簡介：撰戮鏊黌碩士學(xué)位論文FY953521學(xué)校代碼10246學(xué)號T0220130601936年K媒介與上海市民生活一日常圖景中的新闌史片段院系專業(yè)姓名指導(dǎo)教師完成日期新聞學(xué)院新聞學(xué)削青云顏志剛教授2005年12月22日ABSTRACTFROMTHEPERSPECTIVEOFTHEDAILYLIVELIHOOD，THISTHESISINVESTIGATETHEHISTORYOFTHECHINESEPRESS，TILEHASICTHEORYISORIGINATEDFROMTHETHOUGHTOFTHE‘ANNALESSCHOOL’WHICHISREPRESENTEDBYTHEFRENCHHISTORIANFERNANDBRAUDEL，HETHOUGHTTHATTHEHISTORYSHOULDBEA‘PANORAMICHISTORY’WHICHINCLUDEEVERYASPECTOFTHESOCIETY，BUTABSOLUTELYNOTTHEHISTORYWHICHONLYINVOLVETHEPOLITIC，THEEVENTSMADTHEHUMANFIGURESTHEUNLIMITEDVARIATIONANDREOCCURRINGOFTHEEVERYDAYLIFEISEXACTLYTHEUTMOSTFORCEWHICHINFLUENCETHEPROGRESSOFTHEHISTORYASAPARTOFHUMANMATERIALCIVILIZA￡IONTHEPROPAGATIONOFTHENEWSANDPRESSISALSOAIMPORTANTASPECTINTHESPIRITUALWORLDTHEREFORETHERESEARCHANDSTUDYMUSTINCLUDETHEFOLLOWINGASPECTTHEHISTORYOFTHETHOUGHT，HUMANFIGURES，MEDIAANDTHEDAILY1IFETHEREAREA1READYNUMEROUSWRITINGSANDBOOKSREFERTOTHEFIRSTTHREEASPECTWHILECONCERNINGTHELASTASPECT，ONLYAFEWWORKSAREDESERVECOMMENDATIONTHERESEARCHOFTHEHISTORYOFTHENEWSMEDIAANDTHEDAILY1IFEISWHATWESHOULDTAKEINTOCONSIDERATIONBASEONTHEHISTORYOFSHANGHAIINTHEYEAROF1936。BYUSINGTHEMETHODOFCOMPARISONANDSYNTHESIZEON’THEPLATFORMOFTHEHISTORYABOUTTHEEVERYDAYLIFETHISTHESISINVESTIGATETHEHISTORICALWORKS，THEBIOGRAPHIESANDTHELITERATURESOFTHATPERIODINTHERESPECTTOTHENEWSMEDIA，ANDMAKEAFURTHERANALYSIS，INTEGRATIONANDORGANIZATIONOFALLTHESEMATERIALSBASEUPONTHAT，THISTHESISI11USTRATETHESOCIALBACKGROUNDANDTHEECONOMICALDRIVEOF曲甘RISEANDTHEDEVELOPMENTOFTHEPRESSANDMEDIA，REVEALTHEFULLPICTUREOFTHEMOTIONOFTHENEWSMEDIA，DRAWANOUTLINEOFTHEPRESS，MEDIAANDTHELIFEOFLOCALSHANGHAIDWELLEREWHILEINTERMSOFTHEPROCESSOFTHEFORMATIONOFTHEPRESSWHICHISDEVELOPEDINTHEDAILYLIFE，THEEFFECTOFTHEPRESS。ANDMEDIAUPONTHELIFESTYLE，THEVALUE，THEBEHAVIOROFTHEINHABITANTS，ANDTHECAUSEANDEFFECTRELATIONSHIPBETWEENTHEM，ALLOFTHESEARESTIILWAITINYFORUSTODOAFURTHEREXPLORATIONKEYWORDSISHANGHAI，1936；PRESSENTERPRISECITIZENLIVESTHENUMBEROFTHECLC】G219296

簡介：單位代碼單位代碼1045710457學(xué)號分類號G81249山東體育學(xué)院山東體育學(xué)院碩士學(xué)位論文論文題目論文題目我國殘疾人競技體育發(fā)展史述評我國殘疾人競技體育發(fā)展史述評學(xué)科專業(yè)名稱學(xué)科專業(yè)名稱體育教育體育教育申請人姓名申請人姓名譚文清譚文清指導(dǎo)教師指導(dǎo)教師張艷霞張艷霞論文提交時(shí)間論文提交時(shí)間20092009年66月66日山東體育學(xué)院碩士論文我國殘疾人競技體育發(fā)展史初探1MASTERDISSERTATIONSHONGINSTITUTEOFPESPTSANPRELIMINARYSTUDYONTHEDEVELOPINGHISTYINCHINA’SCOMPETITIVESPTSOFTHEHICAPPEDBYTANWENQINGPHYSICALEDUCATIONSUPERVISPROFESSZHANGYANXIAAPR2009

簡介：19L‘367201O年度在職人員申請碩士專業(yè)學(xué)位論文學(xué)校代碼10269學(xué)號61070601018犖震印筋天爭數(shù)學(xué)史背景下高中數(shù)學(xué)解題教學(xué)的行動(dòng)研究院系墨三鱟墮鏊堂墨類別教育碩士領(lǐng)域鱟銎整堂塹堂2指導(dǎo)教師墨益塹塾撞申請人奎凡2010年9月完成一壅F／㈣DISSERTATIONOF20LOSP撕ALMASTERCODEOFUNIVERS時(shí)L0269STUDENTNUMBER61070601018EASTCHINANORMALUNIVERSI鑼ACTIONRESEARCH0NPROBLEMSOLVINGINSTRUCTIONOFSENIORHIGHSCHOOLINTHECONTEXTOFMATHEMATICSHISTORYDEPARTM姐T叢旦堂星塑叢I堡SSPECIAL鑼№TEROFEDUCATIONDIRECTIONOFRESEARCH堂鴦THEMATICSEDUCATION／／ADVISOR￡堂￡墜墜堡壘壘墮GHQ塾GAPPLICANTLI￡坌墼FINISHEDINSEPTEMBER，20102

簡介：1目錄引言11概述211生物科學(xué)史的涵義及教育價(jià)值2111生物科學(xué)史的涵義2112生物科學(xué)史的教育價(jià)值212生物科學(xué)史在生物教學(xué)中應(yīng)用的理論基礎(chǔ)5121心理學(xué)基礎(chǔ)5122教育學(xué)基礎(chǔ)613生物教學(xué)中融入生物科學(xué)史的必要性7131培養(yǎng)學(xué)生的學(xué)習(xí)興趣，激發(fā)學(xué)習(xí)動(dòng)機(jī)7132引導(dǎo)學(xué)生對社會(huì)倫理道德的關(guān)注7133有利于促進(jìn)教學(xué)方式的多樣化7134有利于培養(yǎng)學(xué)生的生物科學(xué)素養(yǎng)7135有利于培養(yǎng)學(xué)生的人文素養(yǎng)814生物教學(xué)中融入生物科學(xué)史的原則9141在選擇科學(xué)史素材時(shí)，要符合教學(xué)目標(biāo)的要求10142對科學(xué)史的評價(jià)，要客觀、要尊重生物科學(xué)史的事實(shí)10143在使用的過程中，要講究針對性、時(shí)效性和藝術(shù)性10２生物科學(xué)史在初中生物教學(xué)中應(yīng)用的現(xiàn)狀調(diào)查及分析1121調(diào)查目的1122調(diào)查對象1123調(diào)查內(nèi)容1124調(diào)查方法11241統(tǒng)計(jì)11242抽樣問卷調(diào)查11243個(gè)別座談1125結(jié)果及分析113生物科學(xué)史在初中生物教學(xué)中應(yīng)用的策略1631認(rèn)真領(lǐng)會(huì)新課程理念，努力將科學(xué)史轉(zhuǎn)化為教學(xué)行為1632認(rèn)真學(xué)習(xí)科學(xué)史，提高自身的科學(xué)素質(zhì)1633構(gòu)建生物科學(xué)史融入課堂教學(xué)的模式1634選擇生物科學(xué)史引入生物教學(xué)的恰當(dāng)方式191生物科學(xué)史在初中生物教學(xué)中應(yīng)用的研究引言21世紀(jì)是知識經(jīng)濟(jì)的時(shí)代。知識經(jīng)濟(jì)的興起，向教育提出了新的要求要求培養(yǎng)出的人才不僅是知識的繼承者，而且要善于尋求新知。對于優(yōu)秀的文化不但要繼承，還需要發(fā)展。但在我國，由于受長期應(yīng)試教育的影響，在生物教學(xué)中，教師仍過分注重知識的傳授而忽視學(xué)生科學(xué)能力和方法的培養(yǎng)，很多學(xué)生耗費(fèi)很多的時(shí)間去學(xué)習(xí)生物學(xué)，卻絲毫感覺不到它的用途，更不知道如何應(yīng)用生物學(xué)知識去解決實(shí)際問題，從而對生物學(xué)產(chǎn)生厭學(xué)的情緒?？梢姰?dāng)前生物教育還不能適應(yīng)社會(huì)發(fā)展的要求，學(xué)生的實(shí)踐能力和創(chuàng)新精神有待進(jìn)一步提高。這也是當(dāng)前一個(gè)亟待解決的問題。在生物教學(xué)中融入生物科學(xué)史，挖掘生物科學(xué)史在生物教學(xué)中各方面的價(jià)值，能使學(xué)生加深對生物學(xué)科重要性的認(rèn)識，激發(fā)學(xué)生的學(xué)習(xí)興趣，提高學(xué)生的實(shí)踐能力和創(chuàng)新精神，培養(yǎng)學(xué)生正確的科學(xué)觀和世界觀，能夠有效地改變學(xué)生目前的厭學(xué)情緒。目前，我國的生物課程標(biāo)準(zhǔn)在基本建議中明確提出要注重生物科學(xué)史的學(xué)習(xí)1，指出科學(xué)是一個(gè)發(fā)展的過程，學(xué)習(xí)生物科學(xué)史能使學(xué)生沿著科學(xué)家探索生物世界的道路,理解科學(xué)的本質(zhì)和科學(xué)研究的方法，學(xué)習(xí)科學(xué)家獻(xiàn)身科學(xué)的精神。現(xiàn)有的生物教材對科學(xué)史以及經(jīng)典實(shí)驗(yàn)給予了較充分的關(guān)注，增添了諸如科學(xué)家的故事、科學(xué)技術(shù)社會(huì)等內(nèi)容。雖然課標(biāo)強(qiáng)調(diào)“要注重生物科學(xué)史的學(xué)習(xí)”，教材關(guān)于科學(xué)史的內(nèi)容也十分豐富，但在實(shí)際教學(xué)中，一線教師對科學(xué)史教學(xué)的重要性認(rèn)識很不到位，在思想上沒有充分認(rèn)識科學(xué)史的教育價(jià)值，導(dǎo)致在實(shí)踐中不能充分發(fā)揮其教育價(jià)值。調(diào)查中發(fā)現(xiàn)很多教師認(rèn)為科學(xué)史內(nèi)容的地位遠(yuǎn)遠(yuǎn)低于生物學(xué)的基礎(chǔ)知識，認(rèn)為科學(xué)史只是要求學(xué)生閱讀的材料，作一般性了解即可。在科學(xué)史的學(xué)習(xí)中，學(xué)生只是著眼于了解相關(guān)史實(shí)，不能從科學(xué)家的奇思妙想、實(shí)驗(yàn)研究中汲取營養(yǎng)?？梢哉f，在目前的生物教學(xué)中，學(xué)生處于被動(dòng)接受的地位，重記憶輕體驗(yàn)，體會(huì)不到學(xué)習(xí)生物學(xué)本應(yīng)該有的樂趣。生物科學(xué)史的教學(xué)所具有的激發(fā)學(xué)生興趣的作用、所蘊(yùn)含的人文精神和可能對學(xué)生情感態(tài)度價(jià)值觀產(chǎn)生影響的價(jià)值，至今仍處于未被充分開采的狀態(tài)。此外，生物學(xué)的發(fā)展帶來了一系列的社會(huì)和倫理問題,如關(guān)于動(dòng)物實(shí)驗(yàn)、活和死的定義、對新技術(shù)的發(fā)展等，這使的生物學(xué)家關(guān)注和研究這些問題及其這些問題的歷史，以史為鑒。以上這些焦點(diǎn)問題，在生物學(xué)的歷史進(jìn)程中都可以找到?？梢?，生物科學(xué)史在初中生物教學(xué)應(yīng)用的研究具有很高的研究價(jià)值，在實(shí)踐中具有廣泛的應(yīng)用空間。綜上所述，在當(dāng)前的教育形勢下，根據(jù)目前實(shí)際情況，科學(xué)史在初中生物教學(xué)中應(yīng)用的研究迫在眉睫，本研究具有現(xiàn)實(shí)意義。

簡介：華中師范大學(xué)碩士學(xué)位論文中學(xué)物理教學(xué)中滲透物理學(xué)史的研究姓名張東輝申請學(xué)位級別碩士專業(yè)物理學(xué)科教學(xué)論指導(dǎo)教師余蘭山20050301碩士學(xué)位論文MASTER’STHESISABSTRACTTHEULTIMATEOBJECTIVEOFEDUCATIONISTOPROMOTETHEFULLDEVELOPMENTOFHUMANBEINGSWITHHUMAN括MACCEPTEDBYMOREANDMOREPEOPLE，THEYASKMOREOFEDUCATION，ANDHOPETHATHUMANSCANBEDEVELOPEDASMUCHASPOSSIBLETHROU曲ITASAUNIQUEANDIMPORTANTCOMPONENTOFSCHOOLEDUCATION，PHYSICSINVOLVESTEACHINGSTUDENTSHOWTOTHINKWHICHBRINGSPROFOUNDANDLASTINGINFLUENCEOILSTUDENTSAPPEALINGTOTHEDUCKFILLINGMETHODINORDERTOHELPSTUDENTSGETHIGHMARKSINEXALNS，TRADITIONALPHYSICSTEACHINGMETHODFAILSTOIMPLEMENTITSEDUCATIONALFUNCTIONSANDHASBEENQUESTIONEDBYPEOPLEUNDERSUCHCIRCUMSTANCES，ITHASBEENDRAWINGMUCHATTENTIONTOSEEKANEWEFFECTIVETEACHINGMETHODINPLACEOFTHETRADITIONALONETHEAUTHOROFTHISTHESISHASTRIEDANEWPHYSICSTEACHINGMETHODBYWHICHMOSTMIDDLESCHOOLSTUDENTSCANBEFULLYDEVELOPEDASWELLASTHETALENTSTUDENTSINCORPORATINGKNOWLEDGEONHISTORYOFPHYSICSINTEACHINGISAFEASIBLEAPPROACHTOTHEPROBLEMSARISINGINTRADITIONALPHYSICSTEACHINGMETHODFIRSTLYKNOWLEDGEONHISTORYOFPHYSICSISSOINTERESTINGTHATITINSPIRITSTHESTUDENTSINTOSTUDYINGPHYSICSACTIVELYSECONDLYITHELPSSTUDENTSKNOWTHETRACKOFTHEORIGIN，DEVELOPMENTOFPHYSICS，ANDFINDOUTTHERULESOFSTUDYINGPHYSICS，ANDACQUIREKNOWLEDGEFROMASTRATEGICALLYADVANTAGEOUSPOSITIONINTRODUCTIONOFPHYSICSHISTORYMAKESADIFFERENTINPHYSICSTEACHINGMETHODTEACHINGISCOMBINATIONOFCONTENTSANDMETHODSCONSEQUENTIALLYINTRODUCTIONOFNEWCONTENTSCALLSFORREFORMOFTEACHINGMETHODTHEINTRODUCTIONOFPHYSICSHISTORYHELPSTOOPTIMIZESTUDENTS’THINKINGMODE，WHICHISTHEORETICALLYONTHEBASICOFCONSTRUCTIONISM，WHICHACKNOWLEDGETHEROLEOFSTUDENTSASTHESUBIECTINTEACHINGANDLEARNING，ACKNOWLEDGETHEOBJECTIVITYOFKNOWLEDGETOMEETDIFFERENTN

簡介：學(xué)位論文獨(dú)創(chuàng)性聲明本人鄭重聲明1、堅(jiān)持以“求實(shí)、創(chuàng)新“的科學(xué)精神從事研究工作。2、本論文是我個(gè)人在導(dǎo)師指導(dǎo)下進(jìn)行的研究工作和取得的研究成果。3、本論文中除引文外，所有實(shí)驗(yàn)、數(shù)據(jù)和有關(guān)材料均是真實(shí)的。4、本論文中除引文和致謝的內(nèi)容外，不包含其他人或其它機(jī)構(gòu)已經(jīng)發(fā)表或撰寫過的研究成果。5、其他同志對本研究所做的貢獻(xiàn)均已在論文中作了聲明并表示了謝意。研究生簽名日期學(xué)位論文使用授權(quán)聲明本人完全了解南京師范大學(xué)有關(guān)保留、使用學(xué)位論文的規(guī)定，學(xué)校有權(quán)保留學(xué)位論文并向國家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版；有權(quán)將學(xué)位論文用于非贏利目的的少量復(fù)制并允許論文進(jìn)入學(xué)校圖書館被查閱；有權(quán)將學(xué)位論文的內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索；有權(quán)將學(xué)位論文的標(biāo)題和摘要匯編出版。保密的學(xué)位論文在解密后適用本規(guī)定。研究生簽名日期ABSTRACTABSTRACTSCIENCEATLDTECHNOLOGYAREPRIMA巧PRODUCTIVEFORCES，ISAILIMPORTANTS弘NBOLOFH啪ANSOCIALPRO伊ESSTHROU曲OUTTHEHISTO叫OFHUMANCIVILIZATION，SCIENCEANDTECHN0109YEVE巧STEPOFAMAJORBREAKTLLROU曲INPRODUCTIVITYWILLCAUSEPROFOUNDCHANGESAND黟EATPROGRESSOFHUMANSOCIETYASSTUDENTSTLLESPIRITOFSCIENCE，TMTHSEEKINGANDTRUTHSEEKINGSPIRITANDTHEINNOVATIVESPIRITOFANEA’ECTIVECA幣ERSECONDAD，HISTO巧OFSCIENCETEACHING，SCIENCEA11DTECHNOLOGYHASDE印LYPEMLEATEDALLLEVELSOFH啪ANLIFETODAY，ISVE巧IMPORTANTTHENEWCU幣CULUMHISTODROFSCIENCEINTHECONTEXTOFSCHOOLCHOICEAILDARRANGEMENTOFTHECONTENTSHAVENOTSMALLINCOMPARISONWITHTHETRADITIONALCHANGES，AROUNDTHECURRICULUMSTAJLDARDS，THEV撕OUSVERSIONSOFTHEMAT舐ALSFORTHECONTENTSVAⅨANDTHUSINTHECHOICEOFTEACHINGCONTENT，TODETERNLINE研ORITIESA11D伊ASPTHETEACHINGMETHODSOFTEACLLING鋤DSOONT0ME行ONTLINETEACHERS，ALOTOFCON如SIONBROU曲TABOUT，THISANICLEONTHE11ISTO巧OFSCIENCECONTENTSELECTIONAILDARRANGENLENTOFFEATURES，MEHISTO叫OFSCIENCETEACHINGANDCAUSESCON如SIONANALYSIS，COMBINEDWITHTHEACTIVITIESOFTEACHINGPRACTICET0如RTHEREXPLORETHEAPPROPNATETEACHINGSTRATE酉ES，WITHAVIEWTOACHIEVINGABETTERHISTORYOFSCIENCETEACHINGBASICVALUESAILDCURRICULUMOBECTIVESKEYWORDSHISTORYOFSCIENCE，TEACHINGCONTENT，F(xiàn)OCUSEDTEACHING，MEMODSOFTEACLLING，STRATE西ESOFTEACHINGII

簡介：華中科技大學(xué)博士學(xué)位論文中國新時(shí)期新聞傳播學(xué)術(shù)發(fā)展史姓名張振亭申請學(xué)位級別博士專業(yè)新聞學(xué)指導(dǎo)教師吳廷俊20080523華中科技大學(xué)博士學(xué)位論文華中科技大學(xué)博士學(xué)位論文II構(gòu)建學(xué)科理論體系是基礎(chǔ)，學(xué)科理論體系越完善，越能發(fā)揮出學(xué)科能量。研究者的論述、新方法的引進(jìn)、新理論的提出，既為新聞改革提供了合法性闡釋，又促進(jìn)了新聞傳播學(xué)術(shù)的發(fā)展。從縱向看，新聞傳播研究進(jìn)展迅速、成績巨大。經(jīng)過近30年的發(fā)展，新聞傳播學(xué)摘掉了“無學(xué)”的帽子，建起了學(xué)術(shù)研究梯隊(duì)，初步完成了知識體系的建構(gòu)，已經(jīng)躋身中國人文社會(huì)科學(xué)之林，擁有了一批有分量的研究成果，學(xué)術(shù)研究效力得以初步彰顯。同時(shí)，新聞傳播研究不夠深入，知識、理論和體系都有待進(jìn)一步完善。筆者提倡應(yīng)向?qū)W術(shù)自身回歸，尊重其自身邏輯，扎扎實(shí)實(shí)地研究些問題，注重積累；要遵守學(xué)術(shù)規(guī)范，講究研究方法，擯棄過去那種簡單化的、直接的、操作性的實(shí)用研究。關(guān)鍵詞關(guān)鍵詞新時(shí)期新聞傳播學(xué)術(shù)研究主體研究內(nèi)容研究方法研究效果

簡介：HPSHISTYPHILOSOPHYSOCIOLOGYOFSCIENCE教育是當(dāng)今國際科學(xué)教育的重點(diǎn)議題，其主旨在于通過蘊(yùn)含科學(xué)哲學(xué)、科學(xué)社會(huì)學(xué)思想的科學(xué)史教育改善學(xué)生對科學(xué)本質(zhì)的理解。教科書中的科學(xué)史（地學(xué)史）是開展科學(xué)本質(zhì)教育、體現(xiàn)HPS教育理念的重要載體。本研究結(jié)合當(dāng)代科學(xué)教育界對HPS教育理論、科學(xué)本質(zhì)理論的研究，分析我國不同時(shí)期不同版本的中學(xué)地理教科書（以自然地理內(nèi)容為主的分冊）中的地學(xué)史對科學(xué)本質(zhì)的反映情況，以期為教師選擇教科書和地理教科書編寫者改進(jìn)教科書提供參考意見。本研究在綜合分析大量文獻(xiàn)的基礎(chǔ)上，首先梳理了當(dāng)前科學(xué)教育界的對HPS教育理論和科學(xué)本質(zhì)理論的研究成果，作為分析地理教科書中地學(xué)史的理論框架；然后，結(jié)合國內(nèi)外學(xué)者進(jìn)行教科書分析的研究方法和成果，確立內(nèi)容分析法為主要研究方法，形成分析框架；最后，從科學(xué)本質(zhì)的三個(gè)層面（科學(xué)知識、科學(xué)探究過程和科學(xué)文化事業(yè)）及其十六個(gè)子類目對教科書中的地學(xué)史內(nèi)容反映科學(xué)本質(zhì)的情況進(jìn)行量化統(tǒng)計(jì)和質(zhì)性探討。本研究的主要結(jié)論可以概括為以下四個(gè)方面1、初中部分教科書中科學(xué)史內(nèi)容劃記單位數(shù)最多的是06人教版初，最少的是03中圖版初；高中部分教科書劃記單位數(shù)最多的是04湘教版高，最少的是08人教版高。從量的方面來看，高中部分科學(xué)史內(nèi)容劃記數(shù)略高于初中部分新、老教科書無明顯差異。2、各版本地理教科書的地學(xué)史對科學(xué)本質(zhì)的三個(gè)方面都有反映，且反映最多的都是科學(xué)知識層面。在科學(xué)知識層面，初中部分地理教科書最注重“累積性”內(nèi)涵，高中部分教科書的地學(xué)史內(nèi)容涉及較多的是“限制性”內(nèi)涵；在科學(xué)探究過程方面，初中部分教科書注重反映“創(chuàng)新性”、“公開性”和“實(shí)證性”內(nèi)涵，高中部分注重反映“邏輯推論性”內(nèi)涵，所選樣本教科書均未涉及“主觀性”內(nèi)涵和“質(zhì)疑性”內(nèi)涵；在科學(xué)文化事業(yè)方面，各版本教科書都較注重“科學(xué)家的身份”和“科學(xué)與技術(shù)”內(nèi)涵，未涉及“倫理與道德原則”內(nèi)涵。3、各版本教科書中都沒有地學(xué)史欄目。篇幅較大的地學(xué)史內(nèi)容一般出現(xiàn)在非正文部分。4、與老教科書相比，新教科書中科學(xué)史的數(shù)量沒有明顯提高，但反映科學(xué)本質(zhì)的質(zhì)量有顯著改善。

簡介：南京師范大學(xué)碩士學(xué)位論文鄉(xiāng)土史課程資源開發(fā)中存在的問題及其對策以淮南市大化地區(qū)為例姓名劉筱申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)（歷史）指導(dǎo)教師姚錦祥20070423ABSTRACTLOCALHISTORYASASTUDYOFTHEHISTORYCURRICULUMRESOURCES，WITHUNIQUETEACHINGFUNCTIONANDROLE，SHOULDBEDEVELOPEDANDUSEDACCORDINGTOITSCHARACTERISTICS，HOWEVER，THEREARESTILLMANYPROBLEMSINTHECURRENTSITUATION．FOREXAMPLE，DONOTHAVEASTRONGSENSEOFDEVELOPMENT，THEPRACTICALVALUEISNOTGENERALLYRECOGNIZED，THETHEORETICALFOUNDATIONISWEAK，ANDCOMMUNITYSUPPORTANDSTUDENTPARTICIPATIONISINADEQUATE．INMYVIEW，THEMAINREASONOFTHESEISSUESISINSTRUMENTS，MEANSASINGLECHANNELINTHEPROCESSOFDEVELOPINGTHELOCALHISTORYCURRICULUMRESOURCESITSCOUNTERMEASUREFIRSTRAISINGAWARENESS，THENFORMULATINGAREASONABLETARGETANDPLANOFDEVELOPMENT，NEXTHANDLINGSEVERALPROBLEMSINTHEDEVELOPMENTPROCESS，F(xiàn)OURTHCONSTRUCTINGEVALUATIONSYSTEM，LASTATTENTIONTOVALIDATIONANDFEEDBACKAFTERDEVELOPMENT．KEYWORDSLOCALHISTORYCURRICULUMRESOURCESTHEPROBLEMSSOLUTIONSII

簡介：華東師范大學(xué)碩士學(xué)位論文高二生物科學(xué)史教學(xué)中進(jìn)行案例開發(fā)及教學(xué)實(shí)踐的研究姓名王梧武申請學(xué)位級別碩士專業(yè)教育（生物）指導(dǎo)教師陳銘德20070901THERESEARCHOFCASEDEVELOPMENTANDTEACHINGPRACTICEINTHEHISTORYOFBIOLOGICALTEACHINGOFSENIORTWOABSTRACTWASPUTTOUSEINTHEAUTUMNOF2007INZHEJIANGPROVINCEWHICHBROUGHTUPNEWCONCEPTSANDTEACHINGMETHODSNEWTHEORY，NEWCONCEPTANDNEWMETHODWHICHADAPTTOTHESTANDARDOFTEACHINGAREBEINGSTUDIEDATPRESENT。INTHISPAPERTHEAUTHORDEEPLYDISCUSSEDANDSTUDIEDTHECASEMETHODOFTEACHINGANDINTRODUCEDITINTOTHEHISTORYOFBIOLOGYOFSENIORTWOBYAMUTABLEANALYSISANDCOMPARISONAIMINGATSURMOUNTINGTHELIMITATIONOFTHEACTUALMETHODOFTEACHINGTHECASEMETHODOFTEACHINGHASBEENBASINGONACERTAINTEACHINGPURPOSEITISATEACHINGMETHODOFCHOOSINGPROPERCASESTHROUGHOUTTHETEACHINGCOURSETOORGANISETHESTUDENTSTOANALYSEDISCUSSANDDESEARCHTHROUGHTHEINTERACTIONBETWEENSTUDENTSANDTEACHERSTHESTUDENTS’ABILITYCANBEPRACTISEDANDGOODQUALITYCANBEDEVELOPEDBASINGONTHECASESANDCOMMUNICATIONBETWEENTEACHERSANDSTUDENTSARETHECHARACTERISTICSOFIT，ITSPURPOSEISTODEVELOPTHEABILITIESANDPROMOTEALLAROUNDDEVELOPMENTOFTHESTUDENTSTHISARTICLEWILLTELLUSTHEAPPLICATIONOFTHECASEMETHODOFTEACHINGINBIOLOGICALCOURSEINTHEFOLLOWINGASPECTS。FIRST，ITANALYSESTHETHEORETICALFOUNDATIONOFTHECASEMETHODSOFTEACHINGSECOND，ITTELLSUSTHECHARACTERISTICSOFTHEEASEMETHODSOFTEACHINGTHIRDITBRINGSUPTHEREQUESTSOFTHEAPPLICATIONOFTHECASEMETHODOFTEACHINGINBIOLOGICALCOURSEOFTHECASES，THETEACHERSANDTHESTUDENTSFOUFTH，ITDISCUSSESTHECOMPOSEANDTHEBASICCOURSEOFSCIENTIFICCASESBYEXAMPLES，COMBINEDWITHTHETEXTFIFTH，ITDOESRESEARCHWITLLEXPERIMENTSBYUSINGCOMPARISIONANDCOMBININGWITHTHETEACHINGPRACTICEFINALLYTHISARTICLESUMMARIZEDTHECASEMETHODSOFTEACHINGMETHODAPPLICATIONENLIGHTENMENT，ATTHESAMETIMEHADPOINTEDOUTINTHEAPPLICATIONEXISTENCEQUESTIONANDTOIMPLEMENTED。THECASCMETHODSOFTEACHINGTOPUTFORWARDTHEESSENTIALPROPOSALTHEAPPLICATIONOFTHECASEMETHODOFTEACHINGINBIOLOGICALCOURSEWILLGRADUATEDEVELOPINTOANDTHEEFFECTOFTHISKINDOFTEACHINGISINCREASINGLYSIGNIFICANT，ALONGWITHACONSTANTREFORMOFBIOLOGICALTEACHING，EVENTHOUGHTHESTUDYOFTHECASEMETHODOFTEACHINGISSTILLINSTARTINGSTAGECURRENTLYKEYWORDSTHEHISTORYOFBIOLOGICALTEACHINGCASECASEDEVELOPMENTCASEMETHODSOFTEACHING

簡介：魯東大學(xué)碩士學(xué)位論文全球史觀與中國高校世界近現(xiàn)代史教材體系改革姓名劉春英申請學(xué)位級別碩士專業(yè)課程與教學(xué)論歷史指導(dǎo)教師高春常20090611ABSTRACTTHISTHESISDESCRIBESTHEDEVELOPMENTOFGLOBALHISTORICALVIEWPOINTSATHOMEANDABROAD，ANDSUMMARIZESTHENEWGLOBALHISTORICALVIEWPOINTSFROMAHISTORICALPERSPECTIVE，AIMINGTOBUILDTHESYSTEMOFMODEMCHINESEWORLDHISTORYTHEFIRSTPARTDISCUSSESTHEGLOBALHISTORICALVIEWPOINTS，ANDTHEAPPLICATIONINCOLLEGESOUTSIDE，INCLUDINGITSRISE，CONNOTATION，CHARACTERISTICANDSOONTHEGLOBALHISTORICALVIEWPOINTSAREONEOFTHERESEARCHMETHODSABOUTSTUDYINGWORLDHISTORYFROMAGLOBALPERSPECTIVEANDTHEPERSPECTIVEOFMACROHISTORICALSTUDYITHASRESULTEDFROMHISTORIANSREFLECTUPONCHANGESINWORLDHISTORYANDHISTORICALRESEARCHMETHODSOFTHE20THCENTURYTHEREARESOMEBOOKSWHICHREVIEWEDANDREWROTETHESTAGESOFTHEWORLDHISTORYSYSTEMATICALLYSUCHASAGLOBALHISTORYWRITTENBYLSSTAVRIANOS，ANDWORMCIVILIZATIONSTHEGLOBALEXPERIENCEWRITTENBYPETERNSTEAMSTHESECONDPARTDISCUSSESTHEDEVELOPMENTOFTHEGLOBALHISTORICALVIEWPOINTSANDMODEMWORLDHISTORYMATERIALSINCHINESECOLLEGESTHEGLOBALHISTORICALVIEWPOINTS，嬲AGUIDINGIDEOLOGYOFHISTORYCANNOTBEIGNOREDCHINESEHISTORIANSHAVEMADEAFRUITFULEXPLORATIONINTHEAREAASWELLASINTHERECONSTRUCTIONANDTHEINNOVATIONOFWORLDHISTORYSYSTEMTHENEWRESEARCHPERSPECTIVEANDMETHODSOFTHEGLOBALHISTORYHAVEPUTNEWVITALITYINTOTHEOLDCHINESETRADITIONOFHISTORIOGRAPHYFOREXAMPLE，THEGENERALHISTORYSERIES，THETEXTBOOKSERIESONHISTORIESOFCIVILIZATIONANDMODEMIZATIONFINISHEDBYCHINESECOLLEGES，HAVEASSIMILATEDTHEACHIEVEMENTSOFTHEGLOBALHISTORICALVIEWPOINTSHOWEVERTHEREISSTILLALONGWAYTOGOSOMEWORKS，F(xiàn)ORINSTANCE，RESEARCHPERSPECTIVESANDCONTENTS，NEEDSCHOLARSTOENRICHTHELASTPARTISTHEKEYSTONE，F(xiàn)OCUSINGONTHENEWGLOBALHISTORICALVIEWPOINTSASSOCIATEDWITHTHECONSTRUCTIONOFTHESYSTEMOFMODEMWORLDHISTORYINCHINAINTHEWORLDMODERNIZATIONISTHESUBJECTANDINTEGRATIONISTHETREND，SOMYNEWGLOBALHISTORICALVIEWPOINTSARE，BASEDTHEMARXISTMATERIALISTTHEORYTOTAKETHEOVERALLINTEGRATIONOFTHEWORLDHISTORYASTHEMAINLINE，ANDTHEMODEMPROCESSOFMODERNIZATIONASITSMAINCONTENTMODERNIZATIONISALSOAGLOBALVIEWOFHISTORYBUTTHANTHEOLD，ITSRESEARCHSUBJECTISMORESPECIFICANDBROADERTHANTHEOLDTHETEACHINGSYSTEMOFTHENEWGLOBALHISTORYISDIVIDEDINTOTHEUPPERANDLOWERPARTTHEUPPERONEDISCUSSESTHEMODERNIZATIONPROCESSPRIMARILYINMODEMTIMES，ANDTHENEXTPARTMAKESABRIEFOFTHEWORLD’SHOTSPOTSKEYWORDSTHEGLOBALHISTORICALVIEWPOINTS；MODEMWORLDHISTORY；THEREFORMOFTEACHINGMATERIALS’SYSTEM；THENEWGLOBALHISTORICALVIEWPOINTSIL

簡介：西北師范大學(xué)碩士學(xué)位論文數(shù)學(xué)史融入數(shù)學(xué)教學(xué)的實(shí)踐研究姓名張國定申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師孫名符20071101ABSTRACTFROMTHEADVOCACYTOSPREADTHENTOPROMOTION，THESTUDYFORTHERELATIONSBETWEENTHEHISTORYANDTEACHINGOFMTHEMATICSHASEXPERIENCEDAHISTORYOFMORETHANONEHUNDREDSINCETHEFOUNDINGOFTHEHPMGROUPIN1972MANYHISTORICALDOCUMENTSOFMTHEMATICSHAVEINVOLVEDINTODAYSMTHEMATICSSETTINGFORCOMPULSORYEDUCATIONANDTHETOPICOFSELECTIVEINSTRUCTIONOFMATHEMATICSHISTORYISALSOCOMPILEDASTHEOPTIONALCONTENTINTHEMTHSBOOKFORSENIORHIGHSCH001BOTHTHESEFACTSPROVEMMTHEMATHEMATICSHISTORYHASBEENINWIDEUSEINTHECLASSRATHERTHANBEENSEALEDINTHESOLITARYSTUDYBUTHOWDOTEACHERSGETTOKNOWANDUNDERSTANDTHEVALUEOFTHEHISTORYOFMATHEMATICSBETTERHOWDOTHEYSCIENTIFICALLYCOMBINETHEHISTORYOFMATHEMATICSHTOMATHSTEACHINGAFTERTHEINTRODUCTIONOFTHEHISTORYOFMATHEMATICSINTOMTBSBOOKINCOMPULSORYEDUCATIONHOWDOTHEYPUTTHEHISTORYOFMATHEMATICSL丑TOPRACTICETOACCELERATETHEIMPROVEMENTOFTEACHINGQUALITYFORTHESTUDENTS，HOWCANTHEYUNDERSTANDANDACCEPTITTHEREISASERIESOFQUESTIONSREQUIRINGNSTOGIVENDEEPANDDETAILEDDISCUSSIONANDRESEARCHBASEDONTHEORYANDPRACTICEBEFOREWESTARTTOTEACHTHERENEWEDMATHSFORSENIORHIGHSCH001FIRSTLYPROCEEDEDWITHTHEDOCUMENTSUMMARIESANDTHEORETICALBASISTHISTHESISDISCUSSEDTHERELATIONSBETWEELLMATHSANDHISTORYOFMATHEMATICS，THETEACHINGANDHISTORYOFMATHEMATICSASWELLASTHERENEWEDLESSONSANDHISTORYOFMATHEMATICSBASEDONTHESERELATIONSTHETHESISPOINTSOUTTHATTHEHISTORYOFMATHEMATICSISANIMPORTANTWAYFORSTUDENTSTOFULIYUNDERSTANDMATHEMATICS，TOLEARNTHEMETHODOFTHINKINGTOMASTERTHEMETHODOLOGYOFMTHEMATTCSANDTOTRAINTHEIRPHILOSOPHICALACCOMPLISHMENTTOBEFURTHERFROMTHEVIEWOFTEACHINGTHETHESISSHOWSTHATTHEHISTORYOFMATHEMATICSIS1111IMPORTANTAPPROACHFORPOLITICALIDEOLOGICALANDMORALEDUCATION，NGUIDETECOGNITIONEDUCATIONTHECONTENTANDBRIDGEFORCULTURALEDUCATIONANDALLEFFECTIVEWAYTOTRAINTHEFEELINGS，ATTITUDESANDOUTLOOKSONVALUEOFSTUDENTSINTHEBACKGROUNDOFRENEWEDLESSONSSECONDLYACCORDINGTOASERIESOFPRACTICALRESEARCHESSUCHASQUESTIONNAIRESM

簡介：J781930刪武碩士學(xué)位論文2004屆物理教學(xué)中滲透物理學(xué)史教育的模式研究THEELEMENTARYSTUDYONTHETEACHINGMODEOF“INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING’’研究生姓名指導(dǎo)教師姓名于忠衛(wèi)昊永熙教授專業(yè)名稱課程與教學(xué)論物理研究方向論文提交日期中學(xué)物理教學(xué)2004年11月物理教學(xué)活動(dòng)中溶避物理學(xué)史教育的模式研究ABSTRACTALONGWI壤THEREFORMINEDUCATIONCONTINUOUSLYUNFOLDING，THEEDUCATIONALIDEATHATTHESTUDENTISTHECENTEROFTEACHINGACTIVITIESHASBEENWELLACCEPTED，ANDVARIOUSTEACHINGMODESREFORMISONTHERISETHISARTICLEHASBASICALLYTHOUGHTFROMTHEFACTSOFTHECURRENTPHYSICSCLASSANDAFTERCLASS，THENAFTERSOMESTUDIESANDANALYSESOFTHEPHYSICSLEANINGINTERESTANDTHEMASTERYOFTHEHISTORYOFPHYSICSWEREMADEINSOMEHIGHSCHOOL，WECONCLUDETHATTHEREARETHREEKINDSOFCIRCUMSTANCESEXISTINGINCURRENTPHYSICSTEACHINGSTUDENTS’STUDYINTERESTISNOTSTRONGTHEIRKNOWLEDGEABOUTPHYSICSHISTORYISPOORANDTHETEACHINGESTIMATETOSTUDENTISNOTEXACTSTUDYINGINTERESTSISPRIMITIVEMOTIVATIONOFSTUDYTHEPHYSICSHISTORYHASABUNDANTTEACHINGVALUE，ANDEXACTTEACHINGESTIMATECOULDVISIBLYPROMOTESTUDENTS’STUDY。ALLTHESECALLHAVEAINFLUENCEONSTUEDNM’S拋DYTHEREFORE。JOININGTOGETHERTHENEWCOURSESTANDARDOFPHYSICSANDTHEACHIEVEMENTSOFPSYCHOLOGYANDEDUCATION，THEAUTHORTRIESTOPUTFORWARDTHETEACHINGMODEOF‘‘INFILTRATINGTHEEDUCATIONOFPHYSICSHISTORYINTOTHEPHYSICSTEACHING”。THISMODEPROBESINTOTHEHISTORYOFPHYSICS’ABUNDANTEDUCATIONVALUEFIRSTLYTHENITINDICATESSOMEMANNERSTOJOININGPHYSICSEDUCATIONWITHTHEHISTORYOFPHYSICSINTHREEPROGRESSESMETHODSABOUTHOW幻INSPIRESTUDENTS’STUDYINTEREST、THEEXPLORINGSTUDYANDPOSITIVEEVALUATIONOFMUDENTSTHEN，PROGRAMSABOUTHOWTOUSETHISTEACHINGMODEINPHYSICSCLASSESWASPUTFORWARDFURTHERMORE。SOMERESEARCHESHAVEBEENMADE|OTHEPHYSICSTEXT一抽OKATLASTFULFILLMENTACTIVITIESWERECARRIEDOUTTHISMODEALWAYSEMPHASIZESTHATTHISTEACHINGMODESHOULDBEADOPTEDFLEXIBLYINSOMESPECIALTEACHINGCONDITIONSTHISPAPERPUTSFORWARDSUITABLECIRCUMSTANCESANDATTENTIVELYPROCEEDINGSFORTHETEACHINGMODETOO。KEYWORDSTEACHINGMODEPHYSICSEDUCATIONTHEHISTORYOFPHYSICSILWFIAENBYZHONGWEIYUDKEETEDBYYONGXIWU

簡介：河北師范大學(xué)碩士學(xué)位論文通過物理學(xué)史培養(yǎng)高中學(xué)生科學(xué)精神的實(shí)踐研究姓名武力強(qiáng)申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)物理指導(dǎo)教師孟秀蘭20090605ABSTRACTPHYSICSEDUCATIONISONEOFTHEESSENTIALCOMPONENTSOFSCIENCEEDUCATION．INTRADITIONALPHYSICSTEACHINGEMPHASISISONLYPLACEDONKNOWLEDGEANDTHEDEVELOPMENTOFSCIENTIFICSPIRITISIGNORED．HOWEVER,ITISNOTPROPERTODOSO．YOUNGSTUDENTSALETHEFUTUREOFOURHOMECOUNTRYANDITISTHEDEVELOPMENTANDPROMOTIONOFSCIENTIFICSPIRITSTHATDETERMINEWHETHEROURCOUNTRYWILLBEINANADVANTAGEOUSPOSITIONINTHEFIERCEINTERNATIONALCOMPETITION,SOITISNECESSARYTOCULTIVATEYOUNGSTUDENTS’SCIENTIFICSPIRITS．THEPRESENTRESEARCHINVESTIGATEDSOMESENIORSTUDENTS謝THAQUESTIONNAIREANDTHERESULTSSHOWTHATMEYARELOWINTHEGENERALLEVELOFSCIENTIFICSPIRITS．NVIEWOFSENIORSTUDENTS’EXISTINGSTATEOFSCIENTIFICSPIRITS，THERESEARCHERRETHOUGHTPROFOUNDLYABOUTTHEPRESENTSITUATIONOFPHYSICSTEACHING，ANDPRESENTEDABRIEFOVERVIEWOFTHEEXISTINGRESEARCHESBOTHATHOMEANDABROAD．THERESEARCHERPROBEDINTOTHECONNOTATIVEMEANINGOFSENIORHIGHSCHOOLSTUDENTS’SCIENTIFICSPIRITSANDTHESCIENTIFICSPIRITEDUCATIONALFUNCTIONOFTHEHISTORYOFPHYSICS，BASEDONPIAGET’SGENETICEPISTEMOLOGYANDRECAPITULATIONTHEORYOFEDUCATIONAND．THENTHERESEARCHERDEMONSTRATEDTHEPROBABILITYTHATSENIORHIGHSCHOOLSTUDENTS’SCIENTIFICSPIRITSCANBEDEVELOPEDTHROUGHTHEINFILTRATIONOFTHEHISTORYOFPHYSICSINTOPHYSICSTEACHING．FURTHERMORE，SCIENTIFICSPIRITSFACTORSAREEXCAVATEDINTHEHISTORYOFPHYSICS．THENINTHEFOLLOWINGONEYEALEXPERIMENT，THEHISTORYOFPHYSICSWASINFILTRATEDINTOTHEPHYSICSTEACHING．THEPREINVESTIGATIONOFTHESTUDENTS’SCIENTIFICSPIRITSWERECARRIEDOUTATTHEBEGINNINGTHROUGHAQUESTIONNAIRE．AFTERANALYZINGTHERESULTSOFTHEPREINVESTIGATION，THEHISTORYOFPHYSICSWASINFILTRATEDINTHEPHYSICSTEACHINGINTHEEXPERIMENTBASEDONTHECOUNTERMEASURESINTHEINFILTRATIONOFTHEHISTORYOFPHYSICSINPHYSICSTEACHING，SUCHASTEACHINGPRINCIPLES，TEACHINGAPPROACHESPUTFORWARDANDONECASEOFDEVELOPINGSCIENTIFICSPIRITSINTEACHINGPRACTICEWEREOFFERED．ATTHEENDOFTHEEXPERIMENTTHEPOSTINVESTIGATIONWASCONDUCTED．BYANALYZINGTHERESULTSOFTHETWOINVESTIGATIONS，THERESEARCHERDREWATENTATIVECONCLUSIONTHATTHEINFILTRATIONIV

簡介：山東師范大學(xué)碩士學(xué)位論文數(shù)學(xué)史在數(shù)學(xué)概念教學(xué)中的應(yīng)用研究姓名李宏偉申請學(xué)位級別碩士專業(yè)學(xué)科教學(xué)數(shù)學(xué)指導(dǎo)教師楊澤忠20070409山東師范人學(xué)頌L學(xué)位論文ABSTRACTMATLASHISTORYISASUBJECTTORESEARCHINTOTHECONTACTBETWEENMATHSCONCEPT，MATHSMETHOD，THEORIGINOFMATHSTHOUGHTANDSOCIETYECONOMYANDCOMMONCULTUREITREFLECTSTHESKELETONANDESSENCEOFMATHSDEVEPLOPMENT勸EVALUEOFMATHSHISTORYREPRESENTSTHETHREEASPECTSASFOLLOWINGTHEHISTORYVALUE，THEMATHSVALUEANDEDUCATIONALVALUEWITHALLTHERESULTSOFMATHSHISTORYANDINTERNATIONALSTUDYGROUPONTHERALATIONSBETWEENHISTORYANDPEDAGOGYOFMATHEMATICS，THEEDUCATIONALVALUEOFMATHSHISTORYISBEINGUNDERSTOODANDACCEPTEDBYPEOPLEINPRESENTMATHSCOURSEREFORMMATHSHISTORYISCONSIDEREDASANEWWAYTOUNDERSTANDMATHSTHERESEARCHRESULTSOFHPMAREBECOMINGMOREANDMORECOLORFULANDTHEYURGEUSTOPAYMOREATTENTIONTOTHEPRACTICAL印PLICATIONOFMATHSHISTORYINMATHSEDUCATIONAPPLICATIONRESEARCHONMATHSHISTORYSHOULDBEATTACHIMPORTANCETOTHECONCEPTBECAUSEMATHSCONCEPTISTHEBASISOFMATHS，CELLOFTHINKINGANDJUMPINGOFFPLACEOFMATHSTEACHINGTHEAIMOFTHISRESEARCHISTODISCUSSHOWTHEMATHSHISTORYCANBEUSEDINCONCEPTTEACHING；SEEKAFTERTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHTEACHERSCOMBINEMATHSHISTORYWITHTHEDESIGNOFCONCEPTTEACHINGONPURPOSEANDVALIDATETHEACADEMICVALIDITYTHROUGHTEACHINGEXPERIMENTSTHISESSAYCONCLUDESTHECUTINPOINTS，PRINCIPLESANDSTRATEGIESABOUTTHEAPPLICATIONTOTHECONCEPTTEACHINGOFMATHSHISTORYTHROUGHACADEMICRESEARCHITHINK，VIARESEARCH，DURINGTHEPERIODOFMIDDLESCHOOL，THEAPPLICATIONFORMOFMATHSHISTORYINCONCEPTTEACHINGSHOULDBE“THEFORMOFBEINGINHARMONY”；ANDWESHOULDCHOOSETHESUITABLEMATHSHISTORYCONTENTACCORDINGTOTHETEACHINGCONTENTANDTHESTUDENTS’PERCEIVE；WESHOULDOBTAINCONCEPTTHROUGHPAYINGMOREATTENTIONTOTHELATITUDINOUSTEACHINGANDRECREATINGPRINCIPLES；PRESENTINGTHEOUTCOMINGPROCESSOFMATHSHISTORYTHROUGHSIGHTPRINCIPLES；IMPROVINGTHEDEGREEOFTHESTUDENTS’ATTACHINGTHEMSELVESTOTHEPROCESSTHEMAINSTRATEGIESOFTHEMATHSHISTORY’SAPPLICATIONINCONCEPTTEACHINGARE“‘‘PROBLEMSTRATEGY’AND‘‘THEINSTRUCTEDRECREATEDSTRATEGY’。THAT’STOSAYTEACHERSINSTRUCTSTUDENTSTECREATECONCEPTHAPPILYWITHPROBLEMSAFTERTHEEXPERIENTS，THESTUDENTS’QUESTIONNAIREANDTALKRESULTSINDICATEN】CYCANNOTONLYADAPTTOTHECONCEPTTEACHINGOFMATHSHISTORYBUTALSOIMPROVETHEIRINTERESTINSTUDYTHEACHIEVEMENTTESTBETWEENTHEACADEMICCLASSANDCONTRASTCLASSINDICATETHEREISOBVIOUSDIFFERENCIBETWEENTHEMTHEREFORE，CONCEPTTEACHINGOFMATHSHISTORYISHELPFULINUNDERSTANDINGANDSEIZINGTHECONCEPTDIFFCULTIESALSOAPPEARINTHEEXPERIMENTSSOMESTUDENTSCAN’TTAKEPARTINTHE2