTSOFQIANGSTUDENTS，ANALYZETHEREASONSFROMTHEASPECTSOFCUMCULATEACHERS，STUDERTTSANDOTHERRELATEDELEMENTSRESPEC吐VEIYANDPUTFORWARDSOMECORRESPONDINGCOUNTERMEASNRESONTHEBASISOFTHENEWCURRICULACRITEFIA1TOPUSHAHEADCURRICULAREFORMVIGOROUSLYESPECIALLYBRINGTHE“孽EENCERTIFICATE’EDUCATIONINTOE覷‘ANDSPREADTHEBILJD目】A】QIANGANDHANLANGUAGESTEACHINGIN

簡介：西北師范大學碩士學位論文影響高中生物理學習主要因素的調查與分析姓名何謀仁申請學位級別碩士專業(yè)學科教學物理指導教師郎和20071101ABSTRACTTHISPAPER，WHICHPROCEEDSFROMTHEHIGHSCHOOLPHYSICALTEACHINGREALITYANDMAKESIISOOFEDUCATIONTEACHINGTHEORY，ATTEMPTSTOEXPLORETHEMAINFACTORSTHATINFLUENCETHEHIGHMIDDLESCHOOLSTUDENTSTOLEARNPHYSICSBYTHERESEARCHMEANSTHATCOMBINESTHEQUESTIONNAIREANDTHEINTERVIEWONTHEDETAILEDANALYSISOFPHYSICALPERFORMANCEBASISACCORDINGTOTHECONCLUSIONS，IPUTFORWARDSOMEUSEFULPROPOSALSABOUTHIGHSCHOOLPHYSICALTEACHINGTHEMJORFACTORSTHATINFLUENCETHEHIGHMIDDLESCHOOLSTUDENTSTOLEARNPHYSICSCANBESUMMARIZEDASTHEFOLLOWINGTHREEPOINTS1INTERNALFACTORSAREINTELLIGENTANDNONINTELLIGENTFACTORS，COGNITIVEABILITYANDPRINCIPALCOGNITIVEABILITYLEARNINGMETHODS，LEARNINGAIMSANDSDFCRITICISMEET2EXTERNALFACTORSARETEACHINGEXPERIENCE，TEACHERSTUDENTRELATIONS，THELEVELOFTEACHINGMATERIALS，ENVIRONMENTALFACTORSANDSOCIALPREJUDLCEETC3OTHERFACTORSARESEX，LOGICALTHINKINGOFMATHPHYSICSSCIENCETEACHINGRESOURCES，EREIPUTFORWARDSOMETEACHINGSUGGESTIONSACCORDINGTOTHEABOVEMENTIONEDCONCLUSIONS，ASFOLLOWS1LOWERTHETEACHINGDIFFICULTYMAKETHESTUDENTSMASTERTHEBASICKNOWLEDGEINPHYSICSCLASS，ANDGRADUALLYFORMSTUDENTS’PHYSICSLEARNINGTACTICSANDMETHODS2READJUSTTHESTRUCTUREANDTHECONTENTOFTHESUBJECTTODEVELOPSTUDENTS’INTELLIGENTANDNONINTELLIGENTFACTORS3STRENGTHENTHECOOPERATIONANDCONSULTATIONTOIMPROVETEACHINGLEVELANDLEARNINGEFFICIENCY4IMPROVELEARNINGENVIRONMENT，CLEARUPTHESOCIALBIAS，OPTIMIZETHETEACHINGRESOURCES，ANDIMPROVETHESTUDENTS’PERFORMANCEINPHYSICS5DEVELOPTHECOGNITIVEABILITYANDPRINCIPALCOGNITIVEABILITYOFTHESTUDENTSBYCOMBININGTHETEACHER’SCRITICISMWITHTHESTUDENTSENCRITICISMKEYWORDSTHEANALYSISOFACHIEVEMENT；QUESTIONNAIRE；TEACHINGSUGGESTION；THEORYANALYSIS；PRINCIPALCOGNITIVE111

簡介：湖南師范大學碩士學位論文當代大學生物理學習心理研究及教學對策探討姓名劉南柳申請學位級別碩士專業(yè)物理學科教學論指導教師周三慶20030301ABSTRACTBASEDONTHELEARNINGTHEORYOFCONSTRUCTION，CONSIDERINGTHECHARACTERISTICSOFPHYSICSLEARNINGASWELLASCOLLEGESTUDENTS’MINDTHISAUTHORMAKESASTUDYONINTELLIGENCEANDNONINTELLIGENCEELEMENTS，WHICHINFLUENTPHYSICSLEARNING，ANDGIVESSOMESTRATEGIESTOPHYSICSLEARNINGTHISARTICLECONTAINSSIXPARTSINCHAPTERONEWESIMPLYDEPICTTHEREASONFORPUTTINGFORWARDTHEPROBLEM、THEMETHODFORRESEARCHING、THECONTENTSANDSIGNIFICANCEOFSTUDYINGONTHISPROBLEM；THESECONDCHAPTERSIMPLYDEPICTSSOMEVIEWPOINTSCONSTRUCTIVISMHAVEOFLEARNING；INTHIRDCHAPTERWEANALYSETHECHARACTERISTICSOFPHYSICSLEARNINGASWELLASCOLLEGESTUDENTS’MIND；INFOURTHCHAPTERWEANALYSETHENONINTELLIGENCEELEMENTS，ONLEVELOFWHICHWEMAKEINVESTIGATIONANDSTUDYFORCOLLEGESTUDENTSOFPHYSICSDEPARTMENT，SUCHASPURPOSE、ATTITUDE、INTERESTINGOFLEARNINGPHYSICSANDSOON，THERESULTISTHATLARGESTUDENTS’LEARNINGMOTIVATIONNEEDTOBEDEVELOPED，ANDACCORDINGTOTHERESULT，WEDISCUSSTHEMATCHINGPOLICYFORPHYSICSTEACHING；THEFIVECHAPTERFIRSTANALYSESTHEINTELLIGENCEELEMENTSOFPHYSICSLEARNINGFORCOLLEGESTUDENTS，THEN，INTERMOFTHEIDEAOFCONSTRUCTIVISM一一1EARNINGINACTIONWEDISCUSSTHECORRELATIONAMONGTHEPHYSICALPROBLEMRESOLUTIONANDKNOWLEDGELEARNING、PHYSICALTHOUGHTASWELLASMETACOGNITIVEANDSOON，ANDSTUDYINFLUENCESTHATPROBLEMBASELEARNINGHAVEUPONTHEINTELLECTUALDEVELOPMENTFORCOLLEGESTUDENTS，ANDTHETEACHINGMODELANDTEACHINGORGANIZATIONFORMSAREALSODISCUSSED；THELASTONEDISCUSSESRESEARCHCONELUSIONOFARTICLEANDSOMETHINKINGKEYWORDSLEARNINGTHEORY，LEARNINGINOTIVATION，THE1ESOLUTIONSTOPHYSICALPROBLEM，THOUGHTIMPEDIMENTS，TEAMCOOPERATIONLI

簡介：山東師范大學碩士學位論文東莞市第一中學高中物理學習困難學生物理學習心理與教學的分析研究姓名丁成喜申請學位級別碩士專業(yè)學科教學（物理）指導教師于全訓20060410山東師范大學碩士學位論文ANANALYSISANDRESEARCHONTHEPSYCHOLOGYOFTHESTUDENTSHAVINGDIFFICULTIESINPHYSICSANDTHEPHYSICSTEACHINGBASEDOILTHESTUDENTSINTHENO1MIDDLESCHOOLOFDONGGUANABSTRACTTHERESEARCHPAPERISDEALINGWITHTHEPROBLEMOF‘PROBLEMSTUDENTSOFPHYSICSSTUDYING，WHOSEOBJECTSARETHESTUDENTSINAMIDDLESCHOOLINDONGGUANCITYANDTHERESEARCHISDIRECTEDBYTHEEDUCATIONALTHEORYOFCONSTMCTIVISM，BASEDONTHEUSAGEOFTHETEXTBOOKOFPHYSICSEXPERIMENTNEWCOKRSESTANDARDTHEINVESTIGATIONMETHOD，LITERATURESTUDYANDBACKREASONMETHODAREAPPLIEDINTHESTUDYTHETEXTMAINLYANALYSESTHEPSYCHOLOGICALCAUSESTHATMAKETHESTUDENTSFEELDIFFICULTINPHYSICSSTUDYING，ANDALSOGIVESSOMEVALUABLEEXPLOITATIONONDEALINGWITHTHEPROBLEMACCORDINGTELATEDTEACHINGTHEORIESTHEPAPERDISCOVERSTHAT，ACCORDINGTOTHEINVESTIGATIONANDANALYSIS，“IFWESIMPLYBELIEVETHATTHESTUDENTSWHOCAN’TLEAMPHYSICSWELLONLYBECAUSETHEAREABSENTMINDEDINTHECLASSORNOTPUTTINGDOWNWHATTHETEACHERSSAY，ORHASNOINTERESTSINPHYSICS，ORLACKCONFIDENCE，ORDON’TTHINKEXPERIMENTISIMPORTANTORSOMETHINGLIKETHESEITISNOTCONVINCIBLE”ACTUALLYTHEREASONTHATMAKETHESTUDENTSFEELDIFFICULTINPHYSICSSTUDYISCOMPLEXANDNOTSINGLE，SOTHETEACHINGANDSTUDYINGMETHODAREALSOCOMPLEXANDNOTSINGLE

簡介：河北師范大學碩士學位論文職中學生物理學業(yè)不良的診斷與應對方略姓名史月霞申請學位級別碩士專業(yè)學科教學物理指導教師周尚文20051001河北師范大學碩士學位論文教育碩士ABSTRACTSECONDARYVOCATIONALEDUCATIONISTO柏IN1EAMERS’BASICSKILLSANDI塒LPROVEMEIRABMTIES．HOWEVER，VOCATIONALMIDDLESCHOOLSHAVEAGRIMCHAUENGEONSOURCE肌DDEVELOPMENTTHESEYEARS．INORDERTOSOLVEMEPMBLEMS，ALLTHEVOCATIOILAIMIDDLESCHOOLREDUCEMEIRRCQUESTS，ASARCSLLLT，TLLEABILITYOFSTUDENTSFMLSGREATLY，趾DMELE鋤INGDISA_BILI夠PROBL眥WASWORSE也ANBEFORE．AL也OUGHWEGETSOME瓤|HIEV鋤ENTSONLEAMMGDISABILITYRESE缸CH，WEHAVEF毫WSCUDYWHICHM吐鹼也ESENIORSCHOOLSTUDENTS蹈THEVERYOBJECTANDESPECIALLYFORVOC撕OILALSCHOOLSMDENTS．INMYRE∞ARCHING，IMADEANE凰CTI、忙DIAGNOSISFORPHYSICALLEA咖JILGDISABILITY蠡OMTEACLLINGVIEWOFVOCATIONAJMIDDLESCH001．AMDSOUGLLTAPPROPR主ATEEDUCATIONALEDUCATIOILALMETLLOD鋤DPLAN，THEYHAVEA11IINPORTALLTSIGMFICATIONTOADVANCETHEEDUCATIONALRCFO廿NOFVOCATIONALMIDDLESCH001．IMADEINTELLIGENCETEST，PERSONALDETENLLINCTESTAILDTEACHERSOUDGEMEM0N880STUDENTSTLLATSTUDYDIMRENTSUBJECTSTHATOFVOCATIONALTEACHINGCENTREOFHALLDANCITY，NO．4VOCATIONALMIDDLESCH001．ASARESLDT，T11ER眥BEROFPHYSICALLEALLLINGDISABILITIESIS268．ILLADADIA印OSISONNLESESTUDEMS丘DMSTUDYTYPE，UNINTELLIGENCEF秈OR，ENVIR0啪ENTFKTORANDSOON．THEDIAGNOSISSHOWSMATSOMEFH吐ORSCANINNUENCE也ESTUDENTS’MEYAREINTERCSTS，MOTIVATION，WILLPOWER，SNLDYMET}MD，BASICKNOWLEDGE，F抽ILY，SOCIETYEN_VIRONMENT，TEACHCRPUPILRELATIOILSLLIPANDCI幽SMATERELATIONSLLIP．ASWELL，“SHOWST11AT血ECAUSCSHAVEDI恐砌1CESOBVIOUSLY，BECAUSEOFDI腩RENTGRADE，SEXA11DSUBJECTS．ISEEKE腩CTIVEPLALLSBYTLLEA11ALYSISESOFTHEDIA鯽OSISTOT11EPHYSICAL1E鋤INGDISABIL時OFVOCATIOLLALIILIDDLESCHOOLSTILDCNTS．KEYWORDSVOCATIONALMIDDLESCHOOLPHYSICSIEARNINGDISABILITIESEFTLECTIVEDIAGⅡOSEPLAN