簡介：熏●，，獨創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進行的研究工作及取得的研究成果，盡我所知，除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含本人為獲得內(nèi)蒙古師范大學(xué)或其它教育機構(gòu)的學(xué)位或證書而使用過的材料。本人保證所呈交的論文不侵犯國家機密、商業(yè)秘密及其他合法權(quán)益。與我一同工作的同志對本研究所做的任何貢獻均已在論文中作了明確的說明并表示感謝。簽名越B瓤≯|年J只FB關(guān)于論文使用授權(quán)的說明本學(xué)位論文作者完全了解內(nèi)蒙古師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定內(nèi)蒙古師范大學(xué)有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交論文的復(fù)印件和磁盤，允許論文被查閱和借閱，可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文，并且本人電子文檔的內(nèi)容和紙質(zhì)論文的內(nèi)容相一致。保密的學(xué)位論文在解密后也遵守此規(guī)定。、簽名鈾膨鈉簽名鹼妙日期滬／／年J廣月礦日L“、J數(shù)學(xué)史是研究數(shù)學(xué)的發(fā)生、發(fā)展過程及其規(guī)律的一門學(xué)科，它研究的主要對象是歷史上的數(shù)學(xué)成果和影響數(shù)學(xué)發(fā)展的各種因素，探索前人的數(shù)學(xué)思想，借以指導(dǎo)數(shù)學(xué)的進展。并預(yù)見數(shù)學(xué)的未來。近年來，在我國數(shù)學(xué)史在數(shù)學(xué)教育中的作用已經(jīng)引起許多數(shù)學(xué)家和學(xué)者的高度重視，教育工作者也認識到了數(shù)學(xué)史在中小學(xué)數(shù)學(xué)教學(xué)中的重要性。2003年，由中華人民共和國教育部制訂的普通高中數(shù)學(xué)課程標(biāo)準(zhǔn)實驗開始實施，總體目標(biāo)中亦提出了有關(guān)數(shù)學(xué)史的要求，如“獲得必要的數(shù)學(xué)基礎(chǔ)知識和基本技能，理解基本的數(shù)學(xué)概念、數(shù)學(xué)結(jié)論的本質(zhì)，了解概念、結(jié)論等產(chǎn)生的背景、應(yīng)用，體會其中所蘊涵的數(shù)學(xué)思想和方法，以及它們在后續(xù)學(xué)習(xí)中的作用。通過不同形式的自主學(xué)習(xí)、探究活動，體驗數(shù)學(xué)發(fā)現(xiàn)和創(chuàng)造的歷程?！北疚闹饕驮诟咧袛?shù)學(xué)教學(xué)中如何進行融入數(shù)學(xué)史策略方面，結(jié)合高中數(shù)學(xué)教學(xué)實踐，進行較系統(tǒng)的研究，并提出了自己的見解和建議。首先，進行了一個背景的介紹，那就是現(xiàn)行的數(shù)學(xué)教育往往給人一種枯燥的感覺，數(shù)學(xué)的生動性和趣味性并未得到充分的開發(fā)，學(xué)生的數(shù)學(xué)思維也并末得到有效的培養(yǎng)。同時，國家教育部門已經(jīng)認識到數(shù)學(xué)史的重要性，在新課標(biāo)中明確了要加入數(shù)學(xué)史的教學(xué)，但是究竟如何加，如何教才能夠有效果，諸多方法問題尚有待考究。本文通過“在數(shù)學(xué)教育中應(yīng)用數(shù)學(xué)史的重要性”，“如何將數(shù)學(xué)史引入高中數(shù)學(xué)教學(xué)中“，“將數(shù)學(xué)史引入高中數(shù)學(xué)教育的教學(xué)設(shè)計”，這三大塊的文獻綜述奠定了后期進行問卷調(diào)查和融入式教學(xué)設(shè)計的理論基礎(chǔ)。通過對學(xué)生的問卷調(diào)查和對教師的深入訪談，學(xué)生的主要問卷調(diào)查主要的著重點在學(xué)生對數(shù)學(xué)、數(shù)學(xué)史、融入式數(shù)學(xué)史教學(xué)方式的接受程度和主要感受。而教師的深入訪談

簡介：教育學(xué)碩士學(xué)位論文數(shù)學(xué)史融入初中數(shù)學(xué)教科書的現(xiàn)狀研究沈佳薪2013

簡介：浙江師范大學(xué)碩士學(xué)位論文高中生物學(xué)教學(xué)中利用生物科學(xué)史進行過程教學(xué)的研究姓名周宇朗申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師邵晨20071220ARESEARCHONPROCESSTEACHINGBYMAKINGUSEOFBIOLOGYSCIENCEHISTORYONTHETEACHINGOFBIOLOGYINTHESENIORHIGHSCHOOLTHEHISTORYOFSCIENCEISASPECIOUSEDUCATIONALRESOURCEITSSPECIALVIEWSANDABUNDANTCONNOTATIONLEADTOTHEFACTTHATITHASSPECIALVALUEINA11ASPECTSIT’SABIGINTERNATIONALSCIENCEEDUCATIONALTRENDWHENWEIMPORTTHESCIENCEINTOSCIENCETEACHINGENHANCINGBIOLOGYSCIENCEHISTORYEDUCATIONHASBDEHPUTFORWARDDEFINITELYINTHEBIOLOGYCURRICULUMCRITERION，ESPECIALLYWITHTHEDEVELOPMENTOFTHETEXTBOOKOFSENIORHIGHSCH001SOHOWWEMAKEUSEOFTHESCIENCEHISTORYTOTEACHSTUDENTSBIOLOGYSCIENCEHISTORY，TOIMPROVESTUDENTS’SCIENCELITERACY，ISALSOAINVESTIGATIVESUBJECTDURINGTHERESEARCHWEADAPTTHEWAYOFCOMBINATIONOFTHEORYANDPRACTICETOANALYZETHEPROCESSTEACHING，ANDBRINGFORWARDHOWTOTAKEADVANTAGEOFTHESCIENCEHISTORYTOFULFILLTHEPROCESSTEACHINGANDTEACHINGPRACTICEWECARRYOUTTHEEXPERIMENTINTHEFOLLOWINGASPECTSFIRSTANALYZETHETHEORYBASEWHENPROCESSINGTHEBIOLOGYSCIENCETEACHINGSECONDFROMTHEPLENTIFULVALUABLESCIENCEHISTORY，WESYSTEMICALLYDEMONSTRATETHATHOWTHETEACHERSMAKEFULLUSEOFBIOLOGYSCIENCEHISTORYTOIMPROVETHESTUDENTS’SCIENCE1ITERACYTHIRDANALYZETHENECESSITYANDFEASIBILITYOFCARRYINGOUTPROCESSTEACHINGINFULFILLINGTHEBIOLOGYSCIENCEHISTORYFOURTHTHETEACHERDEVELOPSTOUTILIZETHEBIOLOGYSCIENCEHISTORYTODOTHERESEARCHONTHEPROCESSTEACHING，DISTILLADAPTABLEPROCESSTEACHINGCONTENTSANDPUTFORWARDTHERELATIVELYTEACHINGMODELANDTEACHINGSTRATEGYATTHESAMETIMEWEADAPTTHEWAYOF1ITERATURESEARCH，QUESTIONNAIRE，COMPARATIVERESEARCH，OBSERVATIONAL，DICTATORIAL，SUMMARYTOANALYZEITFINALLYWECANDRAWACONCLUSIONTOTHEPROCESSTEACHINGFIRSTLYMOSTOFSTUDENTSAGREETOTHETEACHINGMETHODSOFMAKINGUSEOFTHEBIOLOGYSCIENCEHISTORYTOCARRYONTHEPROCESSTEACHING，ANDITCANIMPROVETHESTUDENTS’INTERESTSTOMAKEUSEOFTHEBIOLOGYSCIENCEHISTORYTOCARRYONTHEPROCESSTEACHINGSECONDLYFROMTHERESULTSOFTHEQUESTIONNAIRE，WEKNOWFULFILLINGTHEBIOLOGYSCIENCEHISTORYTOCARRYOUTTHEPROCESSTEACHINGCANIMPROVESTUDENT7SACHIEVEMENT，CHANGETHESTUDENTS’COGNITIONTOTHEBIOLOGY，TOTHESCIENCE，ESPECIALLYTOBETTERUNDERSTANDTHENATUREOFTHESCIEFLCEATTHES硼ETIMEITHASABETTERINFLUENCEONSTUDENTS’SCIENTISMANDSCIENTIFICSPIRITKEYWORDSSENIORBIOLOGY，BIOLOGYSCIENCEHISTORY，PROCESSTEACHING

簡介：浙江師范大學(xué)碩士學(xué)位論文在高中生物課程中滲透生物學(xué)史教育提高學(xué)生科學(xué)素養(yǎng)的研究姓名盛華仙申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（生物）指導(dǎo)教師趙鐵橋20041101浙禮師太教百碩士學(xué)位墜宴在高中T物課科1T滲透牛物學(xué)生教行挺高學(xué)生科學(xué)素養(yǎng)的研究AS11】DYON翮堋MM戍黼咖孤EDUC蜘ONOF瑚O嗍CALH裕TID溆YD{，IDB】舊LLOGYCURRICULUMTO州C湖蝴蛐SC融圜髓L耀港ACY鍵翱圍醛瑙舔SENIORM胍舢S翊【00L’ABSL鬏AC鬻、墨＆SO瀏IST糕BD簋赫注蛾OFCHINAANDTHE理弧娥麴翻OFTHECHINESENAFIOAINTHENE．VVCENTARYMAKEITURGENTANDDOO蕢輕玎、，TDHCREASETHESDENFIFICTIMACYOFWHOLETHENATION,ESL磚ALLYTHATOFTHEC蝤黼Y文瞧ITISA囂蒯TRENDANDALSOAN∞鑊洲SWAEGYPE瓣磁擊DGTHE蝴BS懈OFHISTOLM,PHILOSOPHY,ANDSDMOETEAD趣HPSTOINCREASETHESCIENTIFICLITERACYOFSTUDENTSINSENIORMIDDLESCH001．衛(wèi)1EEDUCATIONOFSDMCE“BIS的嘲WITHBIOLOGICALB確0蟛ASO∞OFI協(xié)面P獻細T∞硼砌俄溉ISA11橫堿VE印P髂自出OF珊SEDUCAFION,ANDALSOA畫蛾P(guān)OINTOFHE刪CURIICULUMREFORM．INCHINANINVESTIGATIONBYTHE卸脅SHOWEDFLAAT{量】|ESCIC繭IFICTI嘧ACYOFSTUK熵COULDNOTBESMISF疵ORYANDOD由_NIS6CANDTHATITISI】O籠SS戤VANDFEASIBLETOPERMEATEBIOLOGICALHISTORYINTOTEACT堍ANDLEAMINGINSENIORMIDDLESCHOOLANA∞旺毓OF靜蕊描黷避THEEDUC如OFBIOLOGICALHISTORYINTOBIOLOGYCTRDOAHMWASMADEIN田】ESECONDSE￡LIORMIDDLESC婦L,LISBUICITY,盈硒I鼴GPMVINCE,FROMJUNEOF筠∞協(xié)JUNEOF粼曩鷲R圓LLTSLN_DICATEDTHATTHEPLURALISTICTE∞BILLGANDK茁疽NGWITHPERMEA斑AGTHE幽TIONOFBIOLOGICALHISTORYE越裂嘛KNOWLEDGEMCUNG,蠢翅礦OATFIVAT毫．G,ARDERNCCD越DEVDO硼AENTTDGETHER,ANDMABODYBOTHTHED勰旺LC把舭OFBIOLOGY批】DLHECKMLANDOFQU0JITYECBCA垃。毽SOPROVING猙翻強堍ITSELFR￡ALLYETFECLIVEINJ竣EASINGTHESCIENL交LIT㈣YOFSTUDENTS．MOREOV％船倘BYTHESCIENTIFICTHEORYOFKNOWLEDGE,ABSORBED8艘OUTCOMESOFTHEORIESOF∞NSB媯V涵。HUMANISM,ANDINSAT逋VELEAMIN繇AIMEDATTHEREALITYOFBIOLOGY證AC赫NGINSENIORMIDDLESCHOOL,ANDEOMECTED．C啪蛐OFTHECTMICULUMCONSIDEREDBYV6巴AC魄崍烈C粥￡E瞳ARFLETFECFIVESTRATE科OFPEMAE幽GTHEEDUCATIONOFBIOLOGICALHISTORYINTOLHE饒ACL面漩ANDIMMINGOFBIOLOGYINSMIORMIDDLESCHOOL啾珥犯∞擻糊UTI】I2219METHODSOFDOCUMEMJRYANALYSISANDSURVEY,ANDSIXRESPECTSOFEDUCTIONPEMA豳AGBIOLOGICALHI蛐RYI島1玀翔】E啦GOR鄹ICALYINTHECLASSROOMINS吣2詞I勰THE刪蛔JALOFBIOLOGICALHISTORY；TO珊斌3礎(chǔ)慨THECLASSICALEX洶ENTSINBIOLOGYTOLEARNBOWTO姆懿拜斑娃避4PE翻瓣露IJ瞎M。D麒兆LYTHEBIOLO舀CAIHISTORYINTOTHE。【鼎CISCSINSCB001WOD‘5HOLDINGLEDURESONSOEDALALBIOT,AND國CONEC鯫VADOASKINDSOFINFORMATION011BIOK旗CASCIEACEANDTED砌010既WELENARRATED,WHICHMAYPROVIDEANLLSEFORREFEMLCETOEXCAVATEFULLYTHEVALUABLE尉UCAFIONATRESOLLCEOFBIOLO露CALBIL嗡弱竄軸黎雕黜THE燃IOLLOFHOIOGICALHIA卿ANDACHIEVELHEG|CLALOFNEWCTMIOALUMTO如麟髓SELHESCIE蛾】矗E翔呵OFKEYWORDSPERMEATING；CDLLCATIONOFBI{10斟HI渤RY；EFFECTIVESTRATEGY；,SCIENT溫C譴,RACY第1L貞』KIL貞

簡介：Y775355分類號UDC密毀編號YUN7NANNOR胍ALUNLVERSITY論文題目物理學(xué)史對中學(xué)生綜合素質(zhì)影響的研究學(xué)院物理皇魚王信星堂隨專業(yè)名稱堂科夔蘭L物理2一研究方向堂型麴蘭物理2研究生姓名肖匝他學(xué)號100505導(dǎo)師姓名鄭勤紅職稱麴攫二00五年五月云南師范大學(xué)教育碩士學(xué)位論文ABSTRACTTHEPHYSICSHISTORYISACOMPOUNDSUBJECTTHATTHEPH7SICSMIXEDWITHSEVERALNAMRALSCIENCESANDSOCIALSCIENCESNOTONLYBASICKNOWLEDGEOFPHYSICS，MATHEMATICSANDCHEMISTRYARECONTAINEDINTHEPHYSICSHISTORYBUTALSOABUNDANTKNOWLEDGEOFPHILOSOPHYANDSOCIOLOGYARECONTAINEDINWHICHSOMEFAMOUSPERSONSHAVESTUDIEDAGREATDEALOFEDUCATIONFUNCTIONOFPHYSICSHISTORYSOMERESEARCHWORKMAYBEPROVIDEDTOTEACHINGREFERENCEFORTEACHERS，BUTTHERESEARCHRESULTHASNOTBEFULLYAPPLIEDTAISETHEGENERALQUAFFTYOFMIDDLESCHOOLSTUDENTS，ALOTOFRESEARCHWORKHASNOTHEINTRODUCEDTOEDUCATIVETHEORYANDPRACTICE，ANDITDOESN’TBECLOSECOMBINEDWITHTEACHINGANDCOURSESOTHEEFFECTOFPHYSICSHISTORYTOMIDDLESCHOOLSTUDENTSINTHEGENERALQUAFITYISSTUDIEDINTHISPAPER1THERESEARCHWORKRELATEDWITHTHEEFFECTOFPHYSICSHISTORYTOMIDDLESCHOOLSTUDENTSINTHEGENERALQUALITYISSUMMARIZEDTHEPRESENTDEVELOPMENTOFPHYSICSHISTORYUSEDTOTRAININGTHEGENERALQUALITYOFMIDDIESCHOOLSTUDENTS，ANDTHETEACHINGSITUATIONISINTRODUCED2，THEMEANINGOFTHEGENERALQUALITYOFMIDDLESCHOOLSTUDENTSISDISCUSSED，ITCONTAINSBOTHTHEQUALITYOFSCIENCEANDTHE‘QUALITYOFSOCIETYCULTUREBEFOREEXPERIMENT，SOMESTATISTICRESULTSOFTHEGENERALQUALITYOFSOMEMIDDLESCHOOLSTUDENTSINCHUXIONGAREAISPROPOSEDBYTHEGRAPH3DURINGMAR2004TOJAN2005THEEXPERIMENTBASEDOFFEDUCATIVEFU【NCTONOFPHYSICSHISTORYWASFINISHEDINCLASS4OFGRADETWOOFCHUXIONGNO3MIDDLESCHOOL，ANDC1ASS5ISCONSIDEREDASTHECROSSREFERENCEFIRSTTHESTUDENTSSEARCHEDFORTHEKNOWLEDGERELATEDWITHPHYSICSHISTORYDURINGAFTERCLASSSECOND，THETEACHERINTRODUCEDTHEKNOWLEDGEOFPHYSICSHISTORYDURINGTEACHINGOFPHYSICSCLASSFURTHERMORE，SOMEINFORMATIONRELATEDWITHPHYSICSHISTORYWERESUPPLIEDBYTHESPECIALCOURSEORLECTURETHEKNOWLEDGEOFPHYSICSHISTORYINELUDESTHEWELLKNOWNSTORIESOFNEWTONFARADAYANDEINSTEIN，ANDTHEUNKNOWNSTORIESOFMALUSETC4THEEXPERIMENTSTUDENTSANDTHESTUDENTSASCROSSREFERENCEWERETESTEDAFTERFINISHINGOFEXPERIMENTFORVERIFYINGTHEEFFECTOFEXPERIMENT，THEINFORMATIONOFEXPERIMENTWASANALYZEDBYUSINGSPSSFORWINDOWSVERL10ITHASBEENSHOWNBYTHERESULTOFEXPERIMENTTHATTHEEFFECTOFSTRENGTHENINGEDUCATIONOFPHYSICSHISTORYKNOWLEDGEHASOBVIOUSEFFECTTAISETHEGENERALQUAFITYOFMIDDLESCH001STUDENTSKEYWORDSPHYSICSHISTORY；MIDDLESCHOOLSTUDENT；GENERALQUALITY；EXPERIMENTRESEARCHIV

簡介：河南師范大學(xué)碩士學(xué)位論文科學(xué)史向科學(xué)教育回歸及整合的思考與策劃姓名劉坤申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師高明乾20050501ABSTRACTTHECOURSEINWHICHWECAFLIMEGRATEEDUCATIONOFSCIENTMCHISTORYINTOSCIENCEEDUCATIONISNEWDEVELOPINGTREND，BUTMEEDUCATIONWORLDOF011RCOUNTRYYETHAVEPUTMEIREMPHASISONITRESUITANTLYWECA工1NOTREAIIZEIT’S職CESSI吼METHODSANDSOON0NTHCBASISOFLOOKINGBACKTHEHISTORYOFTHEEDUCATIONOFSCIENTIFICHISTORY，A11DTAKINGINTOACCOUNTTHESPECIALSTATUSOFOURCOUM融BYTHEMETHODSOFPHJIOSOPHICALMOU曲T、INVESTIGATION、LITERATURE、COMPARISONANDHISTORICANALYSIS，IHAVETHERENECTIONMESUBJECTOFTHEIMEGRATIONOFSCIENTJ11ISTORYIN幻SCJ鋤CEEDUCATION。LHAVEMANY療EWIDEAS，SUCHAS矧】OWS1、T11ROU曲COMPARISONOFTHEEDUCATIONOFSCIENTMCHISTORYBET、ⅣEENOURA11DWESTCOUM阱THISANICLEOPENOUTTHACTHEREGIONOFEDUC撕ONINOURC叫N時HASYETAISHORTAGEOFMEIDEASABOUTIMPORTANCEANDTHECORESTATUSOFSCIENCEHISTORYEDUCATION2、THROUGHT11ECOH℃IATIVEANALYSISBETWEENTHEAIMOFEDUCATIONANDTHEEDUCATIONAIVAIUEOFSCIEMIFICHISTORY，ONEPOINTOUTTHATEDUCATIONOFSCIENTMCHISTORYISNECESSARYANDSITUATEDINTHECOR守OFSCIENCEEDUCA￡ION3、ONTHEBASISOFUSINGFORREFERENCEOFEXPERIENCEOFFOREIGNCOUNTRY，LINKINGOWCOUNTRY’SSPECIAISTATUSTHISARTICLEPUTORIGINAILYFORW甜DAST『ATCGICPROJECTOFSCIENTI行CHISTOTY，SINTEGRATIONINTOSCIENCEEDUCATION‘‘CHATLGINGONECONCEPT、BRINGINGUPTWOTROOPS、PLANNINGASAWHOLETHREEADMJNISTRATIWJEVELSANDTAPPINGMANYKJNDSOFRESOUFCE”CHANGING0NECONCEPT婦CHALLGINGTHEIDEATHATWETHINKTHATSCIENCEHISTORYONLYTHESUBORDINATIONCONTENTINTOTHEVIEWTHATTHECONTENTOFSCIENCEHISTORYJSSITUATEDINMECOREOFSCIENCEEDUCATION，A11DEMPHASIZINGITASAEDUCATIONALBELIEF，BRINGINGUPTWOTROOPSMEANSTHATWESHOULDFOSTERTHEEXPERTSARLDTEACHERSBYTHEPOWERFULMEANS；PLANNINGASAWHOLETHREEADMINISTRATIVELEVELSCALLFOR齜1AROURD吐LOUGHTSONELEMENTARYSCHOOL、MIDDLESCHOOLANDCOLLEGEANDSYSTEMIC、ALLLONGPROGR鋤OFSCIENCEEDUCATION；TAPPINGMANYKINDSOFRESOURCEMEANSWEMUSTSWINLYS咖ONMANSTOSTUDYA11DEXPLOITMALLYTEACHINGTHINGSSUCHASTHESCHOOLBOOK、READINGSA氐RSCH001ANDSOONFINALLY，ITHINKTHATIMPONOFSCIENCEFROMTHE、VESTDEVELOPEDCO岫TRYSHOULDBEENCARRIEDOUTTOMECORE，ANDMEEMPHASISOFEDUCATIONOFSCIENTINCHISTORYSHOULDBEENSETONTHECULTUREOFTHEABI“TYOFPHILOSOPHICAITHOUGHT，SPURRINGTHEHA咖ONIOUSDEVEIOPMEⅡTOFFHEABJI“YOF

簡介：福建師范大學(xué)碩士學(xué)位論文中國與歐洲高等美術(shù)院校油畫專業(yè)教育比較研究姓名葉璐申請學(xué)位級別碩士專業(yè)美術(shù)學(xué)指導(dǎo)教師李曉偉20080501福建師范大學(xué)碩士學(xué)位論文摘要當(dāng)前，中國高等美術(shù)院校正面臨著前所未有的發(fā)展機遇，油畫教育經(jīng)過近百年的高等美術(shù)院校教學(xué)實踐，不僅用西方美術(shù)學(xué)院ACADEMYOFART的教學(xué)體系使學(xué)生掌握了學(xué)院寫實主義藝術(shù)的創(chuàng)作方法，還曾經(jīng)嘗試用這一創(chuàng)作方法改革中國傳統(tǒng)藝術(shù)。特別需要指出的是，上世紀(jì)50年代引進的前蘇聯(lián)高等美術(shù)院校教學(xué)體系對我國的油畫專業(yè)教育產(chǎn)生了深遠影響。時至今日，國內(nèi)部分美術(shù)院校油畫教學(xué)基本仍然保留著“蘇聯(lián)模式”。然而現(xiàn)有的油畫教學(xué)體系與21世紀(jì)人才綜合素質(zhì)要求之間的差距和不適應(yīng)性無疑是存在的，改革勢在必行。而歐洲作為油畫藝術(shù)的發(fā)源地，在當(dāng)代，其院校油畫教育也遇到了與中國類似的問題。因此當(dāng)代歐洲高等美術(shù)院校在油畫專業(yè)教學(xué)體系方面所進行的探索與改革對當(dāng)前的中國院校油畫教育有現(xiàn)實的借鑒價值。．本文以此展開對中國和歐洲高等美術(shù)院校油畫專業(yè)教育的比較研究。作者通過對中國和歐洲主要包括德國、法國、意大利和俄羅斯等國高等美術(shù)院校油畫專業(yè)在發(fā)展歷史、油畫教學(xué)理念、油畫專業(yè)建制、油畫專業(yè)教學(xué)實驗性改革和油畫專業(yè)社會拓展與學(xué)生就業(yè)方向等方面進行的分析比較，并引用相關(guān)美術(shù)院校改革的案例，整理出中國和歐洲美術(shù)院校油畫專業(yè)教育上的各自發(fā)展的差異和在教學(xué)體系方面的優(yōu)勢與不足，希望能借此為中國油畫教育體制改革尋求新的探索之路。在論文的撰寫過程中，本文期待中國高等美術(shù)院校能在保有傳統(tǒng)油畫教育優(yōu)勢的前提下，更新觀念，構(gòu)建符合時代的、藝術(shù)發(fā)展規(guī)律的和尊重民族傳統(tǒng)文化的教學(xué)體系，并擔(dān)負起藝術(shù)傳承的重任，使油畫藝術(shù)成為人類美好的、不可或缺的精神家園。關(guān)鍵詞油畫教學(xué)，油畫教學(xué)體系，比較，中國和歐洲

簡介：學(xué)校編號10394密級學(xué)號福建師范大學(xué)博士學(xué)位論文Y768756唐代中日音樂文化交渡史專題研究唐代申日音樂文化交洼特征論CASESTUDYONCULTURALEXCHANGEHISTORYOFTHESINO3APANESEMUSICOFTHETANGDYNASTY學(xué)科專業(yè)研究方向指導(dǎo)教師申請學(xué)位級別音樂學(xué)音樂教育王耀華，音樂學(xué)博士論文提交日期論文評閱人論文答辯日期答辯委員會主席學(xué)位授予單位福建師范大學(xué)學(xué)位授予日期張小梅福建師范大學(xué)博士論文唐代中日音樂文化交漉史專題研究樂的理解和融通，實質(zhì)上也成為包括中華音樂在內(nèi)的華夏文明辯證成長的一部分。唐代中日音樂交流是比較純粹的國際丈化交流，無論就其形態(tài)還是后果看，都抵達了深入民族文化內(nèi)核的新層次。以燕樂為核心、系統(tǒng)地引進中國音樂文化，存有一定的兩國封建皇室口味的對照，在一定程度上顯示了日本進行文化交流的氣虔。吸納異國的音樂文化，不是一種尷尬，而是一種激勵，一種遠見匆勇氣。因為文化是世界性的，它沒有姓名和監(jiān)護人，是久遠以來眾多文明、民族、國家互相交換而共同生成的全球財富。對于國際丈化和民族文化的融通創(chuàng)造，對于面向強大異域文化進行的會通與超勝，日本民族在音樂文化領(lǐng)域做出了很好的表率。唐代中日音樂交流為民族文化交流樹立了國際化和本土化的雙重藍本。從桌種意義上說，唐代中日音樂交流的歷史是中國音樂的國際化歷程和日本音樂本土化歷程互相交織的辨證行程。只有民族的，才是國際的。唐代音樂文化以國際化胸襟抵達了民族化的宏大維度，E1本音樂文化以本土化、民族化的建設(shè)打造了國際化的基點。日本遣唐使雖然目的地是中國，但是當(dāng)時的中國是國際音樂藝術(shù)的薈萃地，從這個意義上講，遣唐使也自然而然的系統(tǒng)地汲取了東方丈化大國中國對于波斯、印度等異域音樂文化的引進視角和本土化方法。日本對唐代中國音樂的引進是包括音樂理論、音樂形態(tài)與音樂思想的全方位引進，與之相配套，日本還仿照中國宮廷管理模式建立音樂管理機構(gòu)，構(gòu)成了格局宏大的系統(tǒng)音樂體制建設(shè)這一有政府推動的規(guī)模性行為系統(tǒng)的改變了日本音樂的面貌。中日兩國先輩以獨辟蹊徑的智慧彼此往來，取長補短，并以文化的互動形成了別開生面的獨特風(fēng)貌。中EL音樂進行大規(guī)模文化交流的內(nèi)在動因是中日族群和文化形態(tài)高度的共通性。古代中國對于文化交流視作一種四海升平的和平景象，著眼點在于對國力強盛的自我價值確認以及通過推動地區(qū)和平穩(wěn)定進而達到王朝穩(wěn)定傳襲的目的。ET本統(tǒng)治階級接受中國音樂體系的趣味中含有一種政治上的欽佩，但日本文化交流背后也存有深層次的地區(qū)宗主意識和民族自強動機。從某種程度而言，日本音樂交流的皇室目的是作為對外顯示其是文化大國的一種裝飾，對內(nèi)則是對地方豪族顯示腿天皇為中心的大和朝廷優(yōu)越性與權(quán)威性的一種手段。從東亞范圍內(nèi)的區(qū)域爭霸來看，日本王室推動音樂引進和交流，在很大程度上是用來顯示不遜色于大2

簡介：華東師范大學(xué)碩士學(xué)位論文中美中學(xué)科學(xué)課程中科學(xué)史教育的比較及其啟示姓名陳小鷗申請學(xué)位級別碩士專業(yè)課程與教學(xué)論指導(dǎo)教師徐斌艷20050401ABSTRACTINRECENTYEARS，MANYRESEARCHERSONSCIENCECURRICULUMANDSCIENCEEDUCATIONPOINTTHATHISTORYOFSCIENCEPLAYSAVITALROLEINHELPINGPEOPLETOACHIEVESCIENCELITERACYNEVERTHELESS，LATESTRESEARCHESSHOWTEACHERSANDDESIGNERSOFTEACHINGMATERIALOFTENSHFFERFAILURESWHENCOPINGWITHSTUFFOFHISTORYOFSCIENCETHISPAPERDOESSOMERESEARCHONHOWTODOABETTERIOBINSCIENCEEDUCATIONATTHEBEGINNINGOFTHEPAPERTHEWRITERILLUSTRATESANDANALYZESTHECONCEPTIONOFHISTORYOFSCIENCE，REVIEWSTHEHISTORYOFHISTORYOFSCIENCEONSCIENCEEDUCATION，ANDEXPLAINSTHEFUNCTIONOFHISTORYOFSCIENCEINSCIENCECURRICULUMAFTERTHATTHROUGHCOMPARISONOFTHECONTENTSOFHISTORYOFSCIENCEINBO吐LCHINESEANDAMERICANSCIENCEEDUCATIONSTANDARDS，THEPAPERFINDSTHATINTHEASPECTOFSCIENCEEDUCATIONSTANDARDSWEHAVEAVERYBIGGAP、】LRITHTHATOFAMERICAWHATEVERINQUANTITYORQUALITYTHEAMERICANNATIONALSCIENCEEDUCATIONSTANDARDSISMORECOMPLETESYSTEMATIZED，ITTAKESMOREELLAPHASISONSTUDENT’SATTITUDEANDPERSPECTIVEONSCIENCEANDCANTAKEMOREOBIECTIVEATTITUDETOTHEVALUEOFSCIENTISTINHISTORYOFSCIENCECOMPARINGTOAMERICANSTANDARD，CHINESENATIONALSCIENCEEDUCATIONSTANDARDSEMPHASIZEMOREONTHEHELPTHATHISTORYOFSCIENCECANBRINGTOSTUDENTONLEARNINGSCIENTIFICKNOWLEDGE，ALTHOUGHTHEYALSOPUTFORWARDSOMEBADEXAMPLEINHISTORYOFSCIENCE，BUTBASICALLYTHEYTAKEAMOREUTOPIANATTITUDETOSCIENCEANDSCIENTISTTHEPAPERCOMPARESTHECONTENTSOFCHINESEANDAMERICANMIDDLESCHOOLSCIENCETEXTBOOKSTUDIESHOWTHEYSELECTMATERIALANDHOWTHEYPRESENTMATERIALABOUTHISTORYOFSCIENCEWITHREGARDTOMATERIALSELECTION，BECAUSETHEWRITERBELIEVETHESELECTIONOFPEOPIEANDINCIDENTSISCHARACTERISTICINMATERIALSELECTIONOFHISTORYOFSCIENCE，SOTHISPAPERTAKESCIENTISTSANDSCIENTIFICINCIDENTSASSTANDARD，ANDEMPHASIZEONTHECOMPARISONANDANALYSISONTHEFOURASPECTSOFGENDEROFSCIENTISTS，NATIONALITYTHEIRTIMESANDSPECIALIZATIONTHROUGHTHEINTRODUCTIONOFFOUREXCELLENTCHINESEANDAMERICANMIDDLESCHOOLTEACHINGCASESABOUTHISTORYOFSCIENCE，THEPAPERANALYZESANDCOMPARESONTHEASPECTSOFHOWTWONATIONALTEACHERSTOUTILIZETHEHISTORYOFSCIENCETOMAKESITUATION，TODEVELOPSTUDENTS’UNDERSTANDINGANDDEMANDSOFFURTHERSTUDYAFTERSCH001THEWRITERHOPESTOFINDSOMETHINGINTHESECOMPARISONSANDLEARNSOMETHINGFROMTHEMBASEDONTHESECOMPARISONS，THEWRITERPUTFORWARDTWOTEACHINGCASESABOUTHISTORYOFSCIENCEDESIGNEDBYHERANDTRIESTODOSOMEEXPLORATIONONNATIONALIZEDHISTORYOFSCIENCEEDUCATIONATLAST，BYMAKINGCONCLUSIONONTHECOMPARISONSOFCHINESEANDAMERICANHIGHSCHOOLHISTORYOFSCIENCEEDUCATIONTHEWRITERBRINGFORWARDSOMEIMPROVEMENTSUGGESTIONONHOWTOUTILIZEHISTORYOFSCIENCEEDUCATIONTOHELPSTUDENTFINDTHENATUREOFSCIENCEDEVELOPTHEIRSCIENCELITERACYINSCIENCECURRICULUMKEYWORDEDUCATIONOFHISTORYOFSCIENCE；COMPARISONSOFCHINESEANDAMERICAN；SCIENCECURRICULUMFORMIDDLESCHOOL

簡介：浙江大學(xué)傳媒與國際文化學(xué)院碩士學(xué)位論文歐洲公共服務(wù)廣播電視的現(xiàn)狀及危機姓名蘭楊萍申請學(xué)位級別碩士專業(yè)新聞學(xué)指導(dǎo)教師吳飛20071101浙江大學(xué)碩士學(xué)位論文歐洲公共服務(wù)廣播電視的現(xiàn)狀及危機ABSTRACTTHEPUBLICSERVICEBROADCASTERSINEUROPEANCOUNTRIESWEREINTHELEADINGPOSITIONONTHEBROADCASTINGMARKETSHAREUNTILTHE1990SBUTINTHERECENTSDECADES，WITHTHEADVENTOFPRIVATEBROADCASTERS，TRENDSOFCOMMERCIALIZATIONANDGLOBALIZATION，THEADVANTAGEOFTHEPUBLICSERVICEBROADCASTINGWASDISMANTLEDSINCETHEN，THEAUDIENCESHARESOFPUBLICSERVICEBROADCASTERSSAWASTEEPDECLINE，WHICHHASCONTINUEDUNTILTODAYTHISARTICLEDEMONSTRATEDTHEDIFFERENTSITUATIONOFPUBLICSERVICEBROADCASTERSINEUROPEANCOUNTRIESBECAUSEOFTHEIR●●?！?‘一。‘●DISSIMILARITIESINHISTORY，POLITICSANDECONOMY，ASWELLASTHEDIFFICULTIESANDCHALLENGESTHEYAREFACINGINADDITION，THISARTICLEHASALSOAPPROACHEDSUCHREASONSASWHYTHEPUBLICSERVICEBROADCASTERSAREINBIGCHALLENGEKEYWORDPUBLICSERVICEBROADCASTERSGLOBALIZATIONCHALLENGE一2

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簡介：國內(nèi)圖書分類號B804、哲學(xué)碩士學(xué)位論文基于科技史的創(chuàng)新思維方式研究碩士研究生岳鳳成導(dǎo)師申請學(xué)位級別學(xué)科、專業(yè)所在單位答辯日期授予學(xué)位單位伍玉林哲學(xué)碩士科學(xué)技術(shù)哲學(xué)馬克思主義學(xué)院2011年3月哈爾濱理工大學(xué)哈爾濱理工大學(xué)碩士學(xué)位論文原創(chuàng)性聲明本人鄭重聲明此處所提交的碩士學(xué)位論文基于科技史的創(chuàng)新思維方式研究，是本人在導(dǎo)師指導(dǎo)下，在哈爾濱理工大學(xué)攻讀碩士學(xué)位期間獨立進行研究工作所取得的成果。據(jù)本人所知，論文中除已注明部分外不包含他人已發(fā)表或撰寫過的研究成果。對本文研究工作做出貢獻的個人和集體，均已在文中以明確方式注明。本聲明的法律結(jié)果將完全由本人承擔(dān)。作者簽名岳凡技同期加F／年中月F／日哈爾濱理工大學(xué)碩士學(xué)位論文使用授權(quán)書基于科技史的創(chuàng)新思維方式研究系本人在哈爾濱理工大學(xué)攻讀碩士學(xué)位期間在導(dǎo)師指導(dǎo)下完成的碩士學(xué)位論文。本論文的研究成果歸哈爾濱理工大學(xué)所有，本論文的研究內(nèi)容不得以其他單位的名義發(fā)表。本人完全了解哈爾濱理工大學(xué)關(guān)于保存、使用學(xué)位論文的規(guī)定，同意學(xué)校保留并向有關(guān)部門提交論文和電子版本，允許論文被查閱和借閱。本人授權(quán)哈爾濱理工大學(xué)可以采用影印、縮印或其他復(fù)制手段保存論文，可以公布論文的全部或部分內(nèi)容。本學(xué)位論文屬于保密口，在年解密后適用授權(quán)書。不保密團。請在以上相應(yīng)方框內(nèi)打√日期猶／年鏟月F／日日期年儼CFQ月F，日F技比娃腳瓤何名名簽簽者師作導(dǎo)

簡介：R一論文作者簽名指導(dǎo)教師簽名論文評閱人1評閱人2評閱人3評閱人4評閱人5答辯委員會主席委員L委員2委員3委員4委員5答辯日期＼刪愀科杭州師范大學(xué)研究生學(xué)位論文獨創(chuàng)性聲明本人聲明所呈交的學(xué)位論文是本人在導(dǎo)師指導(dǎo)下進行的研究工作及取得的研究成果。除了文中特別加以標(biāo)注和致謝的地方外，論文中不包含其他人已經(jīng)發(fā)表或撰寫過的研究成果，也不包含為獲得揎塑I塑墊盤堂或其他教育機構(gòu)的學(xué)位或證書而使用過的材料。與我一同工作的同志對本研究所做的任何貢獻均已．在論文中作了明確的說明并表示謝意。學(xué)位論文作者簽名簽字同期年月同學(xué)位論文版權(quán)使用授權(quán)書本學(xué)位論文作者完全了解一揎劌豎基盤堂有權(quán)保留并向國家有關(guān)部門或機構(gòu)送交本論文的復(fù)印件和磁盤，允許論文被查閱和借閱。本人授權(quán)墊J州豎蕉盤鱟．可以將學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進行檢索和傳播，可以采用影印、縮印或掃描等復(fù)制手段保存、匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本授權(quán)書學(xué)位論文作者簽名導(dǎo)師簽名簽字日期年月同簽字日期年月日

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